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NEBRASKA DEPARTMENT OF EDUCATION
Teacher Preparation Content Program Review
Institution: Chadron State College
Date Submitted: Summer 2012
Contact Person: Dawn Brammer
Phone: 308-432-6489
Fax: 308-432-6429
Email: dbrammer@csc.edu
Content Group/Area: Health, Physical Education, and Recreation
And/or
Endorsements and Grade level: Health(7-12), Health and Physical Education (K-12), Physical Education
Program Level: X Initial
Advanced
X
X
Is the program offered at more than one site?
Yes
X No
X
X
If yes, lit the sites at which the program is offered:
_________________________________________________________________________________
_________________________________________________________________________________
Type of Certificate:
X Teaching
X
Accreditation Status: X NCATE
X
X
Administrative
X
X State
X
X
Special Services
TEAC
X
Regional
Specialty Program Area Recognition ( if applicable):
Program Report Status:
X Initial Review
X
X
Rejoinder
X
Response to Condition
Section 1: Contextual Information
Introduction
Institutional Overview
Chadron State College, which began as a Nebraska State Normal School in 1911, remains the only fouryear institution of higher education in western Nebraska. In 1964 the institution enhanced its mission and the
name was changed to Chadron State College (CSC). The college has experienced numerous changes and
continual growth over their millennium.
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Though small in number, early graduates represented education to a young, rugged, and rural society.
Today, the college prepares students for much more than teacher education. The institutional role, mission, and
objectives cover comprehensive college curricula, which includes basic and advanced programs. Teacher
education remains, however, a central component. In 2010, for example, almost 30% of our student-body
pursued degrees in teaching. These students are primarily from Chadron State’s expansive rural service region,
which encompasses 26 counties and approximately 34,700 square miles.
Total institutional enrollment, as of fall 2010, now stands at 2,759 students, of which 64% are full-time.
The majority of these students, approximately 61%, are Nebraskans. Traditional students, students under 23
years of age and single, make up the majority of the enrollment. Generally, students are first-generation and are
from small rural high schools with graduating classes of 100 students or less. Non-traditional students, students
over 23 years of age or married, comprise 41% of our full-time undergraduate enrollment, the majority of which
are women.
Due to the expanse of our coverage area, Chadron State offers its courses, via interactive
telecommunications, to two locations, Scottsbluff and North Platte, Nebraska, in addition to face-to-face
instruction at these sites.
Institutional Charge, Vision and Mission Statements
Statutory charge. Priorities for Nebraska State Colleges, as established by the state legislature and
reported in the 2006 Coordinating Commission for Postsecondary Education Comprehensive Statewide
Plan for Postsecondary Education, are:
 First instructional priority is the provision of baccalaureate general academic, occupational, and
education degree programs;
 Second instructional priority is to provide master's programs in education and other disciplines
authorized by statute or by the Commission;
 Third priorities are applied research, public service activities, and continuing education activities
that serve their geographic service areas.
The Commission further defines CSC’s programmatic service as a Master's (comprehensive)
College/University I Carnegie classification. Chadron State College's programmatic service area includes
baccalaureate level liberal arts, occupational degree programs and professional degree programs in
education.
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The primary focus of Chadron State College's educational programs is high quality,
comprehensive undergraduate programs leading to baccalaureate degrees in arts and sciences,
business, and teacher education, all of which are enhanced by a coherent general education
program.
Chadron State College’s new baccalaureate degree programs will reflect the needs of its service
area and the priorities of the State College Board of Trustees.
Chadron State College offers the Master of Education, the Master of
Organizational Management, and the Master of Business Administration degrees.
http://www.ccpe.state.ne.us/PublicDoc/CCPE/
Like Peru and Wayne State Colleges (the other two institutions within the Nebraska State College
system), Chadron State is a regional institution dedicated to teaching, scholarship, and community
service, and serves a defined, geographical region.
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Institutional vision and mission statements. The vision and mission as established by the
faculty, professional staff, and administration at Chadron State College are:
 Vision
Chadron State College aspires to be a premiere institution of higher education in the western
high plains states, innovatively pursuing excellence in teaching, scholarship, and service.
 Mission
Chadron State College will enrich the quality of life in the region by providing
educational opportunities, research, service, and programs that contribute significantly to the
vitality and diversity of the region.
The vision and mission set the focus for the future of the institution and aid in the development of
the strategic plan which will guide us into a continuous state of improvement, and is designed to meet the
needs of the region we serve.
Institutional Strategic Plan
Chadron State College has four outcome initiatives and twenty accompanying actions to achieve
the initiatives set forth in the plan. The strategic plan for 2011 and beyond is as follows:
1. Initiative One: Streamlined, Relevant, High-Impact Learning Experiences
 Action (1) Revise Essential Learning Program (General Studies)
 Action (2) Create integrated and interdisciplinary programs
 Action (3) Implement experiential learning for college seniors
 Action (4) Expand student literacy to all areas of technology and media
 Action (5) Create co-curricular experiences that emphasize
leadership, engagement,
civic responsibility and positive human interaction
 Action (6) Refine and redefine course delivery models
 Action (7) Promote standards of quality for courses and teaching
 Action (8) Establish a technology-supported, collaborative and creative teaching and
learning center to provide appropriate resources and tools to create high-impact learning
experiences
2. Initiative Two: Competitive, Customer-focused Delivery of Services in
Support of Teaching and Learning
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Action (9) Develop a campus-wide definition and process for student advising and
schedule building
Action (10) Initiate a review of internal service gaps and establish a plan to improve
communication and timely completion of services
Action (11) Review all campus services for relevance and efficiency
Action (12) Initiate a review of internal service gaps with respect to academic computing
services
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Action (13) Establish a deliberate collaborative process to improve communication and
effective teamwork across all areas of the college
3. Initiative Three: Optimal Use of Limited Human and Physical Resources
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Action (14) Based on the campus-wide review of services for relevance and efficiency
(#11above) reallocate human resources more effectively according to mission-critical
processes and functions as opposed to historical silos
Action (15) Implement a system of assessment and accountability for ensuring quality of
mission critical functions
Action (16) Differentiate and streamline the role and responsibilities of faculty and staff
Action (17) Initiate a digital document and self-service plan for process flow
improvement, accountability, document storage and retrieval, and paper reduction
4. Initiative Four: Increased Revenue

Action (18) Re-allocate one or more existing personnel lines to focus exclusively on
market development
 Action (19) Develop internal support for grant-writing
 Action (20) Build on fundraising momentum developed during the Vision
2011Comprehensive Campaign
Link to Strategic Plan
Education Unit Mission/Philosophy
Chadron State College’s professional preparation programs are designed to produce “Visionary
Leaders for Lifelong Learning”.
Mission
The mission of the Chadron State College Education Unit, founded on educating Visionary
Leaders, is committed to creating diverse educational environments that are thoughtfully
structured to provide opportunity for the success of all learners, now and for the future.
To accomplish the mission, CSC provides teacher, administrator, and counselor
candidates with deliberate and appropriate educational experiences. Knowledge, skills, and
dispositions are developed through extensive classroom and field-based interactions. Candidates
have opportunities to develop their own professional philosophy and teaching style while learning
to meet the needs of learners in authentic educational settings. This is accomplished with a vision
that embraces tradition, innovation, and the strength of diversity, always with an eye to the future.
Philosophically, Education Unit faculty members act upon a set of beliefs that reflect the
importance placed on the preparation of qualified professional educators who will meet the learning needs
of all children in P-12 educational settings. To this end, unit faculty members are dedicated to the
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development of Visionary Leaders. The Education Unit believes the educator’s role is to facilitate
learning. This facilitation is accomplished by creating opportunities for all learners to actively engage
and participate in their learning environment, and to process knowledge delivered through methods
appropriate to their individual learning style. The model is based, to a great extent, on the constructivist
theory of learning.
Description of the Education Unit – Organization and Structure
The Education Unit is comprised of the Education Department and other campus departments
providing teacher certification endorsement coursework at the initial and advanced levels. Campus
departments offering endorsements are: Applied Sciences; Business; Counseling, Psychology, and Social
Work; Education; English and Humanities; Health, Physical Education, and Recreation; Library Services;
Mathematical Sciences; Music; Physical and Life Sciences; Social and Communication Arts; and Visual
and Performing Arts. Link to CSC Organizational Chart
The CSC Department of Education houses the initial programs for Elementary Education, Early
Childhood Education, Early Childhood Unified Education, and Special Education, as well as advanced
programs in Reading Specialist, Educational Administration, and Curriculum and Instruction.
(Curriculum and Instruction is not an endorsement program but rather an advanced, professional master’s
degree.) The Education Department holds the major responsibility for providing professional teacher
education curriculum.
The Education Unit is led by the unit head, the Academic Dean for Professional Licensure. The
responsibilities of the academic dean include administrative oversight for program licensures and
education programs. The dean serves as Chair of the Teacher Education Committee which includes
teacher educators from each of the departments providing endorsement areas, and faculty teaching the
professional teacher education programs. This committee is at the frontline for recommendation of
policy, curriculum and procedures, and, also reviews assessment data and makes recommendations for
change in curriculum, program and assessment processes. Membership of the Teacher Education
Committee also includes one student and two public school representatives.
At Chadron State College, curricular changes at the initial and advanced levels are initiated
within the departments and then presented to the Teacher Education Committee for advisement input.
Initial level curriculum changes for all programs are presented to the Faculty Senate’s Academic Review
Committee for final approval. Advanced level/ graduate program changes are presented to the Faculty
Senate’s Graduate Council, for final approval. The major function of these committees is to see that
changes align with CSC and Nebraska State College System policies.
The Education Unit offers teacher education programs to distant, outreach sites located in North
Platte and Scottsbluff, Nebraska, and in Sheridan, Wyoming. The predominant initial education program
at these sites is Elementary Education, where candidates may complete their entire pre-service
curriculum. These programs operate cooperatively with the community colleges in their corresponding
locations. At the advanced level, distant, outreach programs are also offered in North Platte and
Scottsbluff, Nebraska, for the School Counseling program. Through a combination of on-line delivery
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and face-to-face delivery, students may complete these programs at the distance sites, enabling Chadron
State to better meet the needs of the region.
The Education Unit also offers secondary level, post-baccalaureate certification course programs
at these distant, outreach sites and on the main campus. Initial and advanced program course delivery may
be offered and received via interactive television (ITV), on-line, or through face-to-face instructional
formats.
The Unit
The Teacher Education Unit offers certification programs aligned with state and national standards.
Chadron State College offers twenty-eight initial endorsement programs, four initial supplemental
endorsements, and four advanced endorsements. The following endorsements are currently in the phaseout stage: Specialist -Superintendent, secondary field -Industrial Education Technology, supplemental Skilled and Technical Science Education, and supplemental - Driver Education. Certification programs
offered through the Unit are:
Initial Level Programs (Bachelor of Science Degree (BS))
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Secondary Education (7-12)
o Art (K-12)
o Basic Business (6-12) (4-9)
o Biology (7-12)
o Business Marketing and Information Technology Education (6-12)
o Chemistry (7-12)
o Coaching (7-12)
o Earth Science (7-12)
o Educational Library Media (K-12)
o English (7-12)
o Family and Consumer Sciences Education (7-12) (4-9)
o Health (7-12)
o Health and Physical Education (K-12)
o History (7-12)
o Industrial Technology Education (6-12)
o Language Arts (7-12) (4-9)
o Mathematics (7-12) (4-9)
o Music (K-12)
o Natural Science (7-12) (4-9)
o Physical Education (K-6) (7-12)
o Physical Science (7-12)
o Physics (7-12)
o Social Science (7-12) (4-9)
o Theatre (7-12)
o Vocal Music (K-8)
Middle Grades (4-9)
Elementary Education (K-8)
Early Childhood (B-3)
Early Childhood Unified Education (B-3)
Mild/Moderate Disabilities (K-12)
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Advanced Level Programs (Masters of Science Degree (MS))
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Educational Administration
o
School Principal; (K-12) (K-6) (4-9) (7-12) Endorsement
o
Special Education Coordinator; (K-12) Non-endorsement
School Counseling; (K-12) (K-6) (7-12)
Curriculum and Instruction; Non-endorsement
o
Secondary Education
o
Elementary Field
o
Elementary Generalist
Reading Specialist; (K-12) Endorsement (non-degree seeking)
In the 2010-2011 academic year, at the initial level, education majors numbered 604. Of these, 125 were
part-time students. At the advanced level, 164 of the 180 students were enrolled part-time. For the 2010-2011
academic year 82 students graduated at the advanced level. This represented approximately 55% of the
institutions advanced degrees granted.
Unit Field Experience Requirements
All initial level candidates must complete 100 - 125 clock hours of classroom observation/participation
within a classroom setting prior to their student teaching capstone experience; this number varies between
Secondary and Elementary level programs, respectively. Pre-service field experience hours are required at all
levels throughout the program, culminating with the student teaching field experience. Field experiences and
their respective hourly requirements are listed below.
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EDUC 131: Introduction to Teaching -- 10 clock hours of classroom observation
PSYC 231: Educational Psychology -- 15 clock hours of classroom observation
EDUC 300/320: Education Observation & Participation:
o
EDUC 300: 75 clock hours for secondary candidates, and
o
EDUC 320: 100 clock hours for elementary candidates
o
EDUC 480/490: Student Teaching – 40 hours per week, over 16 weeks (1
semester)
See Chadron State College General Catalog for written evidence.
At the advanced level, the endorsement for Educational Administration requires 250 hours of field
experience. The School Counseling endorsement program requires 450 hours of field experience for K-6
endorsement; 450 hours of field experience for 7-12 endorsement; and 900 hours for K-12 endorsement. See CSC
Graduate Catalog 2011-2013 for written evidence.
Program Transition/Gateway Points: Admission, Retention and Exit
(Initial and Advanced Programs)
Initial Level Gateways. At the initial level candidates are provided basic information about program
gateways (transition points) and assessments. The information is outlined and available online, in the Teacher
Education Handbook and the CSC General Catalog 2011-2013 as well as in several education courses, e.g., EDUC
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131: Intro to Teaching; EDUC 300/320: Observation & Participation. Five (5) transition points (gateways) serve
as a guide for the candidates. A summary of these transitions/gateways is below.
Gateway 1: Admission to Chadron State College
Chadron State College admits all graduates of accredited Nebraska high schools and qualified out-ofstate students. Upon admission to CSC students must: (1) complete the ACT or SAT exam and have official scores
sent directly to the CSC Admissions Office; (2) have official high school/college transcripts sent; (3) submit
application form and fee. Advisors are assigned to all students who gain entry into the college. Candidates
enrolling in teacher education programs of study have, as their primary advisors, faculty from either the
Education Department (Elementary and Special Education programs) or the department responsible for the
endorsement (Middle Grades and Secondary Education programs).
Transfer students work through the START Office (Student Transition and Registration Team) to have
their transcripts evaluated for CSC General Studies program requirements. Following the evaluation, the
candidate is assigned an advisor. Transfer students who have completed an Associate’s Degree from an
accredited institution are given credit for the CSC General Studies program requirements with the exception of
six (6) credit hours of upper division level courses (Ethics and a global and social/cultural awareness course). An
evaluation is then conducted related to the teacher education program core competencies as described in the
conceptual framework document.
Gateway 2: Pre-Admission to Teacher Education Program
Pre-Admission program requirements, students/candidates must: (1) complete EDUC 131: Introduction
to Teaching with at least a grade of “C” or better; (2) submit the Education Dossier; (3) submit proof of a current
background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and
Mental Oath Statement”; and (4) submit application form, including a record of the above listed documents.
Gateway 3: Admission to Teacher Education Program (Candidacy)
Prior to admission to the Teacher Education Program and enrollment in EDUC 300 or 320: Observation
& Participation, students/candidates must: (1) pass standardized basic skills proficiency test (Praxis I/PPST) with
minimum scores of 170 in reading, 172 in writing, and 171 in mathematics; (2) submit application form; (3)
complete coursework with at least a 2.5 grade point average on a four-point scale; (4) earn a “C” or above in
English composition and oral communication (ENG 135, ENG136, and CA 125) or equivalent courses; (5) earn a
grade of “C” or above in all professional education core coursework; and (6) submit proof of a current
background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and
Mental Oath Statement”. Students/Candidates who meet all pre-requisites may register for EDUC 300 or 320
Observation & Participation (field experience 75-125 hours). At this point students are fully admitted into the
Education Program and officially become “candidates.”
Gateway 4a: Admission to Semester I of the Professional Year (Block)
Prior to admission to Semester I of the Professional Year (Block), the candidates must: (1a) elementarylevel candidates must complete Elementary endorsement area and at least 50% of another endorsement(s)
and/or a supporting minor(s); (1b) secondary-level candidates must complete Professional Education
coursework and at least 75% of secondary content endorsement; and (1c) middle-level candidates must
complete all of the professional education courses and at least 15 of the 18 required credit hours for the first
content area of specialization, and at least 12 of the 18 credit hours of the second specialization; All candidates
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must (2) complete EDUC 300 or 320 with a grade of “C” or above (75/125 hours of verified field experience); (3)
earn a GPA of 2.50 for all coursework and in each endorsement and/or supporting minor; (4) complete 90 credit
hours and must meet residency requirements; (5) present five (5) faculty recommendations; (6) be
recommended by the department faculty of the endorsement(s) area(s); (7) submit a revised Education Dossier;
(8) submit proof of a current background check and a notarized statement pertaining to criminal history and
mental fitness, “Felony and Mental Oath Statement”; and (9) submit the Application to the Professional Year
form.
Gateway 4b: Admission to Semester II of the Professional Year (Teacher Internship)
Prior to placement in Semester II of the Professional Year (Teacher Internship/student teaching),
candidates must: (1) complete Semester I of the Professional Year (Block) with a grade of “C” or above in all
courses; and (2) submit proof of a current background check and a notarized statement pertaining to criminal
history and mental fitness, “Felony and Mental Oath Statement.”
Gateway 5: Graduation, Certification and Entry to the Profession
Upon graduation, candidates will have met all the teacher certification requirements for Nebraska
licensure. These requirements are: (1) submission of the Application for Graduation to the Registrar’s Office; (2)
completion of the Teacher Intern (student teaching) experience with a minimum GPA of 2.5 (State of Nebraska
requirement); (3) complete all CSC degree requirements; and (4) submit application for a teaching certificate.
(See Initial Gateway Table.)
Advanced Level Gateways. At the advanced level candidates are provided the gateway information
online in the CSC Graduate Catalog 2011-2013 and at the CSC Graduate website
http://www.csc.edu/graduate/index.csc). The candidates must proceed through the following four (4) transition
(gateway) points:
Gateway 1: Admission to Graduate Study
Chadron State College admits all candidates for the Master of Education degree who hold a Bachelor’s
degree in Education from accredited colleges and universities. In addition the candidate must: (1) have earned
an undergraduate GPA of 2.75 or have completed 12 graduate hours at CSC with a GPA of 3.25 or higher; and (2)
submit an application for admission to graduate study. (The Graduate Record Examination (GRE) is required for
the Masters of Education in Curriculum and Instruction, Science focus).
Gateway 2: Admission to Graduate Status (filing Plan of Study)
Admission to Graduate Status requires completion of a Plan of Study within the first 9-18 hours of
graduate coursework. Candidates must maintain a 3.00 GPA or higher.
Gateway 3: Application for Oral Examination
Application must be made for the Oral Examination for the Master’s Degree. The candidate must: (1)
submit the application form; (2) complete the majority of coursework and practicum requirements as described
by each department and college policy; (3) maintain a minimum GPA of 3.00 for all program coursework; (4)
meet all college requirements for credit hours and residency; and (5) be enrolled in course work necessary to
complete the degree. The student must complete the degree program within a period of seven years from the
year the student completed his or her graduate course applicable toward their degree.
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Gateway 4: Application for Graduation and Conferring of Degree
Candidate must: (1) complete and submit application for graduation; (2) prepare and present a
professional portfolio document in the area of concentration; (3) complete all requirements successfully as
stated on the plan of study; and (4) pass a final oral examination.
See Advanced Programs Gateway Table.
Key Program Assessments
Initial Level Key Assessments. Consistent with each program gateway (cited above) are specific
program key assessments. Table for Key Assessments for Initial Programs-Attachment C as well as the CSC
Assessment Plan for Initial Programs are presented in each endorsement folio. As the tables illustrate, the key
assessments cover content knowledge; pedagogical and professional knowledge, skill and dispositions; and effects
on student learning. Multiple assessments are applied for each assessment target.
Advanced Level Key Assessments. Advanced level assessments for the Educational
Administration, School Counseling, and Curriculum and Instruction are presented in the Table of Key
Assessment Advanced Programs- Attachment C. The assessments address content knowledge,
pedagogical and professional knowledge, skills and disposition, and effects on student learning. Multiple
assessments are applied to each key area for these programs in the CSC Assessment Plan for Advanced
Programs.
Explanation of the Conceptual Framework -Developing Visionary Leaders for Lifelong Learning
The term “visionary,” in the context of the model, implies a forward looking, far-seeing, positive,
and open-minded approach to learning. The Education Unit at Chadron State College prepares candidates
to provide visionary leadership within the high plains educational settings and to educational
environments beyond this region. The model supports and compliments the Chadron State College Vision
and Mission.
The model for “Developing Visionary Leaders for Life Long Learning” is depicted by three
interlocking circles, each representing an interrelated area of the curriculum, for the initial level: General
Studies, Specialty Studies, and Professional Studies. The General Studies curriculum is designed to
provide candidates with a broad liberal studies background, while the Specialty Studies curricula is
comprised of the content coursework in each teaching endorsement area offered at Chadron State College.
The Professional Studies curriculum is comprised of those core education courses taught by Education
Department faculty. These Professional Studies courses emphasize the pedagogical knowledge, skills,
and dispositions candidates use to effectively teach P-12 students. At the graduate (advanced) level, the
“Visionary Leader” model continues to build on the pedagogical knowledge, skills, and dispositions
developed for the candidate’s academic and professional career. The General Studies represents the core
master’s program (research and inquiry); Specialty Studies describes the specialized content necessary for
the degree; and the Professional Studies encompasses the practical and field based learning’s
demonstrated by the candidate. At the advanced level, Specialty and Professional Studies often are
blended into the same courses and experiences.
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The Professional Studies circle of the model embraces the seven components that make up the
conceptual framework for the Unit. These components are: Assessment, Communication, Human
Relations/Diversity, Methodology/Technology, Professionalism, Thinking Skills, and Leadership. These
seven components are interwoven throughout the unit’s professional preparation programs and form the
basis of the constructivist approach in preparing candidates to become Visionary Leaders. The seven
components are introduced and developed within the first three years of the initial candidate’s educational
program, and serve as the basis for each of the unit’s key assessments. Advanced level candidates receive
their introduction to the components during the EDCI 631 Introduction to Graduate Studies course.
Following are the seven components of the Visionary Leader Model and their respective student outcome
statements. (The colors of each conceptual framework component will be used throughout the folio to
visually link CSC’s Conceptual Framework to key assessment data displays.)
Assessment. Successful candidates will understand both formal and informal strategies to assess
the learner’s intellectual, social, and physical development. The candidate will be able to design and
assess learning activities utilizing the data collected from those assessment measures to make
instructional and/or curricular decisions to improve student learning.
Communication. Successful candidates will demonstrate effective communication skills with all
constituents, while respecting diversity and engaging students in the learning enterprise through
motivation and constructive learning applications.
Human Relations/Diversity. Successful candidates will develop and maintain a physically
inclusive and emotionally safe classroom environment conducive to effective learning, which encourages
the voicing of student concerns, embraces elements of diversity, and exhibits an understanding of child
growth and development.
Methodology/Technology. Successful candidates will demonstrate the active willingness to
model and use skills and knowledge to promote learning activities that are consistent with identified
learning objectives, using varied methodological and technology driven modalities. Similarly, candidates
are constructing their own beliefs about effective teaching practices.
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Professionalism. Successful candidates will demonstrate conduct befitting a professional
educator, to include the following dispositions: regular self-reflection; positive ethical behavior;
respectful attitude; proper mode of dress; effective classroom management skills; appropriate knowledge
of subject matter; and seeks the opportunity to grow professionally.
Thinking Skills. Thinking skills apply to all subjects and to student learning at all levels.
Candidates at all levels will recognize and demonstrate activities that elicit critical thought beyond recall
and comprehension.
Leadership. Successful candidates recognize and demonstrate leadership traits that promote the
engagement of individuals in a professional and ethical manner to lead toward common goals.
Candidate Proficiencies Aligned with Professional and State Standards
In applying the seven components of the Visionary Leader model with their associated outcomes,
candidates meet the professional standards for the Nebraska Department of Education and National
Council for Accreditation of Teacher Education preparing educators and other professional school
personnel for initial and advanced programs. The matrix shown in Section II will illustrate the alignment
of the Nebraska Standard to the individual endorsements offered at Chadron State College.
Section 2: Key Assessments and Findings
This section will describe the results for the health, physical education, and combined
health and physical education endorsements for content; pedagogical and professional
knowledge, skills, and dispositions as related to the Chadron State College conceptual
framework; and effects on student learning. The section will also briefly discuss the comparison
between these candidates and other education candidates.
Content Knowledge
Content knowledge (subject matter) is assessed with three measures: the grade point
average (GPA) calculated on the endorsement curriculum content, the content area assessment
score provided by the endorsement area faculty based on the program’s specialized performance
measures, and the candidate’s performance during student teaching relative to content
knowledge. Grade point average in the endorsement area is checked prior to the candidate’s
admission to the Professional Year. (See Initial Program Gateway Table , Table for Key
Assessments for Initial Programs, and CSC Assessment Plan for Initial Programs .)
The Content Area Assessment for Secondary/Specialized Endorsements spreadsheet
represents the average content knowledge performance scores from fall 2007 through spring
2011. The spreadsheet displays the three assessments used for content: (a) endorsement content
grade point average (GPA) and the standard deviation, (b) the content area assessment score
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average and standard deviation from the endorsement department faculty, and (c) the content
knowledge question/rating from the Teacher Intern Checklist (TIC) score average and standard
deviation from the teacher internship (student teaching) experience provided by the cooperating
teacher, the college supervisor, and the candidate. “TIC Content ?” refers to the Teacher Intern
Checklist rating which is the knowledge assessment for the student teaching experience. The
cooperating teacher is the P-12 teacher who is working with the candidate within the school. The
supervisor is the college faculty observing the candidate during the internship. “Self” refers to
the candidate’s assessment of his or her performance.
For health and physical education candidates, the content area assessment score is based
on a faculty recommendation utilizing the Content Area Assessment Rubric. Health and Physical
Education program faculty members administer a culminating examination for health content
knowledge and physical education content knowledge. The results of these examinations are
converted to the Content Area Assessment Rubric to obtain the candidate’s score. This is a
locally developed examination directly related to the program’s learner outcomes. The faculty
uses the national standards of the American Alliance for Health Physical Education Recreation
and Dance as well as Nebraska rule as a guideline for curriculum development.
Section 2: Table 1 illustrates the content scores for health and physical education
candidates, uses averages and standard deviations on a 4-point scale, and shows the average
content knowledge scores for all non-Praxis II endorsement area education candidates. The
majority of the endorsements granted are for health and physical education K-12 (N = 26) with
smaller groups being endorsed in adapted physical education (N = 1), health (N = 1), physical
education 7-12 (N = 6), or health and physical education K-8 (N = 5). The multiyear average for
the largest group of candidates (health and physical education K-12) (a) the GPA within the
endorsement courses is 3.62 (.30), (b) the content area assessment score average is 3.66 (.36),
and (c) the candidate internship content knowledge score averages are: 3.82 (.42) from
cooperating teachers, 3.72 (.42) from college supervisors, and 3.89 (.30) from candidates.
Candidates appear to demonstrate content knowledge during student teaching at a slightly higher
level than is reflected in the endorsement GPA and the content area assessment score. The
overall GPA average for K-12 health and physical education endorsement is 3.42 (.28), the
content GPA average is 3.62 (.30), and the professional education courses average GPA is 3.69
(.22). All scores are within the Proficient (3) level, and are within the range of other education
candidates.
P a g e | 14
Section 2: Table 1
Health and Physical Education Candidates’ and all Candidates’ Content Knowledge Scores
Overall
GPA @
Graduation
Education
Courses
GPA
Endorsement
Content
GPA
Content
Area
Assessment
Score
TIC Content
?
Cooperating
Teacher
TIC
Content ?
Supervisor
TIC
Content ?
Self
Adapted PE Total Spring 2008-Spring 2001 N = 1
3.67
3.92
3.88
4.00
4.00
4.00
4.00
Average
SD
-------Health Total Spring 2008-Spring 2001 N = 1
3.92
4.00
3.92
3.50
3.00
Average
------PE 7-12 Total Spring 2008-Spring 2001 N = 5; N = 6 with Fall 2007
3.48
3.66
3.71
3.92
3.75
3.75
3.67
Average
0.53
0.33
0.37
0.17
0.50
0.35
0.58
SD
PE Health K-12 Total Spring 2008-Spring 2001 N = 26
3.42
3.69
3.62
3.66
3.82
3.72
3.89
Average
0.28
0.22
0.30
0.36
0.41
0.42
0.30
SD
PE Health K-8 Total Spring 2008-Spring 2001 N = 5
3.59
3.70
3.88
4.00
3.67
4.00
3.67
Average
0.28
0.21
0.13
0.00
0.58
0.00
0.58
SD
Endorsement Content Areas (K-12; K-8; 7-12) Total Fall 2007-Spring 2011 N = 160; N = 175 with Fall 2007 (Fall 2007
used a 5-point scale.
3.56
3.76
3.58
3.49
3.75
3.83
3.67
Average
0.29
0.22
0.29
0.38
0.38
0.26
0.39
SD
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level).
Teacher Intern Checklist Question/Rating (TIC ?): The intern’s overall knowledge of his/her subject matter. Fall 2007
data are not included in the calculation as those scores were calculated on the previously used 5-point scale.
For complete data sets use the following links: Adapted PE Key Assessment Content Knowledge
KSD –Adapted PE Content Tab 1, Health Key Assessment Content Knowledge KSD –Health Content Tab
1, PE 7-12 Key Assessment Content Knowledge KSD –PE 7-12 Content Tab 1, PE Health K-12 Key
Assessment Content Knowledge KSD –PE Health K-12 Content Tab 1, and PE K-8 Key Assessment
Content Knowledge KSD –PE K-8 Content Tab 1.
Pedagogical and Professional Knowledge, Skills, and Dispositions
Developmental Key Assessments Results for the Total Candidate Group Pedagogical
and professional knowledge, skills, and dispositions are measured as part of CSC’s Visionary
Leader Conceptual Framework during EDUC 131 Introduction to Teaching, PSCY 231
Educational Psychology, and EDUC 300/320 Observation and Participation prior to the
Professional Year. Key program assessments are embedded into each of these courses. The key
assessments are built around a clinical experience at each level, and feature an internal and
external evaluator model. Professional education courses include pedagogical knowledge; thus,
education course GPA is a measure of pedagogical knowledge. This measure is described in the
previous section. Candidates must pass professional education courses with a “C” or above as
described in the Initial Programs Gateway Table. (See Initial Program Gateway Table, Table for
P a g e | 15
Key Assessments for Initial Programs, and CSC Assessment Plan for Initial Programs ). Results
for each key assessment follow
Freshman Level—EDUC 131 Introduction to Teaching Cooperating P-12 teachers and
EDUC 131 professors evaluated freshman level students/candidates on their clinical experiences.
Students/candidates at this level are not divided by endorsement or program, as many have not
declared a specialization. Cooperating teachers’ ratings are related to student/candidate’s
demonstrated behaviors in professionalism and dispositions. Professors’ ratings are based on the
cooperating teachers’ ratings and the student/candidate’s performance on the Observation
Report. (Assignment information and both assessment rubrics may be found by following the
following links: Disposition Survey-Evaluator, Disposition Survey-Self, Observation Report,
Online Instructions, Plans, Teacher Evaluations, Observation Do’s & Don’ts , Personal &
Professional Fitness Oath Statement.)
Cooperating teachers rate CSC students/candidates much higher than EDUC 131
professors. Cooperating teachers’ ratings range from 3.73 (.51) for Communication to 3.86 (.39)
for Attendance. All ratings fall into the Proficient (3) level. Professors consider these ratings, but
also evaluate the student/candidate’s report of the observation experience. The report describes
other dimensions relating to course content and skills. Professors’ ratings range from 2.77 (.76)
for Methodology/Technology to 3.00 (.86) for Human Relations/Diversity. Ratings generally are
at the Progressing (2) level, except Human Relations/Diversity. Overall, cooperating teachers’
rating of students/candidates is 3.80 (.36); overall professors’ rating of students/candidates is
2.86 (.83). The ratings are higher and the variability is much lower for cooperating teachers’
ratings than it is for professors’ ratings. This difference may indicate CSC students/candidates
performance is more positive and more uniform in the schools than it is on the classroom
observation report assignment. (See Section 2: Table 2 below.)
Section 2: Table 2
EDUC 131 Intro to Teaching Cooperating Teacher’s and Professors’ Summary Data
EDUC 131 Intro to Teaching Summary Data--Fall 2007- Summer 2011
SD
0.43
0.47
0.40
0.51
0.39
0.42
0.36
2.88
2.70
2.94
3.00
2.77
2.92
2.82
2.86
0.87
0.74
0.88
0.86
0.76
0.87
0.81
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level).
SD
3.80
Average
3.82
Thinking Skills
3.86
Professionalism
Average
3.73
Human
Relations/
Diversity
Methodology/
Technology
Alertness
3.84
Communication
Attendance
3.76
Assessment
Communication
3.81
Leadership
Attitude
Average
Grand
Total N =
752
SD
Appearance
Professors’ Evaluation from Observation Report
Cooperation
Cooperating Teachers’ Evaluation
0.83
P a g e | 16
For complete data sets use the following links: EDUC 131 Professors Tables-Charts and EDUC
131 Cooperating Teachers Tables-Charts
Sophomore Level—PSYC 231 Educational Psychology Cooperating P-12 teachers and
PSYC 231 professors evaluate sophomore level students/candidates on their clinical experiences.
Students/candidates at this level are not divided by endorsement or program, as many have not
declared a specialization. Cooperating teachers’ ratings are related to student/candidate’s
demonstrated behaviors in professionalism and dispositions. Professors’ ratings are based on the
cooperating teachers’ ratings and the student/candidate’s performance on the Observation
Report. (Assignment information and both assessment rubrics may be found by following the
following links: Disposition Survey-Evaluator, Disposition Survey-Self, Personal & Professional
Fitness Oath Statement, Classroom Checklist, Observation/Rating Rubric, Observation Do’s &
Don’ts, Observation Report, Online Instructions, Teacher Evaluation.)
Cooperating teachers rate CSC students/candidates about the same as PSYC 231
professors. Cooperating teachers’ ratings range from 3.09 (.41) for Communication to 3.21(.30)
for Attendance. All ratings fall into the Proficient (3) level. Professors consider these ratings, but
also evaluate the student/candidate’s report of the observation experience. The report describes
other dimensions relating to course content and skills. Professors’ ratings range from 3.09 (.96)
for Leadership to 3.18 (.98) for Thinking Skills. Ratings are at the Proficient (3) level. Average
scores are very similar, but the variability is much lower for cooperating teachers’ ratings than it
is for professors’ ratings. This difference may indicate CSC students/candidates’ performance is
more uniform in the schools than it is on the classroom observation report assignment. (See
Section 2: Table 3 below.)
Section 2: Table 3
PSYC 231 Educational Psychology Cooperating Teacher’s and Professors’ Summary Data
PSYC 231 Educational Psychology Summary Data--Fall 2007- Summer 2011
0.41
0.37
0.41
0.30
0.36
0.44
3.09
3.14
3.12
3.13
3.14
3.13
3.18
3.13
0.96
0.96
0.97
0.96
0.97
0.99
0.98
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
For complete data sets use the following links: PSYC 231 Cooperating Teachers TablesCharts and PSYC 231 Professors Tables-Charts
SD
0.37
Average
3.77
Thinking Skills
3.16
Professionalism
3.21
Human
Relations/
Diversity
Methodology/
Technology
Average
3.09
Communication
Alertness
3.16
Assessment
Attendance
3.13
Leadership
Communication
3.14
SD
Attitude
SD
Appearance
Average
Grand
Total N =
526
Professors’ Evaluation from Observation Report
Cooperation
Cooperating Teachers’ Evaluation
0.97
P a g e | 17
Junior Level—EDUC 300/320 Observation and Participation Cooperating P-12
teachers evaluate junior level candidates on their clinical experiences. EDUC 300/320
Observation and Participation professors did not complete an evaluation, but they did grade the
candidate and conducted an informal exit interview. (In the future the professor will complete the
same evaluation rubric as the cooperating teacher.) Candidates at this level are divided by
program for data purposes, and they are admitted into the Teacher Education program.
Cooperating teachers’ ratings are related to candidate’s demonstrated behaviors in
professionalism and dispositions. (Assignments and rubrics may be found by following the
following links: : Disposition Survey-Evaluator, Disposition Survey-Self, Evaluation Form,
Data, Handbook, Syllabus, Written Assignment, Personal & Professional Fitness Oath
Statement, and Verification Form.)
Section 2: Table 4 describes the cooperating teachers’ ratings. Cooperating teachers’
ratings range from 3.62 (.62) for Communication and Thinking Skills to 3.85 (.35) for Human
Relations Diversity. All ratings fall into the Proficient (3) level.
Section 2: Table 4
EDUC 300/320 Observation & Participation Cooperating Teacher’s and Professors’ Summary
Data
Leadership
Assessment
Communication
Human
Relations/Diversity
Methodology/
Technology
Professionalism
Thinking Skills
Average
Standard Deviation
EDUC 300/320 Observation & Participation
Summary Data by Conceptual Framework Dimensions Spring 2008 – Spring 2011
Elementary Grand Average N = 194
3.76
3.75
3.64
3.87
3.67
3.84
3.62
3.76
3.76
Elementary Grand SD
0.44
0.45
0.52
0.33
0.49
0.39
0.51
Middle Grades Grand Average N = 3
3.94
3.83
3.50
4.00
3.83
3.75
3.50
Middle Grades SD
0.12
0.37
0.47
0.00
0.37
0.42
0.50
Secondary Grand Average N = 181
3.73
3.73
3.64
3.81
3.63
3.79
3.65
Secondary Grand SD
0.49
0.47
0.54
0.42
0.55
0.47
0.52
Grand Average Total N = 378
3.75
3.74
3.62
3.85
3.65
3.81
3.62
Grand SD
0.44
0.46
0.52
0.35
0.51
0.43
0.52
0.44
3.78
0.30
3.73
0.48
3.74
0.45
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
For complete data sets use the following links: EDUC 300/320 O and P CF Charts
Professional Year (Semester II) Key Assessment Results The teacher internship
(student teaching experience) is the culminating performance assessment for the candidates for
pedagogical and professional knowledge, skills, and dispositions. The full data sets compare all
P a g e | 18
candidate completers from Chadron State College, which includes the elementary, middle grades
and secondary candidates so that the reader can compare all completers. The specific information
for candidates in social science and history endorsements is also presented within this discussion
of the pedagogical and professional knowledge, skills, and dispositions.
Candidates may have two different placement experiences. If the student has different
grade levels, the experiences will reflect two different levels. If the candidate has two areas of
study, the experiences are reflective of two different endorsement areas. Generally, the
elementary and middle school candidates have two placements, for level and for endorsement
area, respectively. Secondary candidates, unless they have two endorsements, generally have
one placement experience.
First experience findings reflect the first 8-week experience of all elementary education
candidates who have two, 8-week placements. Elementary placements are at a primary and an
intermediate level. Elementary education candidates who have an additional endorsement would
have a placement in that endorsed area as one of the 8-week placements. The only time an
elementary education candidate would have a special methods supervisor rating is if they have an
additional subject endorsement (K-8 vocal music, K-8 physical education, etc.). Secondary
education candidates generally have one, 16-week placement. Therefore, secondary candidates’
ratings would be submitted at the end of their experience and be included in the second
experience data set. If a secondary candidate has two placements for different grade levels or for
multiple endorsements, then there would be an additional summative rating included in the first
experience data.
The pedagogical knowledge, skill and professional dispositions are examined in light of
the conceptual framework components of Leadership, Professionalism, Communication, Human
Relations/Diversity, Communication, Thinking Skills, Assessment, and Methods/Technology.
Elements within these components establish the rubric, Teacher Intern Checklist (TIC), for
determining performance quality.
Findings for the Total Candidate Group during the Professional Year Semester II
First Experience First experience grand averages for conceptual framework (CF)
pedagogical and professional knowledge (K) items as rated by cooperating teachers range from
3.61 for Thinking Skills to 3.81 for Professionalism. College supervisors’ knowledge ratings
range from 3.50 for Thinking Skills to 3.66 for Professionalism. Special methods supervisors’
knowledge ratings range from 3.40 for Thinking Skills to 3.73 for Professionalism. Candidates’
self-evaluation rating for Methodology/Technology is lowest at 3.49; while the highest rating is
3.83 for Professionalism. Across the board, there is a general spread of scores from .43 to .60
(standard deviation).
P a g e | 19
First experience grand averages for CF skills (S) by cooperating teachers range from 3.58
for Communications to 3.80 for Professionalism. College supervisors’ skills ratings range from
3.44 for Assessment to 3.62 for Professionalism. Special methods supervisors’ ratings range
from 3.28, Methodology to 3.57, Professionalism. Candidates’ self-evaluation ratings range from
3.46 for Assessment to 3.83 for Professionalism. Standard deviations range from .43 to .68
across all evaluator groups.
First experience grand averages for CF dispositions (D) by cooperating teachers range
from 3.66, Assessment to 3.79, Human Relations/Diversity. College supervisors’ ratings range
from 3.54, Thinking Skills to 3.69, Professionalism. Special methods supervisors’ disposition
ratings range from 3.54 for Methodology/Technology to 3.73 for a tie between Professionalism
and Human Relations/Diversity. Less deviation is seen in disposition ratings with a range in
standard deviations from .42 to .56.
Grand averages for all combined CF pedagogical and professional knowledge (K) items
are: 3.70 (cooperating teachers), 3.58 (college supervisors), 3.59 (special methods supervisors),
and 3.65 (candidates’ self-evaluation. Standard deviations for combined knowledge elements are
fairly similar (.50, .54, .53, .50, respectively). Grand averages for all combined CF skills (S)
items are: 3.67 (cooperating teachers), 3.51 (college supervisors), 3.43 (special methods
supervisors), and 3.60 (candidates’ self-evaluation). Standard deviations for combined skills
items are more spread out (.52, .58, .65, .53, respectively). Grand averages for all combined CF
dispositions (D) items are: 3.72 (cooperating teachers), 3.62 (college supervisors), 3.62 (special
methods supervisors), and 3.67 (candidates’ self-evaluation). Standard deviations for combined
dispositions items are virtually the same (.49, .52, .51, .50, respectively).
Overall, even though grand averages for pedagogical and professional knowledge, skills,
and dispositions rate above 3.40, skills rate slightly lower than either pedagogical and
professional knowledge or dispositions by all rater groups. Rater groups (P-12 cooperating
teachers, college supervisors, special methods supervisors, and candidates’ self-evaluation)
exhibit very similar standard deviations (.45, .50, .51, and .44). The lowest individual average
rating is 3.34 for Thinking Skills (S) by special methods supervisors, and the highest individual
rating average is 3.83 for Professionalism pedagogical and professional knowledge (K) by
candidates’ self-evaluation.
For the first experience, scores from cooperating P-12 teachers (CT) tend to be higher on
all conceptual framework items for pedagogical and professional knowledge, skills, and
dispositions than those from college supervisors (CS), special methods supervisors (SMS), and
candidates’ self-evaluation (C). This finding is consistent with Dr. Lorie Hunn’s 2009 study,
“Field Experience Supervision: A Comparison of Cooperating Teachers and College
Supervisors’ Evaluations of Student Teachers.” For complete breakdown of first experience
Teacher Intern Checklist (TIC) data by conceptual framework dimension (pedagogical and
P a g e | 20
professional knowledge, skills, and dispositions) and by program groups, see 1st Experience TIC
Assessment All Data spreadsheet.
Second Experience Second experience grand averages for Conceptual Framework (CF)
pedagogical and professional knowledge (K) items as rated by cooperating teachers range from
3.75 for Thinking Skills and Assessment to 3.89 for Human Relations/Diversity. College
supervisors’ knowledge ratings range from 3.76 for Thinking Skills to 3.86 for Professionalism.
Special methods supervisors’ knowledge ratings range from 3.63 for Thinking Skills and
Assessment to 3.80 for Leadership and Professionalism. Candidates’ self-evaluation rates
Methodology/Technology and Technology lowest at 3.70; while their highest rating is 3.92 for
Professionalism. Across the board there is a general spread of scores from .28 to .56 (standard
deviation).
Second experience grand averages for CF skills (S) by cooperating teachers range from
3.63 for Assessment to 3.81 for Professionalism. College supervisors’ skills ratings range from
3.69 for Communication to 3.80 for Professionalism and Human Relations/Diversity. Special
methods supervisors’ ratings range from 3.33, Assessment to 3.79, Professionalism. Candidates’
self-evaluation ratings range from 3.64 for Assessment to 3.90 for Professionalism. Standard
deviations range from .30 to .63 across all evaluator groups.
Second experience grand averages for CF dispositions (D) by cooperating teachers range
from 3.70, Assessment to 3.83, Human Relations/Diversity. College supervisors’ ratings range
from 3.78, Thinking Skills to 3.87, Professionalism. Special methods supervisors’ disposition
ratings range from 3.63 for Assessment to 3.87 for Professionalism. Less deviation is seen in
disposition ratings with a range in standard deviations from .35 to .49.
Grand averages for all combined CF pedagogical and professional knowledge (K) items
are: 3.80 (cooperating teachers), 3.79 (college supervisors), 3.70 (special methods supervisors),
and 3.81 (candidates’ self-evaluation). Standard deviations for combined knowledge elements
are fairly similar (.43, .42, .47, .41, respectively). Grand averages for all combined CF skills (S)
items are: 3.72 (cooperating teachers), 3.74 (college supervisors), 3.53 (special methods
supervisors), and 3.58 (candidates’ self-evaluation). Standard deviations for combined skills
items are more spread out (.49, .46, .53, .44, respectively). Grand averages for all combined CF
dispositions (D) items are: 3.78 (cooperating teachers), 3.83 (college supervisors), 3.76 (special
methods supervisors), and 3.82 (candidates’ self-evaluation). Standard deviations for combined
dispositions items are virtually the same (.44, .39, .43, .39, respectively).
Overall, even though grand averages for pedagogical and professional knowledge, skills,
and dispositions rate above 3.53, skills rate slightly lower than either knowledge or dispositions
by all rater groups. Rater groups (P-12 cooperating teachers, college supervisors, special
methods supervisors, and candidates’ self-evaluation) exhibit very similar standard deviations
P a g e | 21
(.40, .39, .41, and .35). The lowest individual average rating was 3.33 for Assessment skills (S)
by special methods supervisors, and the highest individual rating average is 3.92 for
Professionalism pedagogical and professional knowledge (K) and dispositions (D) by candidates’
self-evaluation.
Special methods supervisors tend to have the lowest average ratings with the largest
standard deviation. Unlike the first experience data, cooperating teachers rate grand average
skills items and dispositions slightly lower than did college supervisors; however, the standard
deviation of the cooperating teachers is slightly higher than the college supervisors. Candidates’
self-evaluation for the second experience is slightly higher than the other rater groups. Overall,
the ratings for the second experience tend to be higher than the first experience ratings, with
smaller standard deviations. This seems to indicate that candidates improved from the first
experience to the second, if they had two, 8-week experiences, and/or the ratings at the end of a
16-week experience were higher than those at the end of the first 8-week experience. The smaller
standard deviation indicates more consistency of ratings between candidates and raters in the
second experience. For complete breakdown of second experience Teacher Intern Checklist
(TIC) data by conceptual framework dimension (pedagogical and professional knowledge, skills,
and dispositions) and by program groups, see 2nd Experience TIC Assessment All Data
spreadsheet.
Health and Physical Education Knowledge, Skills, and Dispositions as rated on the
Teacher Intern Checklist. The candidates are rated by the cooperating teacher within the P-12
school, a college supervisor from the Education Department, a college special methods teacher
educator from department housing the health and physical education programs (Health, Physical
Education, and Recreation), and the candidate themselves. Section 2: Table 5 displays the results
for the health and physical education candidates for the reporting period of fall 2007 through
spring 2011; data are calculated on spring 2008 through spring 2011 data only, as the Teacher
Intern Checklist moved from a 5-point scale to a 4-point scale. Special methods supervisors and
candidates themselves are most critical of performance. Cooperating teachers rate the candidates
with the highest scores. For these sets of candidates, the knowledge, skills and dispositions are
strong. All conceptual framework summary scores fell within the Proficient category; a few are
at the Advanced level. Overall, the candidate knowledge scores are higher than the skill and
dispositions components (dimensions) of the conceptual framework. Examining the links for the
adapted physical education, health, physical education and health K-12, physical education 7-12,
and physical education K-8 summary tables for the conceptual framework, specific components
that are strong are Professionalism and Leadership. The components with weaker ratings are: 1)
Communication—skill and dispositions, 2) Human Relations/Diversity—knowledge, skill and
dispositions, 3) Assessment--disposition, and 4) Methodology/Technology—knowledge and
skills. Generalized statements are based primarily on the PE and Health K-12 data, as this group
was the largest. For complete data sets use the following links: Adapted PE Key Assessment
P a g e | 22
Content Knowledge KSD –Adapted PE Content Tabs 1-4, Health Key Assessment Content Knowledge
KSD –Health Content Tabs 1-4, PE 7-12 Key Assessment Content Knowledge KSD –PE 7-12 Content
Tabs 1-4, PE Health K-12 Key Assessment Content Knowledge KSD –PE Health K-12 Content Tabs 1-4,
and PE K-8 Key Assessment Content Knowledge KSD –PE K-8 Content Tabs 1-4
Section 2: Table 5
Health and Physical Education Candidates’ Scores for Knowledge, Skills, and Dispositions on
the Conceptual Framework during Teacher Internship (Student Teaching)
Adapted PE Grand
Average N=1
Health Grand Average
N=1
4.00
3.83
4.00
PE 7-12 Grand Average
N=5, N=6 with Fall 2007
PE 7-12 Grand SD
4.00
4.00
PE & Health K-12
Grand Average N=26
3.82
3.73
PE & Health Grand SD
N=1
PE K-8Grand Average
N=5
0.25
0.31
3.79
3.50
PE K-8 Grand SD
0.23
0.46
3.71
3.86
3.57
3.50
3.93
4.00
4.00
3.25
0.00
0.00
3.80
3.59
3.73
3.70
0.30
0.34
0.41
0.32
4.00
0.00
Self- Evaluation
Special Methods
Supervisor
College Supervisor
Cooperating P-12
Teacher
Dispositions
Self- Evaluation
Special Methods
Supervisor
College Supervisor
Cooperating P-12
Teacher
Skills
Self- Evaluation
Special Methods
Supervisor
College Supervisor
Cooperating P-12
Teacher
Knowledge
3.57
3.57
3.29
3.67
3.93
3.50
3.75
4.00
0.00
0.35
3.67
3.59
3.75
3.77
3.67
3.60
0.30
0.39
0.37
0.32
0.35
0.31
3.71
3.82
3.71
3.43
3.89
0.18
0.32
4.00
3.71
3.71
4.00
4.00
0.00
0.11
Scale (4=Advanced, 3= Proficient, 2=Progressing, 1/0=Unacceptable)
Section 2: Table 3 illustrates the total means and standard deviation for the sets of
evaluators (cooperating teacher, college supervisor from the Education Department, special
methods teacher educator from the discipline, and the candidate). For physical education and
health K-12, the cooperating teacher, the college supervisor, and the special methods teacher
educator ratings were nearly identical; the candidates’ ratings were lower. There was greater
variability between evaluator groups for the smaller sets of data. Overall, all sets of evaluators’
total scores fall within the Proficient (3) category. For complete data sets use the following links:
Adapted PE Key Assessment Content Knowledge KSD –Adapted PE Content Tabs 1-4, Health Key
Assessment Content Knowledge KSD –Health Content Tabs 1-4, PE 7-12 Key Assessment Content
Knowledge KSD –PE 7-12 Content Tabs 1-4, PE Health K-12 Key Assessment Content Knowledge KSD –
P a g e | 23
PE Health K-12 Content Tabs 1-4, and PE K-8 Key Assessment Content Knowledge KSD –PE K-8
Content Tabs 1-4
Section 2: Table 6
Overall Scores for Teacher Internship (Student Teaching) as rated by Cooperating Teacher,
College Supervisor, Special Methods Supervisor, and Candidate
Endorsement, N
Average (SD)
Cooperating Teacher
College Supervisor
Special Methods
Supervisor
Candidate Self Evaluation
Adapted PE N=1
3.81 (.25)
NA
NA
3.67 (.41)
Health N=1
3.69 (.29)
3.79 (.27)
3.94 (.05)
3.52 (.25)
PE 7-12 N=5, N=6
with Fall 2007
3.75 (.15)
3.73 (.09)
3.72 (.14)
3.59 (.19)
PE & Health K-12
N=26
3.93 (.10)
3.79 (.25)
NA
3.83 (.08)
PE K-8 N=5
3.67 (.25)
3.98 (.04)
3.67 (.41)
3.87 (.04)
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
Effects on P-12 Student Learning
Student learning resulting from candidate performance is measured through a “teacher
work sample”. This section describes the assignment and instrument for completing the teacher
work sample as well as the results for both the elementary and secondary candidates.
Assignment and Evaluation Instruments
Teacher work sample data are gathered on several criteria, including Table of Contents;
Instructional Setting/Context; Assessment Plan (pre-test/post-test, description of data, and
display of data); Instructional Plans; Decision Making and Self-reflection/Evaluation; and
Professional Presentation. Table of Contents and Professional Presentation are considered
procedural elements and are indicators of overall quality. See Teacher Work Sample Assignment
and Teacher Work Sample Grading Rubric.
The Instructional Setting/Context section is related to the candidate’s ability to research
and present pertinent community, school, class, and individual contextual information. This
informational section shows the candidate’s ability to discern important factors that may impact
instruction. Contextual information assigned to prompt candidates to become sensitive to group
or individual diversity factors.
The three elements of the Assessment Plan demonstrate the candidate’s ability to plan an
instructional-assessment sequence, including congruent pre- and post-tests. The candidate
P a g e | 24
demonstrates his or her skills in aggregating and disaggregating data. Candidates are evaluated
based on their ability to show both whole class and individual progress in an effective manner.
Additionally, candidates have the freedom to display other types of analysis, such as
comparisons of multiple sections of courses or a breakdown of results by item or objective.
The Instructional Plans section is evaluated based on the completeness of lessons plans,
including the candidate’s ability to modify lesson plans based on the pre-test data. Candidates
demonstrate the use of formative assessments as part of instruction.
The final section, Decision Making and Self-reflection/Evaluation, is evaluated based on
the degree to which candidates understand the process of making decisions based on the use of
data. Candidates also demonstrate their ability to analyze and reflect upon their own
instructional and assessment practices. The overall goals of the teacher work sample are to guide
candidates through the data-driven instructional process, and ultimately, to evaluate the
candidate’s impact on P-12 student learning.
Results for Elementary Education
Elementary education results indicate scores ranging from 2.98 (1.05) for Instructional
Plans to 3.74 (.44) for Instructional Setting/Context (scores on a 4-point scale: 4—Advanced (Alevel), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level). These
results are surprising as candidates have the most experience and practice in developing
lesson/instructional plans. The Instructional Plan standard deviation of 1.05 indicates a relatively
wide variation of scores on this criterion. The scores in the assessment plan area are higher than
might be expected, as this is an area that is relatively new to candidates and an area that
candidates have had less hands-on experience. Candidates demonstrate a moderately high ability
to make decisions and reflect on the data-driven instructional experience with a score of 3.34
(.69). Overall, elementary education candidates perform at a Proficient (3) level on the Teacher
Work Sample from fall 2007-spring 2011. See full data set for Teacher Work Sample Elementary
Summary.
Decision Making,
Self-Reflection/
Evaluation
Professional
Presentation
Instructional
Plans
Display
Description of
Data
Pre-/Post-tests
Instructional
Setting/Context
Table of
Contents
Section 2: Table 7
Elementary Candidates Teacher Work Sample--Fall 2007 through Spring 2011
3.34
3.10
Average
/ SD
Elementary TWS Fall 2007 - Spring 2011 Totals
Grand Average Total N = 184; missing
n=5
3.61
3.74
3.30
3.12
3.37
2.98
3.32
P a g e | 25
Grand SD
0.62
0.44
0.73
0.79
0.83
1.05
0.69
0.76
0.53
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
Results for Secondary Education
Secondary education results indicate scores ranging from 3.09 (1.02) for Instructional
Plans to 3.54 (.76) for Instructional Setting/Context (scores on a 4-point scale: 4—Advanced (Alevel), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level).
Secondary education results are more uniform, but Instructional Plan is still lower than might be
expected. The Instructional Plan standard deviation indicates a relatively wide variation of
scores on this criterion. The scores in the assessment plan area were fairly consistent and higher
than might be expected, as this is an area that is relatively new to candidates and an area that
candidates have had less hands-on experience. Candidates demonstrate a moderately high ability
to make decisions and reflect on the data-driven instructional experience with a score of 3.25
(.86). Overall, secondary education candidates perform at a Proficient (3) level on the Teacher
Work Sample from fall 2007-spring 2011. See full data set for Teacher Work Sample Secondary
Summary.
Professional
Presentation
Decision Making,
Self-Reflection/
Evaluation
Instructional
Plans
Display
Description of
Data
Pre-/Post-tests
Instructional
Setting/Context
Table of
Contents
Section 2: Table 8
Secondary Candidates Teacher Work Sample--Fall 2007 through Spring 2011
Average
/ SD
Secondary TWS Fall 2007 - Spring 2011 Totals
Grand Average Total N = 170; missing
n=8
3.65
3.54
3.28
3.15
3.19
3.09
3.25
3.05
3.27
Grand SD
0.81
0.76
0.76
0.85
0.99
1.02
0.86
0.87
0.67
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
Results for All Candidates
Results for elementary and secondary education Teacher Work Sample are consistent for
both elementary and secondary programs (Middle grade endorsement candidates are included in
the Block group of their choice.). Scores fall within the Proficient (3) level, except for
Instructional Plans for elementary education with an average of 2.98 (1.05). A relatively high
standard deviation is noted in several areas for both programs. Health and physical education
endorsement candidates are included in both elementary and secondary data sets because four
groups complete K-12 or 7-12 endorsements; one group completes a K-8 endorsement.
P a g e | 26
Elementary & Secondary TWS Fall 2007 - Spring 2011 Totals
Grand Average Total N = 354; missing
3.47
3.56
3.35
3.14
3.23
3.02
n = 13
Grand SD
0.82
0.77
0.80
0.96
1.14
1.05
Professional
Presentation
Decision
Making, SelfReflection/
Evaluation
Instructional
Plans
Display
Description of
Data
Pre-/Post-tests
Table of
Contents
Instructional
Setting/Context
Section 2: Table 9
All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011
Average
/ SD
3.23
3.08
3.26
0.86
0.93
0.74
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
Follow up Studies
Follow-up studies are conducted annually. Graduates who have completed a full year of
teaching and their employers are surveyed. The return on the mailed surveys has been low;
however, the data do provide some information for the unit. As shown on Section 2: Table 10
Conceptual Framework Summary as Measured by Follow up Survey, the areas of strength as
identified by the graduating candidates are knowledge, skill and dispositions for Leadership and
Communication. The areas identified by the graduating candidates as weaker are knowledge,
skill and dispositions for Assessment and Methodology/Technology. The employers in general
rate the graduating candidates lower than the candidates rate themselves. The employers’ areas
of strength are dispositions in most categories and Assessment knowledge. The weaker areas as
identified by the employers are Thinking Skills knowledge, Human Relations/Diversity skill, and
Assessment skill. For complete data set for initial program follow up study see Initial Program
Follow-up Survey Summary and Initial Program Follow-up Survey form.
Disposition Self
Disposition
Employer
Self Survey
Average
Employer Survey
Average
Employer Survey
SD
3.55
3.34
3.27
3.31
3.18
3.40
0.18
3.33
0.20
0.62
0.50
0.71
0.62
0.65
0.72
0.59
0.26
0.53
0.28
Grand SD Methodology/ Technology
Spring 2008 – Fall 2010
3.25
4.00
3.38
4.00
4.00
3.31
0.06
4.00
0.00
0.44
0.09
0.35
0.53
Self Survey SD
Skills Employer
Grand Average Assessment Spring 2008Spring 2010 N =240 ; returned graduate =
29; employer = 12
Grand SD Assessment Spring 2008 – Fall
2010
Grand Average Methodology/ Technology
Spring 2008 – Fall 2010 N = 240; returned
candidate = 4; employer = 1
Knowledge
Employer
3.55
Knowledge Self
Skills Self
Section 2: Table 10
Conceptual Framework Summary as Measured by Follow up Survey
P a g e | 27
Grand Average Professionalism Spring
2008 – Fall 2010 N = 240; returned
3.25
4.00
3.38
4.00
4.00
3.31
candidate = 4; employer = 1
Grand SD Professionalism Spring 2008 –
0.35
0.53
0.44
Fall 2010
Grand Average Leadership Spring 2008 –
Fall 2010 N = 240; returned candidate = 4;
3.75
4.00
3.50
4.00
3.88
4.00
3.71
employer = 1
Grand SD Leadership Spring 2008 – Fall
0.35
0.71
0.18
0.41
2010
Grand Average Human Relations/Diversity
Spring 2008 – Fall 2010 N = 240; returned
4.00
4.00
4.00
4.00
4.00
candidate = 4; employer = 1
Grand SD Human Relations/Diversity
0.00
0.00
Spring 2008 – Fall 2010
Grand Average Communication Spring
2008 – Fall 2010 N = 240; returned
4.00
3.75
4.00
4.00
3.75
candidate = 4; employer = 1
Grand SD Communication Spring 2008 –
0.35
0.35
Fall 2010
Grand Average Thinking Skills Spring
2008 – Fall 2010 N = 240; returned
4.00
4.00
3.88
4.00
3.88
candidate = 4; employer = 1
Grand SD Thinking Skills Spring 2008 –
0.18
0.18
Fall 2010
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
0.06
4.00
0.00
4.00
0.00
4.00
0.00
4.00
0.00
4.00
0.00
0.09
0.22
0.31
0.00
0.00
0.00
0.00
0.00
0.00
Candidate Proficiency
Data resulting from the Teacher Intern Checklist (TIC) demonstrate the candidates’
performance during student teaching (Section 2: Table 11). Content knowledge is rated by the
candidates’ cooperating P-12 teachers, college supervisors, and the candidates during student
teaching. Specific group ratings are reported in the previous Content Knowledge section.
Overall, content knowledge during student teaching rates at the Proficient (3) level. First
experience ratings reported are: cooperating P-12 teachers 3.67 (.55), college supervisors 3.64
(.50), special methods supervisors 3.68 (.57), and candidates 3.57 (.52). Second experience
ratings reported are: cooperating P-12 teachers 3.72 (.49), college supervisors 3.78 (.41), special
methods supervisors 3.76 (.44), and candidates 3.74 (.45).
Section 2: Table 11
Content Area/Subject Matter Knowledge as Measured by Teacher Intern Checklist
Self-Evaluation
College Special
Methods
Supervisor
College Education
Supervisor
Cooperating P-12
Teacher
Self-Evaluation
College Special
Methods
Supervisor
College Education
Supervisor
Education Groups
Cooperating P-12
Teacher
Content Area/Subject Matter Knowledge as Measured by Teacher Intern Checklist
1st Experience
2nd Experience
Grand Elementary & Secondary Content Area/Subject Matter Knowledge as measured by Teacher Intern Checklist
Spring 2008-Spring 2011
Grand Average N = 336
3.67
3.64
3.68
3.57
3.72
3.78
3.76
3.74
P a g e | 28
0.55
Grand SD
0.50
0.57
0.52
0.49
0.41
0.44
0.45
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
Complete elementary and secondary program comparisons, including elementary sites
and secondary traditional and post-baccalaureate candidates may be viewed in the TIC Content
Area Knowledge spreadsheet.
Cooperating teachers, college supervisors, and candidates rate candidate performance
during student teaching on each of the knowledge, skill, and dispositions reflected in the
conceptual framework. Specific results are described in the Pedagogical and Professional
Knowledge, Skills, and Dispositions section; summary results are reported in Section 2: Table
12. Overall, pedagogical and professional knowledge, skills, and dispositions during student
teaching rate at the Proficient (3) level. Pedagogical and professional knowledge ratings range
from 3.76 (.50) from cooperating teachers to 3.65 (.35) from special methods supervisors. Skills
rated from 3.71 (.55) from cooperating teachers to 3.57 (.41) special methods supervisors.
Dispositions rated from 3.75 (.51) from cooperating teachers to 3.70 (.33) special methods
supervisors. Overall, the averages are nearly the same and are very consistent.
Section 2: Table 12
Pedagogical and Professional Knowledge, Skills, and Dispositions as Measured by Teacher
Intern Checklist
Summary -- 1st Experience & 2nd Experience
Special Methods
Supervisor
Self- Evaluation
Cooperating P-12
Teacher
College Supervisor
Special Methods
Supervisor
Self- Evaluation
Cooperating P-12
Teacher
College Supervisor
Special Methods
Supervisor
Self- Evaluation
Grand KSD Average All
Groups Spring 2008 Spring 2011 N = 336
Dispositions
College Supervisor
Total Conceptual
Framework Dimensions
Skills
Cooperating P-12
Teacher
Knowledge
3.76
3.70
3.65
3.69
3.71
3.62
3.57
3.65
3.75
3.72
3.70
3.71
Grand KSD SD Spring 2008
0.50
0.49
0.35
0.51
0.55
0.54
0.41
0.53
0.51
- Spring 2011 N = 336
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
0.47
0.33
0.50
Complete elementary and secondary program comparisons, including elementary sites
and secondary traditional and post-baccalaureate candidates may be viewed in the 1st and 2nd TIC
Program Summaries spreadsheets.
Candidates’ ability to measure student growth and their effects on student learning are
reported in the Effects on P-12 Student Learning section and summarized below in Section 2:
Table 9. Results for all candidates fall within the Proficient (3) level. A relatively high standard
deviation is noted.
P a g e | 29
Elementary & Secondary TWS Fall 2007 - Spring 2011 Totals
Grand Average Total N = 354; missing
3.47
3.56
3.35
3.14
3.23
3.02
n = 13
Grand SD
0.82
0.77
0.80
0.96
1.14
1.05
Professional
Presentation
Decision
Making, SelfReflection/
Evaluation
Instructional
Plans
Display
Description of
Data
Pre-/Post-tests
Instructional
Setting/Context
Table of
Contents
Section 2: Table 9
All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011
Average
/ SD
3.23
3.08
3.26
0.86
0.93
0.74
Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)
Additional Assessments
In the fall of 2011 and spring of 2012 a separate assessment of candidate dispositions was
piloted in EDUC 131. This assessment has been added due to a few candidates displaying
professional dispositions below desired proficiency levels. The Unit faculty determined that
candidates need continual and more direct awareness of their professional dispositions. This
instrument is designed to be given at several levels of development and is designed to encourage
self-reflection. This assessment will be expanded to other key assessment levels (PSYC 231
Educational Psychology, EDUC 300/320 Observation and Participation, and the Professional
Year). No data is included as no fall 2007- spring 2011completers are included in this data. (See
Disposition Survey-Evaluator and Disposition Survey-Self forms.)
Section 3 – Program Improvement
Faculty members within health and physical education have made changes to the
curriculum and course content due to the content assessments. The Education Unit faculty which
includes a representative of each endorsement area have made changes in (a) the pedagogical and
professional knowledge skills and dispositions based on assessment data, state and national
standards, and on evidence of best practices as well as (b) the effects on P-12 student learning
assessment.
Content Knowledge
The content knowledge assessments from the health examinations indicated a weakness
in the areas of sex education and drug education, particularly tobacco and chronic conditions
relating to drug usage (2007-2008); consumer health and infectious diseases (2009-2010); and
environmental health (2010-2011). Courses were refocused and topics embedded to include
greater learning in these areas of study. The physical education areas of weakness as identified
by the examination were fitness education and outdoor education (2007-2008), and manipulative
P a g e | 30
skills (2009-2010). The curriculum was redesigned to address the weakness and to realign with
Nebraska rule.
The Chadron State College Teacher Education Committee voted to adopt the Praxis II
exam from ETS as the content score beginning in 2011/2012. The committee includes members
of the Education Department faculty, at least one representative of the content disciplines
offering endorsements, a student, and representatives of P-12 teachers/administrators. The Praxis
II will replace the content rubric score.
Pedagogical and Professional Knowledge, Skills, and Dispositions
Changes made to the professional education program due to the data results over the past
five years include enhancing the assessment portion of the upper level courses associated with
standards and assessment of student learning. Faculty members have aligned course content and
learning outcomes to the State of Nebraska standard performance measures.
In general, faculty has increased field experiences to provide candidates with more direct
experience in working with children/students. Faculty members have increased field experience
exposure to diverse populations to better help candidates learn to work successfully with the
ever-changing demographics of P-12 students. A specific example is an increased emphasis on
understanding and meeting the needs of English limited language learners. The unit has
developed and is implementing an updated technology plan to enhance candidate skill
development utilizing technology to enhance student learning.
Effects on Student Learning
Faculty members have analyzed results each year; continuous efforts are being made to
improve both instruction relating instructional planning, assessment techniques, and use of data
to improve instruction. Additionally, the way the teacher work sample is assigned to candidates
was examined. The assignment is given in a Professional Development Workshop (PDW). It
was determined that regional sites need to have the instruction given in-person by the same
individual(s) rather than through videotape or communicated by written assignment. Viewing a
videotape of the presentation is still the back-up method for those who might be absent or for
candidates in the Post-Baccalaureate program. Post-Baccalaureate candidates may not have
convenient access to the PDW. Additionally, the assignment procedures and deadlines were
adjusted for spring 2012. Results were mixed; candidates felt the deadline was too soon in the
semester. Results and procedures will be continually monitored.
The faculty is making a stronger effort to help candidates understand the value of the
teacher work sample assignment. The vital relationship between pre-assessment of student
knowledge and skills, instructional planning, and subsequently, post-assessment of student
learning cannot be over-emphasized. The upper division professional courses for methods will
P a g e | 31
be including more concepts related to standards, assessment of learning, and improvement of
instruction.
P a g e | 32
Advising Template
BACHELOR OF SCIENCE IN EDUCATION-Field Endorsement in Physical Education & Health K-12
2011-2013
Code: GS=General Studies, ME=Minor Elective, E-Elective
Year 1
Fall Semester
ENG 135
HPER
122
HPER
124
HPER
124L
HPER
217
GS
EDUC
131
PSYC
131
GS
Spring Semester
Summer Semester
Composition II
Advanced
Swimming
Safety & First
Aid
Physiological
Kines.
Physiological
Kines. Lab
3
1
ENG
136
HPER
214
HPER
226
HPER
232
HPER
232L
1
GS
Government
3
Intro to Teaching
3
3
3
1
8
Humanities
Intro to the
Except. Learner
3
General Psychology
GS
SPED
230
Composition 1
Foundations of
HPER
3
Anatomical Kines.
Anatomical Kines.
Lab
1
Lifeguard Training
HPER Activity
Course
History
Total Hours
2
1
Total Hours
1
2
3
3
1
8
Total Hours 0
Year 2
Fall Semester
EDUC
224
Spring Semester
Multimedia Suppor
2
Aging and Deth
Teach Ind. & Dual
Sports
3
3
GS
Theory of PE K-8
HPER Activity
Course
GS
Science
GS
Communications
3
3
FCS 320
HPER
325
HPER
339
Total Hours
3
1
1
8
GS
HPER
236
HPER
314
HPER
326
FCS
332
SOC
333
Math Course
3
Health Topics
Water Safety
Instruction
Motor Skills
Learning
Family Studies
or
Marriage and
Family
3
GS
PSYC
231
History
Summer Semester
HPER Pers. Health &
233
Wellness
3
1
2
3
3
3
Ed. Psych
Total Hours
1
8
Total Hours 3
P a g e | 33
Year 3
Fall Semester
Spring Semester
Nutrition
Observ. &
Participation
3
1
GS
Tumbling
Global Studies
Course
Elementary
Rhythmics
Curriculum in
Health Ed or
Biomechanics of
Sport + Lab
HPER Activity
Course
GS
Fine Arts
FCS 337
EDUC
300
HPER
313
GS
HPER
427
HPER
428
HPER
439/539
Total Hours
1
3
2
HPER
335
HPER
422
HPER
429
HPER
431
HPER
435
GS
3
GS
1
3
1
7
Org & Ad. Of
HPER
Basic Movement
Adapted Physical
Educ.
Comm. &
Environ. Health
Curriculum
Planning in PE
HPER Activity
Course
Global/Social
Awareness
Total Hours
Summer Semester
3
GS
Science
3
2
3
3
3
1
3
1
8
Total Hours 3
Year 4
Fall Semester
HPER
432
HPER
438
HPER
439/539
Test &
Measurements PE
Curriculum in
Health Ed. Or
Biomechanics of
Sport and Lab
GS
EDUC
431C
EDUC
411S
EDUC
412E
EDUC
414S
Reason & Values
Methods in Health
& PE
Reading/Content
Area
3
General Methods
Classroom
Management
Human
Relations/Soc.
Cultural
Test and
Measurements
SPED Practices &
Strategies
1
EDUC
415S
EDUC
418S
SPED
412
Total Hours
3
EDUC
490S
Spring Semester
Student
Teaching
Summer Semester
1
6
3
3
1
1
1
1
1
1
8
Total Hours
1
6
Total Hours 0
Degree Program Total
147
P a g e | 34
Advising Template
BACHELOR OF SCIENCE IN EDUCATION-Field Endorsement in Health Education-7-12
2011-2013
Code: GS=General Studies, ME=Minor Elective, E-Elective
Year 1
Fall Semester
EDUC
131
Intro to Teaching
ENG 135
Spring Semester
ENG 136
Composition II
Composition I
3
3
GS
GS
HPER
122
HPER
124
HPER
124L
HPER
233
HPER Activity Course
1
GS
Fine Arts Course
HPER Activity
Course
Foundations of HPER
Anatomical
Kinesiology
Anatomical
Kinesiology Lab
Personal Health
Wellness
2
GS
PSYC
231
SPED
230
Governement
Educational
Psychology
Intro to the Except
Learner
E
Electives
Total Hours
1
1
3
3
1
7
Total Hours
Summer Semester
3
3
1
3
3
3
1
6
Total Hours
0
Year 2
Fall Semester
Spring Semester
Summer Semester
Science
Global/Social
Awareness
3
GS
Math Course
3
3
3
History
Physiological
Kinesiology
3
Physiolog Kines Lab
1
Health Topics
3
EDUC
History
Red Cross Lifeguard
Training
Safety and First Aid
or
Audio
Visual/Computers
GS
HPER
232
HPER
232L
HPER
236
PSYC
131
General Psychology
GS
Communications
E
Elective
3
3
E
Elective
GS
GS
GS
HPER
HPER
Total Hours
1
2
3
3
1
8
Total Hours
2
1
8
Total Hours
0
Year 3
Fall Semester
Spring Semester
GS
Reason/Values
3
FCS 320
Aging & Death
3
GS
HPER
335
Global/Social
Awareness
Org and Ad of
HPER
Summer Semester
3
3
P a g e | 35
3
FCS 337
HPER
226
HPER
236
HPER
428
Nutrition
Health topics
Curriculum in Health
Ed. Or
3
GS
Science
3
3
1
8
Safety & First Aid or
Elective
Total Hours
HPER
431
Community &
Envir. Health
FCS 332
Family Studies
SOC 333
ECU 300
Marriage & Family
Observation &
Participation
E
Elective
3
or
Total Hours
3
1
3
1
6
Total Hours
0
Year 4
Fall Semester
EDUC
431C
EDUC
411S
EDUC
412S
EDUC
414S
Spring Semester
Methods in Health and
PE
3
Reading/Content Area
1
1
EDUC
415S
EDUC
418S
General Methods
Classroom
Management
Human
Relations/Multicultura
l
Tests and
Measurements
GS
HPER
428
Science
or
Curriculum in Health
Ed.,
GS
Humanities
E
Elective
Total Hours
EDUC
490S
Student Teaching
Summer Semester
1
6
1
1
1
3
3
3
1
7
Total Hours
1
6
Total Hours
Degree
Program Total
0
136
P a g e | 36
Advising Template
BACHELOR OF SCIENCE IN EDUCATION-Subject Endorsement in Recreation
2011-2013
Code: GS=General Studies, ME=Minor Elective, E-Elective
Year 1
Fall Semester
ENG
135
HPER
114
HPER
233
HPER
234
GS
HUM
231
HUM
232
Spring Semester
Compostion I
Canoeing/Casting
&Angleing
Personal Health &
Wellness
Introduction to
Recreation
3
ENG
136
2
GS
3
HPER Activity Course
1
GS
HPER
102
HPER
201
HPER
221
MGMT
230
Present Patterns
3
or
Echoes of the Past
3
ME
Total Hours
1
5
Summer Semester
Composition II
3
Fine Arts Course
HPER Activity
Course
Riflery/Skeet &
Trap Shoot
Orienteering &
Backpaking
3
Camp Counseling
Principles of
Management
2
Minor Elective
Total Hours
1
1
1
3
3
1
7
Total Hours
0
Year 2
Fall Semester
SP 125
HPER
217
HPER
220
HPER
226
Fundamentals of Oral
Comm.
Red Cross Lifeguard
Training
Theory & Princ. Of
Coaching
Spring Semester
3
GS
1
HIST232
2
HIST234
HPER23
2
HPER23
2L
HPER21
4
HPER31
4
Safety & First Aid
2
1
GS
HPER Activity Course
Social Cultural
Elective
ES 130
Earth Science
3
GS
3
Math Course
US History Since
1877 or
3
3
GS
Western Civ II
Physiological
Kinesiology
Physiological Kines
Lab
Advanced
Swimming
Red Cross Water
Safety Ins
HPER Coaching
Elective
HPER Activity
Course
ME
Minor Elective
E
Total Hours
1
5
Summer Semester
Total Hours
2
1
1
1
2
1
3
1
7
Total Hours
0
P a g e | 37
Year 3
Fall Semester
HIST
231
HIST
233
BA 331
HPER
333
HPER
440
E
E
US History Before
1877 or
E
Western Civ I
Business
Communications
Leadership in
Recreation
Prev. & Care of
Athletic Inj.
3
HPER
335
HPER
436
HPER
421
HPER
422
Elective
3
3
1
8
Elective
Total Hours
3
3
3
E
Spring Semester
Global/Social
Elective
Org and Ad of
HPER
Outdoor Education
Phil & Psyc Found
of Sport
Adapted Physical
Educ.
HPER Coaching
Elective
Total Hours
Summer Semester
3
3
3
2
3
2
1
6
Total Hours
0
Year 4
Fall Semester
MIS
332
HPER
436
HPER
437
HPER
440
Decision Support for
Manager
Outdoor Education
or
E
E
Elective
Sport Law
Prev. & Care of
Athletic Inj.
Elective
Total Hours
Spring Semester
3
EDUC
490S
Student Teaching
Summer Semester
1
6
3
3
3
3
1
5
Total Hours
1
6
Total Hours
0
Degree Program
Total
129
P a g e | 38
Advising Template
BACHELOR OF SCIENCE IN EDUCATION-Subject Endorsement in Physical Education K-6
2011-2013
Code: GS=General Studies, ME=Minor Elective, E-Elective
Year 1
Fall Semester
GS
HPER
233
GS
HPER
122
HPER
124
HPER
124L
EDUC
131
ENG 135 Composition
1
Personal Health &
Wellness
Spring Semester
3
ENG
136
3
GS
HPER Activity Course
1
Foundations of HPER
2
Anatomical Kinesiolgy
Anatomical Kinesiolgy
Lab
Introduction to
Teaching
1
GS
PSYC
231
SPED
230
HPER
226
Total Hours
1
3
1
4
Summer Semester
Compostition II
3
Government
HPER Activity
Course
Educational
Psychology
Intro to the Except
Learner
3
Safety and First Aid
2
Total Hours
1
5
1
3
3
Total Hours
0
Year 2
Fall Semester
Spring Semester
GS
EDUC
224
HPER
313
HPER
217
Communications
Audio
Visual/Computers
3
Tumbling
1
Water Safety Inst.
1
GS
Biol Science
GS
Humanities
GS
History
3
3
3
1
6
Total Hours
Summer Semester
GS
Mah Course
3
2
GS
HPER
232
HPER
232L
3
GS
Earth Science
Physiological
Kinesiology
Physiological
Kines. Lab
Global/Social
Awareness
GS
History
Total Hours
2
1
3
3
1
5
Total Hours
0
Year 3
Fall Semester
Spring Semester
HPER
339
Theory of PE K-8
3
E
HPER
327
HPER32
7L
HPER PE Electives
Biomechanical
Kinesiology
Biomechanical
Kinesiology Lab
1
GS
Global/Social
2
1
3
HPER
326
HPER
336
HPER
422
HPER
429
GS
Summer Semester
Motor Skills
2
Org & Admin.
Adapted Physical
Educ
3
Basic Movement
2
3
Fine Arts
3
P a g e | 39
Awareness
HPER42
7
HPER43
2
Elementary Rhythmics
Test and
Measurements/PE
Total Hours
2
3
1
5
EDUC
300
Observ. And Part.
1
GS
Reason Values
3
1
7
Total Hours
Total Hours
0
Year 4
Fall Semester
HPER
439
HPER
439L
EDUC
431C
EDUC
411S
EDUC
412S
EDUC
414S
EDUC
415S
EDUC
418S
Spring Semester
Biomechanics of Sport
Biomechanics of Sport
Lab
Methods in Health and
PE
2
Reading/Content Area
1
General Methods
Classroom
Management
Human
Relation/Mutlicultural
Tests and
Measurements
1
Total Hours
EDUC
490S
Student teaching
Summer Semester
1
6
1
3
1
1
1
1
1
Total Hours
1
6
Total Hours
0
Degree Program
Total
11
9
P a g e | 40
Advising Template
BACHELOR OF SCIENCE IN EDUCATION-Field endorsement in Physical Education 7-12
2011-2013
Code: GS=General Studies, ME=Minor Elective, E-Elective
Year 1
Fall Semester
ENG
135
GS
EDUC
131
HPER
122
HPER
124
HPER
124L
HPER
233
GS
Spring Semester
Summer Semester
Composition I
HPER Activity
Course
3
ENG
136
1
GS
Fine Arts Course
3
Intro to Teaching
3
PS 231
3
Foundations of HPER
Anatomical
Kinesiology
Anatomical Kines.
Lab
Personal Health &
Wellness
3
GS
PSYC
231
SPED
230
Government
HPER Activity
Course
Educ. Phsychology
Intro to the Except.
Learner
3
Humanities
Total Hours
2
1
1
3
1
7
Composition II
3
Total Hours
1
3
1
6
Total Hours
0
Year 2
Fall Semester
HPER
217
HPER
226
EDUC
224
Red Cross Lifeguard
Training
Spring Semester
Summer Semester
3
GS
Math Course
3
2
GS
Communications
3
GS
Science
3
GS
History
3
GS
HPER
232
HPER
232L
HPER
214
HPER
314
HPER
326
GS
History
Physiological
Kinesiology
Physiological Kines.
Lab
Advanced
Swimming or
Red Cross Water
Safety Inst
Motor Skills
Learning
HPER Activity
Course
3
GS
Safety & First Aid
Audio
Visual/Computers
Global/Social
Awareness
GS
Psychology
Total Hours
2
2
1
8
Total Hours
2
1
1
2
1
3
1
6
Total Hours
0
P a g e | 41
Year 3
Fall Semester
HPER
313
HPER
325
HPER
427
HPER
432
HPER
439
HPER
439L
GS
Spring Semester
Tumbling
Individual & Dual
Sports
Elementary
Rhythmics
Tests &
Measurement/PE
Biomechanical
Kinesiology
1
Biomech Kines. Lab
3
3
1
5
Reason & Values
Total Hours
3
2
2
1
GS
HPER
335
HPER
422
HPER
435
EDUC
300
SPED
334
Global/Social
Awareness
Summer Semester
3
Org & Ad of HPER
Adapted Physical
Ed.
3
Curr Planning in PE
3
Observation & Partic
Diff Inst for Diverse
Classrm
1
Total Hours
3
2
1
5
Total Hours
0
Year 4
Fall Semester
EDUC
431C
EDUC
411S
EDUC
412S
EDUC
414S
Spring Semester
Methods in Health
and PE
3
Reading/Content Area
3
1
EDUC
415S
EDUC
418S
General Methods
Classroom
Management
Human
Relations/Multicultura
l
Tests and
Measurements
GS
SPED
412
Science
SPED Practices &
Strategies
Total Hours
EDUC
490S
Student Teaching
Summer Semester
1
6
1
1
1
1
1
1
2
Total Hours
1
6
Total Hours
0
Degree Program
Total
125
P a g e | 42
New Program
Revised Program
Rule 24 Matrix
Table of Alignment of Standards and Assessments
Name of Institution: Chadron State College
Date Submitted: 1/20/2011
Endorsement: Health and Physical Education
Total Hours Required by Rule 24: 48
Program Hours Required by Institution: 52
Grade Levels: K-12
Endorsement Type: Field
Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course
completion requirements which the institution utilizes to grant credit toward completion of this endorsement.
(For additional lines in each section, please go to the end of the row and press the tab key.)
006.28D Certification Endorsement Requirements:
Candidate Proficiencies
This endorsement requires 48 semester hours of preparation in health and physical education courses,
including a minimum of 24 semester hours in scientific foundations including, kinesiology and exercise
physiology; child and adolescent growth and development; motor development; and adapted physical
education; and a minimum of 24 semester hours in health education, including injury prevention and
safety; substance use and abuse; family life education; emotional and mental health; community and
environmental health; prevention and control of disease; personal health and physical activity; nutrition
and consumer decision-making concerning health issues.
Course #, Title, and Credits
EDUC 431C- Special Instruction- HPER (2)
Course Assessment(s)
Exams, Participation, Lab,
Course Grade
24 Semester hours of scientific foundations
Key Program Assessment(s)
Exit Exam
Content
Knowledge
Pedagogical
Knowledge
Skills
Dispositions
P-12 Student
Learning
X
X
X
X
X
X
#1 Content area GPA
#2 Content knowledge from
student teacher evaluations
#3 Exit Exam
HPER 124 & 124L Anatomical Kinesiology and Lab(2)
Exams, Lab Projects, Course
Grades
X
HPER 232 & 232L Physiological Kinesiology and Lab (3)
Exams, Lab Projects, Course
Grades
X
HPER 313 Tumbling (1)
Exams, Participation, Skills
Test, Service Project, Course
Grade
X
X
X
HPER 325 Teaching Individual and Dual Sports (3)
Exams, Participation, Course
Grade
X
X
X
HPER 326 Motor Skill Learning (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 339 Theory of Physical Education K-8 (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
42
X
X
Rule24 March2007 Version
P a g e | 43
HPER 427 Elementary Rhythmics (2)
Exams, Participation, Service
Project, Skills Test, Course
Grade
X
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 435 Curriculum Planning in PE (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
HPER 439 & 439L Biomechanics of Sport and Lab(3)
Exams, Lab Projects, Course
Grades
X
X
X
24 Semester hours in Health Education
#1 Content area GPA
#2 Content knowledge from
student teacher evaluations
#3 Exit Exam
FCS 247 Nutrition (3)
X
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 214 Advance Swimming or HPER 217 Red Cross Lifeguard
Training or HPER 314 Red Cross Water Safety Instruction (1)
Exams, Participation, Skills
Test, Course Grade
X
HPER 226 Safety and First Aid (2)
Exams, Participation, Course
Grade
X
HPER 236 Health Topics (3)
Exams, Participation, Course
Grade
X
HPER 335 Organization and Administration of HPER & Athletics (3)
Exams, Participation, Course
Grade
X
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
HPER 432 Test and Measurements in PE (3)
Exams, Participation, Course
Grade
X
X
X
PSYC 131 General Psychology (3)
X
X
Standard/Description
A.
Candidate Proficiencies
Demonstrate knowledge and an understanding of:
1.
Injury prevention and safety, including violence prevention;
2.
Substance use and abuse;
3.
Family life education, including sexuality education, and death and dying;
4.
Emotional and mental health, including stress management and bereavement;
5.
Community and environmental health;
6.
Prevention and control of disease, including STD’s, HIV, and AIDS;
7.
Personal health and physical activity;
8.
Nutrition; and
9.
Consumer health;
43
Rule24 March2007 Version
P a g e | 44
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
Pedagogical
Knowledge
Skills
Dispositions
P-12 Student
Learning
A-1 Injury prevention and safety, including violence prevention
HPER 226 Safety and First Aid (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 236 Health Topics (3)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
X
X
X
X
X
X
X
X
X
X
X
A-2 Substance use and abuse
A-3 Family life education, including sexuality education, and
death and dying
A-4 Emotional and mental health, including stress management
and bereavement
PSYC 131 General Psychology (3)
HPER 428 Curriculum of Health Education (3)
X
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
A-5 Community and environmental health
A-6 Prevention and control of disease, including STD’s, HIV,
and AIDS
44
Rule24 March2007 Version
P a g e | 45
HPER 236 Health Topics (3)
Exams, Participation, Course
Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
A-7 Personal health and physical activity
FCS 247 Nutrition (3)
X
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 232 & 232L Physiological Kinesiology and Lab (3)
Exams, Lab Projects, Course
Grades
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
X
X
A-8 Nutrition
FCS 247 Nutrition (3)
HPER 428 Curriculum of Health Education (3)
X
Exams, Participation, Graded
Curriculum, Course Grade
X
Exams, Participation, Course
Grade
X
HPER 226 Safety and First Aid (2)
Exams, Participation, Course
Grade
X
HPER 313 Tumbling (1)
Exams, Participation, Skills
Test, Service Project, Course
Grade
X
HPER 236 Health Topics (3)
Exams, Participation, Course
Grade
X
HPER 325 Teaching Individual and Dual Sports (3)
Exams, Participation, Course
Grade
HPER 422 Intro to Adapted PE (3)
HPER 428 Curriculum of Health Education (3)
A-9 Consumer health
HPER 431 Community and Environmental Health (3)
A-1 Injury prevention and safety, including violence prevention
X
X
X
X
X
X
Exams, Participation, Service
Project, Course Grade
X
X
X
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
45
X
X
Rule24 March2007 Version
P a g e | 46
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
HPER 236 Health Topics (3)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
A-2 Substance use and abuse
X
X
X
X
X
X
X
X
A-3 Family life education, including sexuality education, and death and dying
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
A-4 Emotional and mental health, including stress management and bereavement
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
A-5 Community and environmental health
A-6 Prevention and control of disease, including STD’s, HIV, and AIDS
HPER 226 Safety and First Aid (2)
Exams, Participation, Course
X
46
X
Rule24 March2007 Version
P a g e | 47
Grade
HPER 236 Health Topics (3)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 232 & 232L Physiological Kinesiology and Lab (3)
Exams, Lab Projects, Course
Grades
X
HPER 326 Motor Skill Learning (2)
Exams, Participation, Service
Project, Course Grade
HPER 339 Theory of Physical Education K-8 (3)
X
X
X
X
X
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 427 Elementary Rhythmics (2)
Exams, Participation, Service
Project, Skills Test, Course
Grade
X
X
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
X
X
A-7 Personal health and physical activity
X
X
A-8 Nutrition
FCS 247 Nutrition (3)
X
HPER 232 & 232L Physiological Kinesiology and Lab (3)
Exams, Lab Projects, Course
Grades
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
Exams, Participation, Course
Grade
X
A-9 Consumer health
HPER 122 Foundations of Health and PE (2)
47
Rule24 March2007 Version
P a g e | 48
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
Content
Knowledge
Pedagogical
Knowledge
Skills
X
X
Standard/Description
B.
Candidate Proficiencies
Communicate the essential purposes of school health education;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
Dispositions
P-12 Student
Learning
Standard/Description
C.
Candidate Proficiencies
Assess the health behaviors and needs of students;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
Pedagogical
Knowledge
Skills
X
X
Dispositions
P-12 Student
Learning
Standard/Description
D.
Candidate Proficiencies
Plan and implement school health education;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
Pedagogical
Knowledge
Skills
X
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
Content
Knowledge
Pedagogical
Knowledge
Dispositions
P-12 Student
Learning
Standard/Description
E.
Candidate Proficiencies
Evaluate the effectiveness of school health education;
Course #, Title, and Credits
HPER 122 Foundations of Health and PE (2)
Course Assessment(s)
Key Program Assessment(s)
Exams, Participation, Course
Skills
Dispositions
P-12 Student
Learning
X
48
Rule24 March2007 Version
P a g e | 49
Grade
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
Content
Knowledge
Pedagogical
Knowledge
Skills
Standard/Description
F.
Candidate Proficiencies
Collaborate with other professionals in implementing the coordinated school health program;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
X
X
X
Content
Knowledge
Pedagogical
Knowledge
Skills
Exit Exam
Dispositions
P-12 Student
Learning
X
X
Dispositions
P-12 Student
Learning
X
X
Dispositions
P-12 Student
Learning
X
X
Standard/Description
G.
Candidate Proficiencies
Act as a resource person in health education;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grades
X
X
X
Content
Knowledge
Pedagogical
Knowledge
Skills
Exit Exam
Standard/Description
H.
Candidate Proficiencies
Act as an advocate for school health education;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grades
X
X
X
Exit Exam
Standard/Description
I.
Demonstrate knowledge and an understanding of physical education concepts, disciplinary concepts, and tools of inquiry
related to the development of a physically educated person;
49
Candidate Proficiencies
Rule24 March2007 Version
P a g e | 50
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
Pedagogical
Knowledge
Skills
Dispositions
P-12 Student
Learning
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grades
X
X
X
X
X
Dispositions
P-12 Student
Learning
Exit Exam
Standard/Description
J.
Candidate Proficiencies
Use individual and group motivation and behavior theory to create a learning environment that encourages positive social
interaction, active engagement in learning, and self motivation;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
Pedagogical
Knowledge
Skills
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
Standard/Description
K.
Candidate Proficiencies
Use verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in physical
activity settings;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
Pedagogical
Knowledge
Skills
Dispositions
X
X
X
P-12 Student
Learning
Standard/Description
L.
Candidate Proficiencies
Plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated
individuals;
Course #, Title, and Credits
EDUC 431C- Special Instruction- HPER (2)
Course Assessment(s)
Exams, Participation, Lab,
Course Grades
Key Program Assessment(s)
Exit Exam
50
Content
Knowledge
Pedagogical
Knowledge
Skills
Dispositions
P-12 Student
Learning
X
X
X
X
X
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HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
Standard/Description
M.
Candidate Proficiencies
Select and use formal and informal assessment strategies to foster physical, cognitive, social, and emotional development of
learners in physical activity;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Exit Exam
Content
Knowledge
Pedagogical
Knowledge
Skills
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grades
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 432 Test and Measurements in PE (3)
Exams, Participation, Course
Grade
X
X
X
Dispositions
P-12 Student
Learning
X
X
Standard/Description
N.
Evaluate one’s own actions on others (e.g., learners, parents or guardians, and professionals in the learning community);
and
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Exit Exam
Candidate Proficiencies
Content
Knowledge
Pedagogical
Knowledge
Skills
Dispositions
P-12 Student
Learning
X
X
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grades
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
Standard/Description
O.
Foster relationships with colleagues, parents or guardians, and community agencies to support learners’ growth and wellbeing.
Course #, Title, and Credits
Course Assessment(s)
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grades
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Key Program Assessment(s)
Exit Exam
51
Candidate Proficiencies
Content
Knowledge
Pedagogical
Knowledge
Skills
Dispositions
P-12 Student
Learning
X
X
X
X
X
X
X
X
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Curriculum, Course Grade
New Program
Revised Program
Rule 24 Matrix
Table of Alignment of Standards and Assessments
Name of Institution: Chadron State College
Date Submitted: 1/20/2011
Endorsement: Health
Total Hours Required by Rule 24: 27
Program Hours Required by Institution: 33
Grade Levels: 7-12
Endorsement Type: Subject
Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course
completion requirements which the institution utilizes to grant credit toward completion of this endorsement.
(For additional lines in each section, please go to the end of the row and press the tab key.)
006.27D Certification Endorsement Requirements:
Candidate Proficiencies
The health education endorsement program requires a minimum of 27 semester hours in health courses,
including foundations and philosophies of health education; science of health education; injury
prevention and safety; substance use and abuse; family life education; emotional and mental health;
community and environmental health; prevention and control of disease; nutrition; personal health and
physical activity; and consumer decision-making concerning health issues.
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
FCS 320 Aging and Death (3)
Exams, Projects, Course
Grade
X
FCS 247 Nutrition (3)
Exams, Participation, Course
Grade
X
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 124 & 124L Anatomical Kinesiology and Lab(2)
Exams, Lab Projects, Course
Grades
X
HPER 226 Safety and First Aid (2)
Exams, Participation, Course
Grade
X
HPER 232 & 232L Physiological Kinesiology and Lab (3)
Exams, Lab Projects, Course
Grades
X
HPER 236 Health Topics (3)
Exams, Participation, Course
Grade
X
52
Pedagogical
Knowledge
Skills
Dispositions
P-12 Student
Learning
X
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HPER 335 Organization and Administration of HPER & Athletics (3)
Exams, Participation, Course
Grade
X
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
PSYC 131 General Psychology (3)
Exams, Participation, Course
Grade
X
FCS 332 Family Studies (3)
Exams, Participation, Course
Grade
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
X
X
Exit Exam
X
X
X
Dispositions
P-12 Student
Learning
Standard/Description
A.
Candidate Proficiencies
Demonstrate knowledge and an understanding of:
1.
Injury prevention and safety, including violence prevention;
2.
Substance use and abuse;
3.
Family life education, including sexuality education, and death and dying;
4.
Emotional and mental health, including stress management and bereavement;
5.
Community and environmental health;
6.
Prevention and control of disease, including STD’s, HIV, and AIDS;
7.
Personal health and physical activity;
8.
Nutrition; and
9.
Consumer health;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
Pedagogical
Knowledge
Skills
A-1 Injury prevention and safety, including violence prevention
HPER 226 Safety and First Aid (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
FCS 332 Family Studies (3)
Exams, Participation, Course
Grade
X
HPER 236 Health Topics (3)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
X
X
X
X
X
A-2 Substance use and abuse
53
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A-3 Family life education, including sexuality education, and
death and dying
FCS 320 Aging and Death (3)
Exams, Participation, Course
Grade
X
FCS 332 Family Studies (3)
Exams, Participation, Course
Grade
X
FCS 320 Aging and Death (3)
Exams, Participation, Course
Grade
X
PSYC 131 General Psychology (3)
Exams, Participation, Course
Grade
X
FCS 332 Family Studies (3)
Exams, Participation, Course
Grade
X
Exams, Participation, Course
Grade
X
HPER 236 Health Topics (3)
Exams, Participation, Course
Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
FCS 247 Nutrition (3)
Exams, Participation, Course
Grade
X
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 232 & 232L Physiological Kinesiology and Lab (3)
Exams, Lab Projects, Course
Grades
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
A-4 Emotional and mental health, including stress management
and bereavement
A-5 Community and environmental health
HPER 431 Community and Environmental Health (3)
A-6 Prevention and control of disease, including STD’s, HIV,
and AIDS
A-7 Personal health and physical activity
54
X
X
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A-8 Nutrition
FCS 247 Nutrition (3)
HPER 428 Curriculum of Health Education (3)
X
Exams, Participation, Graded
Curriculum, Course Grade
X
Exams, Participation, Course
Grade
X
X
X
A-9 Consumer health
HPER 431 Community and Environmental Health (3)
Standard/Description
B.
Candidate Proficiencies
Communicate the essential purposes of school health education;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
Pedagogical
Knowledge
Skills
X
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
Content
Knowledge
Pedagogical
Knowledge
Skills
X
Dispositions
P-12 Student
Learning
Standard/Description
C.
Candidate Proficiencies
Assess the health behaviors and needs of students;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 431 Community and Environmental Health (3)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
Content
Knowledge
Pedagogical
Knowledge
Dispositions
P-12 Student
Learning
Standard/Description
D.
Candidate Proficiencies
Plan and implement school health education;
Course #, Title, and Credits
HPER 122 Foundations of Health and PE (2)
Course Assessment(s)
Key Program Assessment(s)
Exams, Participation, Course
Grade
Skills
Dispositions
P-12 Student
Learning
X
55
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HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
Standard/Description
E.
Candidate Proficiencies
Evaluate the effectiveness of school health education;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
Pedagogical
Knowledge
Skills
X
X
Dispositions
P-12 Student
Learning
Standard/Description
F.
Candidate Proficiencies
Collaborate with other professionals in implementing the coordinated school health program;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
Pedagogical
Knowledge
Skills
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
X
X
X
Content
Knowledge
Pedagogical
Knowledge
Skills
Exit Exam
Dispositions
P-12 Student
Learning
X
X
Dispositions
P-12 Student
Learning
X
X
Dispositions
P-12 Student
Learning
Standard/Description
G.
Candidate Proficiencies
Act as a resource person in health education;
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
X
X
X
Content
Knowledge
Pedagogical
Knowledge
Exit Exam
Standard/Description
H.
Candidate Proficiencies
Act as an advocate for school health education;
Course #, Title, and Credits
HPER 122 Foundations of Health and PE (2)
Course Assessment(s)
Key Program Assessment(s)
Exams, Participation, Course
Grade
Skills
X
56
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HPER 428 Curriculum of Health Education (3)
Exams, Participation, Graded
Curriculum, Course Grade
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
New Program
Revised Program
Exit Exam
X
X
X
X
X
X
X
X
Rule 24 Matrix
Table of Alignment of Standards and Assessments
Name of Institution:
Date Submitted:
Endorsement: Coaching
Total Hours Required by Rule 24: 12
Program Hours Required by Institution: 27
57
Grade Levels: 7-12
Endorsement Type: Supplemental
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Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course
completion requirements which the institution utilizes to grant credit toward completion of this endorsement.
(For additional lines in each section, please go to the end of the row and press the tab key.)
006.13D Certification Endorsement Requirements:
Candidate Proficiencies
This endorsement requires a minimum of 12 semester hours of coursework related to coaching athletics,
including prevention, care and management of injuries; growth, development and learning; psychology of
coaching; and coaching theory. Other courses related to coaching athletics such as legal aspects and
responsibilities; training and conditioning; nutrition; and administration of sports shall be used to fulfill
any remaining coaching semester hours.
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
HPER 220 Theory and Principles of Coaching (2)
Exams, Course Grade
X
HPER 226 Safety and First Aid (2)
Exams, Participation, Course
Grade
X
HPER 335 Organization and Administration of HPER & Athletics (3)
Exams, Participation, Course
Grade
X
HPER 421 Philosophy and Psychology Foundation of Sport (2)
Exams, Presentations, Course
Grade
X
HPER 437 Legal Aspects of Sports and Rec (3)
Case analysis, Exams, Course
Grade
X
HPER 440 Prevention and Care of Athletic Injuries (3)
Skills tests, Exams, Course
Grade
X
HPER 453 Sports Officiating (3)
Service Project, Exams,
Course Grade
X
HPER 490 Internship (3)
Performance Rating, Service
Project
Electives in Coaching (HPER 321, 322, 323, 423, 424, 425, 426)
(6)
Exams, Participation,
Presentations
Pedagogical
Knowledge
Dispositions
P-12 Student
Learning
X
X
X
X
Skills
X
X
X
X
No additional Guidelines Required
New Program
Rule 24 Matrix
58
Rule24 March2007 Version
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Revised Program
Table of Alignment of Standards and Assessments
Name of Institution: Chadron State College
Date Submitted: 1/20/2011
Endorsement: Physical Education
Total Hours Required by Rule 24: 27
Program Hours Required by Institution: 32, 33
Grade Levels: K-6, 7-12
Endorsement Type: Subject
Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course
completion requirements which the institution utilizes to grant credit toward completion of this endorsement.
(For additional lines in each section, please go to the end of the row and press the tab key.)
006.43D Certification Endorsement Requirement:
Candidate Proficiencies
This endorsement shall require a minimum of 27 semester hours in physical education courses for
kindergarten through grade 6 or 7-12 endorsements. The K-6 endorsement shall require a minimum of 15
semester hours in scientific foundations including, kinesiology and exercise physiology; child growth
and development; motor development and adapted physical education; and a minimum of 12 semester
hours in techniques including the development, implementation and assessment in elementary school
physical education programs.
The 7-12 endorsement shall require a minimum of 15 semester hours in scientific foundations including,
kinesiology and exercise physiology; adolescent growth and development; motor development; and
adapted physical education; and a minimum of 12 semester hours in techniques including the
development, implementation, and assessment in secondary school physical education programs.
Applicants seeking both the K-6 and 7-12 endorsements are required to earn a minimum of 39 semester
hours of coursework as prescribed above.
Course #, Title, and Credits
EDUC 431C- Special Instruction- HPER (2)
Course Assessment(s)
Exams, Participation, Lab,
Course Grade
Key Program Assessment(s)
Exit Exam
Content
Knowledge
Pedagogical
Knowledge
Skills
Dispositions
P-12 Student
Learning
X
X
X
X
X
K-6 15 Semester hours in scientific foundations
HPER 124 & 124L Anatomical Kinesiology and Lab(2)
Exams, Lab Projects, Course
Grades
X
HPER 232 & 232L Physiological Kinesiology and Lab (3)
Exams, Lab Projects, Course
Grades
X
HPER 326 Motor Skill Learning (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 439 & 439L Biomechanics of Sport and Lab(3)
Exams, Lab Projects, Course
Grades
X
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K-6 12 Semester hours in techniques
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 214 Advance Swimming or HPER 217 Red Cross Lifeguard
Training or HPER 314 Red Cross Water Safety Instruction (1)
Exams, Participation, Skills
Test, Course Grade
X
HPER 226 Safety and First Aid (2)
Exams, Participation, Course
Grade
X
HPER 313 Tumbling (1)
Exams, Participation, Skills
Test, Service Project, Course
Grade
X
X
HPER 335 Organization and Administration of HPER & Athletics (3)
Exams, Participation, Course
Grade
X
X
HPER 339 Theory of Physical Education K-8 (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 427 Elementary Rhythmics (2)
Exams, Participation, Service
Project, Skills Test, Course
Grade
X
X
X
HPER 432 Test and Measurements in PE (3)
Exams, Participation, Course
Grade
X
X
X
HPER 124 & 124L Anatomical Kinesiology and Lab(2)
Exams, Lab Projects, Course
Grades
X
HPER 232 & 232L Physiological Kinesiology and Lab (3)
Exams, Lab Projects, Course
Grades
X
HPER 326 Motor Skill Learning (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 325 Teaching Individual and Dual Sports (3)
Exams, Participation, Course
Grade
X
X
X
HPER 439 & 439L Biomechanics of Sport and Lab(3)
Exams, Lab Projects, Course
Grades
X
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 214 Advance Swimming or HPER 217 Red Cross Lifeguard
Exams, Participation, Skills
X
X
X
X
X
X
X
X
7-12 15 Semester hours in scientific foundations
7-12 Semester hours in techniques
X
60
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Training or HPER 314 Red Cross Water Safety Instruction (1)
Test, Course Grade
HPER 226 Safety and First Aid (2)
Exams, Participation, Course
Grade
X
HPER 313 Tumbling (1)
Exams, Participation, Skills
Test, Service Project, Course
Grade
X
X
HPER 335 Organization and Administration of HPER & Athletics (3)
Exams, Participation, Course
Grade
X
X
HPER 427 Elementary Rhythmics (2)
Exams, Participation, Service
Project, Skills Test, Course
Grade
X
HPER 432 Test and Measurements in PE (3)
Exams, Participation, Course
Grade
HPER 435 Curriculum Planning in PE (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
X
X
X
X
X
X
X
X
X
Standard/Description
A.
Candidate Proficiencies
Demonstrate knowledge and an understanding of the basic concepts and principles of physical education, and their
application, including being able to:
1.
Describe the basic content of a physical education program,
2.
Utilizes appropriate tools of inquiry,
3.
Describe the growth, development, and learning patterns of children or youth,
4.
Create learning opportunities that support physical, cognitive, social, and emotional development,
5.
Describe how individuals differ in their approaches to learning,
6.
Create and adapt instruction to meet the needs of diverse learners,
7.
Use individual and group motivation and behavior theory to create a learning environment that encourages positive
social interaction, active engagement in learning, and self motivation,
8.
Use verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in
physical activity settings,
9.
Plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated
individuals,
10. Select and use formal and informal assessment strategies to foster physical, cognitive, social, and emotional
development of learners in physical activity,
11. Evaluate one’s own actions on others (e.g., learners, parents or guardians, and professionals in the learning
community), and
12. Foster relationships with colleagues, parents or guardians, and community agencies to support learners’ growth and
well-being.
Course #, Title, and Credits
Course Assessment(s)
Key Program Assessment(s)
Content
Knowledge
Pedagogical
Knowledge
Skills
X
X
Dispositions
P-12 Student
Learning
A-1 Describe the basic content of a physical education program
HPER 122 Foundations of Health and PE (2)
Exams, Participation, Course
Grade
X
HPER 339 Theory of Physical Education K-8 (3)
Exams, Participation, Service
Project, Course Grade
X
61
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HPER 435 Curriculum Planning in PE (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 432 Test and Measurements in PE (3)
Exams, Participation, Course
Grade
X
X
X
HPER 326 Motor Skill Learning (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 339 Theory of Physical Education K-8 (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 313 Tumbling (1)
Exams, Participation, Skills
Test, Service Project, Course
Grade
X
X
X
X
HPER 325 Teaching Individual and Dual Sports (3)
Exams, Participation, Course
Grade
X
X
X
HPER 339 Theory of Physical Education K-8 (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 427 Elementary Rhythmics (2)
Exams, Participation, Service
Project, Skills Test, Course
Grade
X
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
Exams, Participation, Service
Project, Course Grade
X
X
X
X
A-2 Utilizes appropriate tools of inquiry
X
A-3 Describe the growth, development, and learning patterns of
children or youth
X
A-4 Create learning opportunities that support physical,
cognitive, social, and emotional development
A-5 Describe how individuals differ in their approaches to
learning
HPER 326 Motor Skill Learning (2)
62
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HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 325 Teaching Individual and Dual Sports (3)
Exams, Participation, Course
Grade
X
X
X
HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 325 Teaching Individual and Dual Sports (3)
Exams, Participation, Course
Grade
X
X
X
HPER 427 Elementary Rhythmics (2)
Exams, Participation, Service
Project, Skills Test, Course
Grade
X
X
X
HPER 339 Theory of Physical Education K-8 (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 427 Elementary Rhythmics (2)
Exams, Participation, Service
Project, Skills Test, Course
Grade
X
X
X
X
HPER 432 Test and Measurements in PE (3)
Exams, Participation, Course
Grade
X
X
X
HPER 435 Curriculum Planning in PE (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
X
X
X
A-6 Create and adapt instruction to meet the needs of diverse
learners
X
A-7 Use individual and group motivation and behavior theory to
create a learning environment that encourages positive social
interaction, active engagement in learning, and self motivation
X
A-8 Use verbal, nonverbal, and media communication
techniques to foster inquiry, collaboration, and engagement in
physical activity settings
Exit Exam
X
X
A-9 Plan and implement a variety of developmentally
appropriate instructional strategies to develop physically
educated individuals
63
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HPER 214 Advance Swimming or HPER 217 Red Cross Lifeguard
Training or HPER 314 Red Cross Water Safety Instruction (1)
Exams, Participation, Skills
Test, Course Grade
X
X
X
HPER 313 Tumbling (1)
Exams, Participation, Skills
Test, Service Project, Course
Grade
X
X
X
HPER 325 Teaching Individual and Dual Sports (3)
Exams, Participation, Course
Grade
X
X
X
HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 435 Curriculum Planning in PE (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
X
X
X
X
X
X
X
X
X
Exit Exam
X
X
A-10 Select and use formal and informal assessment strategies
to foster physical, cognitive, social, and emotional development
of learners in physical activity
HPER 432 Test and Measurements in PE (3)
Exams, Participation, Course
Grade
X
X
X
HPER 435 Curriculum Planning in PE (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
X
X
X
Exit Exam
A-11 Evaluate one’s own actions on others (e.g., learners,
parents or guardians, and professionals in the learning
community)
HPER 339 Theory of Physical Education K-8 (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 432 Test and Measurements in PE (3)
Exams, Participation, Course
Grade
X
X
X
HPER 435 Curriculum Planning in PE (3)
Exams, Participation, Graded
Curriculum, Course Grade
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
X
X
X
Exit Exam
A-12 Foster relationships with colleagues, parents or guardians,
and community agencies to support learners’ growth and wellbeing
64
Rule24 March2007 Version
P a g e | 65
HPER 339 Theory of Physical Education K-8 (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
HPER 422 Intro to Adapted PE (3)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
HPER 427 Elementary Rhythmics (2)
Exams, Participation, Service
Project, Skills Test, Course
Grade
X
X
X
X
HPER 429 Basic Movement Education for Children (2)
Exams, Participation, Service
Project, Course Grade
X
X
X
X
EDUC 431C- Special Instruction- HPER (2)
Exams, Participation, Lab,
Course Grade
X
X
X
X
Exit Exam
65
X
Rule24 March2007 Version