SCHOOL OF EDUCATION - Campbellsville University

Transcription

SCHOOL OF EDUCATION
“EMPOWERMENT FOR LEARNING”
PROGRAM SUBMISSION
Health
Grades P-12
September 2011
Date Revised:
January 2012
Catalog URL: http://www.campbellsville.edu/catalog
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Campbellsville University
School of Education
Health Grades P-12
Date Submitted: September 15, 2011
Signature: ________________________
Brenda A. Priddy, Ed. D.
Dean of School of Education
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Table of Contents
(Pagination is accurate with 1” margins)
Page
I.
Relationship of Program with the Unit’s Conceptual Framework ............................................... 4
II.
Relationship of Program with the Unit’s Continuous Assessment ............................................... 4
III.
Description of Courses and Experiences ......................................................................................... 7
IV.
Integration of Kentucky Teacher Standards .................................................................................. 8
V.
Explanation of How the Code of Ethics is Integrated, Shared and Discussed ............................. 13
VI.
Incorporation of Content Standards .............................................................................................................. 14
NCATE Matrix for Health Education
VII.
Brief Course Descriptions for Content Courses (outside Professional Education core) ................................. 17
VIII.
KY P-12 Curricular Documents ...................................................................................................................... 22
Program of Studies
Kentucky Core Academic Standards
Core Content
IX.
Integration of EPSB Themes ............................................................................................................................ 26
Diversity
Assessment
Literacy Education
Closing the Achievement Gap
X.
Program Faculty Matrices................................................................................................................................ 30
XI.
Syllabi for Professional Education Core and Methods Courses ................................................................... 38
XII.
Curriculum Contract/Guide ............................................................................................................................. 107
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Document 3: Program Experiences
I. The Relationship of the Program with the Unit’s Conceptual Framework
The P-12 Health Education program at Campbellsville University is based on the philosophical beliefs
that undergird the unit’s conceptual framework with its theme of empowerment. The curriculum for the
program is designed to provide instructional opportunities that empower candidates to be effective Health
Education teachers. It includes a depth and breadth of knowledge and skills recognized in the conceptual
framework as essential for empowerment. It also includes attention to the self-efficacy candidates
develop as they acquire the knowledge base and skills to implement effective instruction. Consequently,
the resulting empowerment of the candidates directly impacts the empowerment of prospective students
in their classrooms.
The Health Education program includes connections with the larger professional community through the
education components that support content and experiences integral to both the national/state standards
and the Praxis II exams. It is also connected to the larger community through field experiences provided
in each professional course and courses of other disciplines. Throughout these experiences, the program
infuses diversity issues as critical considerations in planning, implementing and evaluating student
learning. Health education certification is partnered with physical education certification for P-12. It is a
dual certification requirement (see curriculum contract).
The model illustrates the relationship of the components of the conceptual framework for the
undergraduate program that is designed to empower the teacher by building on learning theory, pedagogy,
assessment and technology (inner puzzle pieces). Further, the program seeks to empower the teacher
through experiences (outer puzzle pieces) to become effective teachers who positively impact student
learning (innermost puzzle piece).
II. The Relationship of the Program with the Unit’s Continuous Assessment Plan
The curriculum for P-12 Health Education candidates begins at CAP 1, intention to enter the education
program, with two introductory courses—ED 102 and ED 210. Candidates seek admission to the program
at CAP 2 during ED 300. Upon completion of the foundation courses, candidates begin content/pedagogy
courses designed to equip them with the knowledge, skills and dispositions requisite to teach effectively
in P-12 Health Education classrooms. These include a combination of required content courses pertaining
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to subjects taught at these levels and knowledge of pedagogy. This level of preparation culminates in the
CAP 3 portfolio when candidates apply for student teaching during ED 411. Along with the CAP 3
application, candidates are required to take two Praxis II examinations, the specialty examination, Health
Education, plus the Principles of Learning and Teaching examination. The capstone experience of the P12 Health Education curriculum is student teaching during which candidates are placed in two different
classrooms for eight weeks each, for a total of 16 weeks. Near the end of these placements, the
candidates submit a CAP 4 application that includes a CAP 4 portfolio to demonstrate they meet all ten
Kentucky teacher standards and other requirements to exit the program. This process culminates in a
CAP 4 interview during which members of the professional community, primarily administrators and
Nationally Board certified teachers, evaluate the CAP 4 portfolios and interview the candidates.
The continuous assessment plan of the unit regarding traditional undergraduate candidates includes four,
formal monitoring points or CAPs (Candidate Assessment Points). Below is a table visually depicting the
core requirements of the continuous assessment plan of the teacher education program at Campbellsville
University. However, monitoring of candidate progress is continuous as they take courses and are
involved in multiple assessments in each of their courses and field experiences that assess/evaluate their
knowledge, skills and dispositions. As a result of these experiences, candidates use artifacts developed in
these courses and field experiences as evidence they meet the ten Kentucky Teacher Standards.
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Continuous Assessment Plan of the Unit
CAPs
(Candidate Assessment Points)
CAP 1
Intent to Enter
Teacher Education
CAP 2
Admission to
Teacher Education
GPA: Cumulative 2.75
Academic Competency:
ACT-21 or
PPST- Reading: 173
Math
Writing
Total: 518
SAT-1470
BS/BA degree from
accredited institution
Curriculum Guide
CAP 3
Student Teaching
Major 2.75
Professional 2.75
Praxis II:
Specialty/PLT
Major 2.75
Professional 2.75
Praxis II:
Specialty/PLT
Curriculum Guide
Graduation Application
Curriculum Contract
Graduation Application
TC 1 Completed
ED 450:
Seminars
Portfolio
Video/Analysis
Field/PPD Hours: 150
120 Field; 30 PPD
Successful Student Teaching:
Evaluations by
Cooperating Teachers
Supervising Teachers
Video & Analysis
Dispositions Evaluations
Cooperating Teachers
University Supervisor
Self Evaluation
Written Communication:
ENG 111 (C or above)
ENG 112 (C or above)
Writing Competency Assessment
Oral Communication:
MAC 120/140
(C or above)
Dispositions: Signed
Assessment Policy
Dispositions Evaluations :
Self evaluation
All Professional ED
courses
CAP 4
Completion/Exit
Dispositions Evaluations:
ED 411/416 professor
Cooperating Teacher
Major/Content Area Professor
Self Evaluation
Recommendation/Evaluation
from Major Department/
Division
Autobiography
Pre-Professional Growth Plan
KY Code of Ethics &
Ethical Use of Technology
KY Code of Ethics for KY
School Personnel
Required Checks:
State Criminal Check
Wellness TB check
KY Code of Ethics &
Ethical Use of Technology
Required Checks:
Medical/Federal Criminal Check
TB/Liability Insurance
CAP 3 Portfolio: KTS
Diversity survey
CAP 4 Interview:
NB certified teachers,
administrators and SE/
Arts & Humanities Faculty
CAP 4 Portfolio: KTS
CAP 2 Interview:
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CAP 1 is intent to enter the education program point, when candidates meet required checks to participate
in field experiences, commit to the KY Code of Ethics, complete a diversity survey and sign the unit’s
disposition assessment policy. During the initial course (ED 102), candidates set up their professional
portfolio according to the Kentucky Teacher Standards, in anticipation of collecting artifacts for each
standard as they progress through the program. Candidates are evaluated for admission to the program at
CAP 2, which occurs during ED 300, Human Development and Learning Theory. CAP 2, admission to
teacher education, involves evaluation of cumulative GPA, academic competency, oral and written
communication, dispositions and a recommendation/evaluation from the major department/division.
Candidates are also required to commit to the KY Code of Ethics for Teachers.
After candidates are admitted to the education program and complete the foundation courses (ED 102,
Introduction to Education; ED 210 Basic Concepts and Philosophy of Education; ED 300 Human
Development & Learning Theory; and ED 310, Instructional Technology), they begin taking the other
content/pedagogy courses at the 300 level.
After completion of all pedagogy and content courses, candidates are evaluated for admission to student
teaching at CAP 3. This involves evaluation of cumulative, major and professional GPA, taking of Praxis
II exams (Specialty and PLT), disposition evaluations, CAP 3 portfolio meeting all ten Kentucky Teacher
Standards, completion of curriculum requirements and graduation application, 150 field and PPD hours,
and required federal criminal check, medical examination, tuberculin skin test, and evidence of liability
insurance.
Finally, candidates are evaluated for program completion and exit at CAP 4 after successful performance
during student teaching. CAP 4 involves evaluation of cumulative, major and professional GPA, Praxis II
exams (Specialty and PLT), review of curriculum contract, graduation application, and TC 1 application,
CAP 4 portfolio meeting all Kentucky Teacher Standards based on the student teaching semester, a video
and analysis of instruction, disposition evaluations, and a portfolio evaluation and an interview by
external and internal professionals (NBTS certified teachers and principals in the region plus faculty from
across campus).
III. Description of the Program’s Courses and Experiences
The Health Education P-12 program provides courses and experiences to ensure candidates meet
the Kentucky Teacher Standards for Preparation and Certification as outlined by the Kentucky
Education Professional Standards Board, as well as the National Standards for Health Education
established by the American Alliance for Health Education. Health education certification is
partnered with physical education certification for P-12. It is a dual certification requirement
(see curriculum contract). Candidates pursuing P-12 Health and Physical Education certification
must pass Praxis II exams for both Health and Physical Education. Dual certification is a
requirement.
Core requirements of the Health Education program insure that teacher candidates understand the
academic content of Health Education sufficiently and can consistently transfer this
understanding into effective teaching practices. Authentic teaching experiences throughout the
Health Education program provide opportunities to develop effective teaching practices.
Candidates have multiple opportunities to work with special populations through field/clinical
requirements and during specific course experiences (see matrices). Currently all courses are taught
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in a face-to-face format, with online supplementary materials and experiences through online
workbooks and Campbellsville University’s Learning Management System through TigerNet.
IV. Integration of the Appropriate Kentucky Performance Standards:
KENTUCKY TEACHER STANDARDS
Standard 1: The Teacher Demonstrates Applied Content Knowledge
The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student
knowledge and performance in those areas.
Course
Title
Experiences/Assessments
ED 102
Introduction to Education
ED 210
Basic Concepts and Philosophy
ED 300
Human Development and Learning Theory
ED 310
Instructional Technology
ED 325
Teaching Diverse Learners
ED 390
Assessment and Instructional Strategies
ED 416
Curriculum and Methodology
ED 450
Student Teaching
BIO 221
Human Anatomy & Physiology
HP 201
History & Philosophy of Health & Physical
Education
HP 305
Community and Consumer Health
HP 310
Nutrition
HP 311
Drugs and Society
HP 320
Human Sexuality, Education & Society
HP 321
School Health & PE P-5
Introduction of KTS and Quiz; chapter reflections, Web
Quests concerning KDE website and curricular documents.
Peer collaboration to plan and teach lesson.
Write a philosophy of education.
Assessments over education pedagogy.
Critiques of articles on human growth and development;
Class presentations; KTIP lesson plan demonstrating content
knowledge; Examinations over readings; participation in
class discussions.
Knowledge of ISTE standards for incorporation of
technology into instruction; Chapter online exercises; Web
Quests on assigned chapters; Presentations using Smart
Board, Clickers and other technology; Evaluation of
software; Creation of brochure and website; examinations.
Reading assignments/class participation; Development of
lesson extensions for diverse learners in Task A2 in unit
plans; examinations; article reviews/critiques or issue paper.
Define and create assessments used in Kentucky common
assessment.
Formative/Summative assessment.
Criterion referenced and norm referenced testing.
Interpreting test scores and statistics.
Peer teach demonstrating effective questioning techniques.
Students teach a minimum of three times to peers
In classroom placements, students work with public school
students
Development of a CAP 4 portfolio with documentation of
this standard.
Demonstration of content knowledge on assessments
(formative/summative), in presentations and in class
discussions.
discussions.
discussions.
discussions.
discussions.
discussions.
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HP 380
Motor Learning
HP 390
Kinesiology
HP 411
Teaching Health & Physical Education, 5-12
Electives,
HP 200, HP
480
Healthful Living, Special Topics
discussions.
Deomonstration of content knowledge on assessments
(formative/summative), in presentation and in class
discussions.
discussions.
discussions.
discussions.
Standard 2: The Teacher Designs and Plans Instruction
The teacher designs/plans instruction that develops student abilities to use communication skills, apply core
concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and
integrate knowledge.
Course
Title
ED 102
ED 210
ED 300
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 201
Education
HP 305
Community & Consumer Health
HP 310
Nutrition
HP 311
Drugs, Individuals & Society
HP 321
School Health & Physical Education , P-5
HP 411
Electives
HP 300, HP 480
Introduction to KTS and Quiz.
KTIP Lesson Plan, Task A-1 and A-2
Peer collaboration to plan and teach a lesson.
Written philosophy of education.
Assessments over education pedagogy.
KTIP Lesson plan on a selected culture.
TPA lesson taught during field experiences and evaluated by
classroom teacher.
KTIP Lesson Plans Task A-2 as part of Task G Unit. The
lesson must have extensions for accommodations.
Design a standards-based unit utilizing various forms of
assessment and researched –based strategies for instruction.
Create and peer teach mini-lessons.
Multiple lessons/units observed and evaluated by cooperating
and supervising teachers; CAP 4 Portfolio with TPA;
observations.
Introduction of the American Association for Health
Education (AAHE) and The American Association for
health, Physical Education, Recreation and Dance
(AAHPERD) teaching standards.
KTIP lesson plan on consumer strategies with peer teaching
using media/technology.
Discussion and implementation of food pyramid, diet and
activity for a healthy lifestyle. Role playing and panel
discussion on dietary lifestyle habits. KTIP lesson on related
topics. Guest lecturer.
Role play, power point and KTIP lesson on drug knowledge.
Guest lecturer.
Peer teaching of KTIP lesson plan using multiple teaching
strategies and media/technology applications
Peer teaching of KTIP lesson plan using multiple teaching
strategies and media/technology applications.
Design and implementation of lesson with reflection from
class
Standard 3: The Teacher Creates and Maintains Learning Climate
The teacher creates and maintains learning climate that supports the development of student abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become responsible team members,
think and solve problems, and integrate knowledge.
Course
Title
ED 102
Introduction of KTS and Quiz.
View of videos/DVD clips; introduction to the standards
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ED 210
ED 300
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 201
HP 305
Education
Community & Consumer health
HP 310
Nutrition
HP 311
HP 320
Drugs, Individual and Society
Human Sexuality
HP 321
School Health & Physical Education , P-5
HP 411
Teaching Health Education & Physical
Education, 5-12
Reflect on teacher/student behaviors and interactions during
field experiences.
Service learning project in field experiences; motivation;
personal philosophy paper.
Establishing standards of mutual respect, motivations,
inquiry during lessons; Field trip to diverse school setting;
Discussion of Maslow’s hierarchy of needs; Role play of
activities concerning classroom instruction.
TPA lesson taught in schools, evaluated for KTS 3 by
classroom teacher using observation instrument; peer lesson;
Acceptable use policy; ethical use of technology
Review of Instructional Management Tips for each category
of diversity and disability;
Create and teach a unit in a public school setting. Peer teach.
CAP 4 Portfolio: Reflection on Classroom Management Plan;
observation evaluations of lessons by cooperating and
supervising teachers; Self and practitioner evaluation of
video lesson; reflections on lessons; journal.
Introduction of AAHE teaching standards.
Peer teaching/critique. Power point presentation with KTIP
lesson plan.
Field experience—trip to County Health Department for
presentation of current practices with school programs.
Power point presentation with KTIP lesson plan.
Peer teaching on subject matter. Power point presentation.
Peer lessons, power point presentations with KTIP lesson
plans
Motivation of inquiry/participation during
presentation/teaching of lesson; peer teaching of lesson.
Motivation of inquiry/participation during
presentation/teaching of lesson; peer teaching of lesson
Standard 4: The Teacher Implements and Manages Instruction
The teacher introduces/implements/manages instruction that develops student abilities to use communication skills,
apply core concepts, become self-sufficient individuals, become responsible team members, think and solve
problems, and integrate knowledge.
Course
Title
ED 102
ED 210
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 321
HP 411
School Health & Physical Education, P-5
Introduction to KTS 4 Class Discussion
Quiz over KTS
Discussion of Field Experience Trip/ Observations
Collaborative project during field experiences.
TPA lesson taught during field experiences, observed &
evaluated by classroom teacher.
Review classroom management tips for each category of
diversity and disability; Complete Task I for unit plans;
Create and teach a unit lessons in a public school setting.
Peer teaches.
Multiple lessons/units observed/evaluated by cooperating and
supervising teachers. Video lesson evaluated by content
professor.
Creation of KTIP lesson plan(s), unit plans.
Creation of KTIP lesson plan(s), unit plans,
Standard 5: The Teacher Assesses and Communicates Learning Results
The teacher assesses learning and communicates results to students and others with respect to student abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become responsible team members,
think and solve problems, and integrate knowledge.
Course
Title
ED 102
Introduction of KTS and Quiz; organization of portfolio for this
KTS; introduction to lesson plan design and assessment strategies.
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ED 300
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 321
HE 411
Teaching Health & Physical Education, 512
KTIP lesson plan with appropriate assessments.
TPA with pre/post assessments for the lesson taught during field
experiences; use of tables and spreadsheets for analyzing learning
data.
Use of ARC conference summary forms and Individualized
Education Plan; Task H (Assessment Plan) for unit lessons
Design and implement pre/post test in a public school setting in
relation to Task G unit. Analyze pre/post test data (Task J1) and
present to peers and/or parents.
Design various formative and summative assessments for use in a
standards-based unit, i.e., Open response questions and rubrics, ondemand, graphic organizers, cooperative learning, culminating
projects, and traditional tests.
Development of TPA lessons for cooperating and supervising
teacher observations. TPAs involve pre/post assessments and
completion of Task C.
CAP 4 Portfolio includes samples of these lessons and assessments
throughout.
Development of a variety of formative and summative assessments
for lessons/units.
Reflections on peer teaching effectiveness . Development of a
variety of formative and summative assessments for lessons/units.
Standard 6: The Teacher Demonstrates the Implementation of Technology
The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and
productivity; communicate and collaborate with colleagues, parents, and the community and conduct research.
Course
Title
ED 102
ED 300
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 201
HP 232
History and Philosophy of Health and
Physical Education
Emergency Response
HP 305
Community and Consumer Health
HP 310
Nutrition
HP 311
Drugs and Society
HP 320
Human Sexuality, Education and Society
HP 321
School Health and Physical Education, P-5
Introduction to KTS and Quiz; electronic set up of portfolio;
course occurs in technology lab to model use of Smart Board,
clickers; Web Quests on KDE website;
Online component for textbook/Online Multiple Intelligence Tests
Experiences with Smart Board, clicker systems.
Develop and teach a TPA lesson;
Develop an acceptable use policy; ethical use of technology; online
text activities; Web Quests; use of Inspiration and Kidspiration to
develop concept maps; class website
Development of Task G unit with technology implementation
(Tasks H and I)
Use Excel, Word, or Power Point to create graphs/charts
displaying test data.
Use Power Point.
Use technology in the public school classrooms while
teaching/assessing such as clicker systems, Smart Board
technology and document cameras.
Development of CAP 4 portfolio with documentation of meeting
this standard.
Evaluation of use during lessons observed by cooperating and
supervising teachers; videotaped lesson
Integration of PowerPoint/CD-ROM, World Wide Web, in class
presentations
American Heart Association and American Red Cross certification
and instruction software. Integration of Automatic Defibrillator.
Integration of Power Point/CD-Rom, World Wide Web, in class
presentations.
Use of nutritional analyses software; Integration of
PowerPoint/CD-ROM, World Wide Web, in presentations
Integration of Power Point, World Wide Web, in class
presentations
Integration of PowerPoint/CD-ROM, World Wide Web, in class
presentations
Integration of Power Point/Smart Board, CD-Rom , scanner,
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HP 380
Motor Learning
HP 390
HP 411
Kinesiology
HP 200, HP
480
World Wide Web as appropriate in unit/lesson plans and as lessons
are taught.
Integration of BIO-PAC laboratory software; Integration of
PowerPoint/CD-ROM, World Wide Web, in class preparations
Integration of BIO-PAC laboratory software in laboratory setting
Integration of PowerPoint/ Smart Board/ CD-ROM, scanner,
World Wide Web as appropriate in unit/lesson plans and as lessons
are taught.
Integration of Power Point/Smart Board and World Wide Web.
Standard 7: Reflects on and Evaluates Teaching and Learning
The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
Course
Title
ED 102
ED 210
ED 300
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 201
HP 232
Education
Emergency Response
HP 310
Hp 311
HP 321
HE 411
Nutrition
Human Sexuality
Teaching Health & Physical Education 5-12
12 hours of field experience with reflections
Chapter reflections, pertaining to cultural diversity; student
diversity and motivation.
Responses to questions that guide reflection on 13 field hours;
Reflection on conceptual framework; philosophy paper; reflective
journal pertaining to course experiences.
Responses to questions that guide reflection on field hours;
critiques of scholarly articles.
TPA lesson taught during field hours requires completion of
Tasks A-1, A-2 and C; reflections on six field hours.
Reflections on 3 PPD and 12 Field Experience Hours; Task G unit
with adaptations for diverse learners; article reviews/critiques or
issue paper.
Complete Task C and J1 following teaching event in the public
schools.
Reflect on field and PPD hours.
Classroom discussion and peer/self assessments.
Multiple TPAs during student teaching that require reflection
through Tasks C and J-1 if an entire unit; reflective journal about
student teaching experiences. Also, completion of a CAP 4
portfolio that includes documentation for this standard.
Introduction of NASPE, AAHPERD, NASSM standards.
Introduction of American Heart Association and American Red
Cross standards.
Reflections on peer teaching effectiveness.
Reflections on peer teaching effectiveness.
Reflections on peer teaching effectiveness. PPD experiences.
PPD experiences. Reflections on peer teaching effectiveness.
Standard 8: Collaborates with Colleagues/Parents/Others
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning
programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members, think and solve problems, and integrate knowledge.
Course
Title
ED 102
ED 210
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 321
Collaboration task in the schools for field experience.
Collaboration with classroom teacher to teach a TPA lesson.
Participation on ARC/IEP teams; collaboration with classroom
teachers during field hours; unit with collaboration project.
Collaborates with a public school teacher to plan and implement a
unit and pre/post test.
Collaborate with teachers to schedule and plan field hour
requirements.
CAP 4 portfolio developed during student teaching, to include
Task D, Collaboration Project, for this standard.
Discussion about the possibility of collaboration with parents,
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HP 411
HP 201
Physical Education
colleagues, and experts in the field.
Standard 9: Evaluates Teaching and Implements Professional Development
The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals,
refines the skills and processes necessary, and implements a professional development plan.
Course
Title
ED 102
ED 210
ED 300
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 201
HP 232
Education,
Emergency Response
HP 321
HP 411
Teaching Health & Physical Education,
5-12
Introduction of KTS and Quiz; set up of portfolio for KTS 9;
disposition feedback from professor for PPGP; Pre-Professional
Development (PPD) hours/reflections.
Assignment and disposition feedback from professors and peers;
collaboration task during field hours; PPD hours; reflections.
Completion of PPGP for CAP 2, admission to the teacher
education program. Disposition feedback from professors; PPD
hours/reflections.
Reflections on feedback from the teacher observation and tasks
related to TPA; disposition and assignment feedback from
professor; PPD hours/reflections.
Completion of 3 PPD Hours/Reflections; disposition and
assignment feedback from professor and peers.
Complete required professional development hours (5).
Development of a CAP 4 portfolio with an updated PPGP based
on student teaching experiences. Reflection on cooperating and
supervising teacher observations of instruction; journal and
reflection on lessons.
Discussion of professional organizations with the health education
area including AAHPERD.
Introduction of American Red Cross, American Heart Association
and certification in basic CPR and first aid.
Discussion of professional organizations within health education
emphasis.
Discussion of professional organizations within health education
with emphasis
Standard 10: Provides Leadership within School/Community/Profession
The teacher provides professional leadership within the school, community, and education profession to improve
student learning and well-being.
Course
Title
ED 102
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 232
Emergency Response
HP 310
Nutrition
HP 321
School Health & Physical Education P-5
HP 411
Teaching Health & Physical Education 5-12
Development of a Teacher/Class Website using Publisher
Serving on IEP/ARC teams
Discuss the role of the teacher as a leader.
Implementation of leadership task developed at CAP 3 during
student teaching with documentation in the CAP 4 portfolio
Peer-teaching with American Heart Association, American Red
Cross standards.
Collaboration with local health Department on healthy eating
program and guidelines for school health program presentation.
Collaboration with local school program and integration of new
teacher standards.
Develop plan for professional development and leadership
involvement through PPD observation in health education setting
and collaboration with local health department agency.
V. Explanation of how the KY Code of Ethics is Integrated, Shared and Discussed
The KY Code of Ethics is integrated throughout the P-12 Health Education program at Campbellsville
University through the continuous assessment plan. Three of the four candidate assessment points (CAPs)
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require students to review the document in class and sign it committing to uphold its high ethical
standards. During ED 102, students are first introduced to the code through course discussions and
required to sign a document of commitment for CAP 1 prior to the first field experiences. Then,
candidates review the document again and sign a document of commitment at CAP 2, admission to the
program and respond to questions about it during their admission interview. For CAP 3, before student
teaching, candidates again review the document and sign a commitment form. Finally, when they
complete their TC1 form for the EPSB to be sent to the KY Education Professional Standards Board, they
also must commit to the KY Code of Ethics for teachers.
VI. Alignment with AAHPERD/AAHE Health Education Standards
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)/American Association for Health
Education (AAHE)
Standard I: Content Knowledge
Candidates demonstrate the knowledge and skills of a health literate educator.
Key Element A: Candidates
describe the theoretical
foundations of health behavior
and principles of learning.
Key Element B: Candidates
describe the National Health
Education Standards.
Key Element C: Candidates
describe practices that promote
health or safety.
Key Element D: Candidates
describe behaviors that might
compromise health or safety.
Key Element E: Candidates
describe disease etiology and
prevention practices.
Key Element F: Candidates
demonstrate the health
literacy skills of an informed
consumer of health products
and services.
Course/s
Course Experience/Assessments
Gen Ed: HP 103; Core:HP
201, HP 232, HP 300,HP
305, HP 310, HP 311, HP
320, HP 321, HP 411
Electives: HP 200, HP 375,
HP 480
HP 200, HP 201, HP 321,
HP 411
Demonstrate understanding of health education goals, objectives, and
practices through formative/summative evaluations.
HP 200, HP 232, HP 305,
HP 310, HP 311, HP 320,
HP 321, HP411
Demonstration of healthy behavior content knowledge on assessments
(formative/summative) and in class discussions. Power point
presentations, peer teaching with reflection on lessons effectiveness..
Elective: HP 200, HP 480
HP 232, HP 310, HP 311,
HP 320, HP 321
Demonstration of healthy behavior content knowledge on assessments
(formative/summative) and in class discussions
Elective: HP 200
HP 305, HP 310, HP 320
Elective: HP 200, HP 480
HP 305, HP 310
Elective: HP 200
Formative/summative evaluations and various assignments allow
understanding of national standards, research and concerns.
Research paper concerning course appropriate topics and the influence
of culture on behavior choices.
Reflective writing analyzing personal factors that influence healthrelated behaviors of consumers. Formative/summative evaluation of
content knowledge as it relates to healthy choices.
Standard II: Needs Assessment.
Candidates assess needs to determine priorities for school health education.
Course/s
access a variety of reliable data
sources related to health.
collect health-related data.
HP 305, HP 310, HP 311,
HP 320, HP 411
HP 305, HP 310, HP 311,
HP 320, HP 411
Course Experience/Assessment
Demonstrate understanding of groups to cooperate with and
community and school resources available through formative and
summative evaluations
12 hours of observation in a health education setting with reflection
writings on how to obtain, use, and involve available groups needed for
support and resources
Demonstration of knowledge of health assessment techniques on
formative/summative class assessments and discussions.
Statistical project involving implementation of healthy lifestyle based on
14
infer needs for health education
from data obtained.
HP 305, HP 310, HP 311,
HP 320, HP 411
determined needs.
Power point presentation , peer teaching of lesson plan and reflective
exercises based on stated learning objectives.
Development of KTIP lesson plan and unit plans based on new teacher
standards that are developmentally appropriate.
Standard III: Planning:
Candidates plan effective comprehensive school health education curricula and programs.
design strategies for involving
key individuals and
organizations in program
planning for School Health
Education.
Course/s
HP 305, HP 310, HP 311,
HP 320,HP 411
Demonstrate ability to assess students’ current health knowledge and
skills through formative/summative evaluations
12 hours of observation in health education setting with reflection on
assessing current student ability level
design a logical scope and
sequence of learning
experiences that accommodate
all students.
HP 305,HP 310, HP 311, HP
411
create appropriate and
measureable learner objective
that align with assessments and
scoring guides.
HP 305, HP 310,HP 311,
HP 320, HP 411
select developmentally
appropriate strategies to meet
learning objectives.
HP 411
align health education
curriculum with needs
assessment data and the
National Health Education
Standards.
HP 411
Key Element F: Candidates
analyze the feasibility of
implementing selected
strategies.
HP 411
Development of KTIP lesson plans and unit plans based on Kentucky
New Teacher Standards that are developmentally appropriate
Appropriate implementation of health education technology (DC-ROM
software, world wide web) into individual group presentations using
departmental grading rubric.
Elective: HP 200
KTIP lesson plans based on current student learning characteristics
Small group work throughout these courses: group presentations and
collaborative work in these courses.
Collaborative work through observation hours in health
education settings.
Use of departmental grading rubric.
Peer teaching of lesson plan and reflection exercises on teaching
effectiveness throughout the course
practices through formative/summative evaluations.
Application of theories through developing lesson and unit plans for
peer instruction.
Formative/summative evaluations and various world wide web
assignments allow understanding and use of current local, state, and
national health research and concerns.
Standard IV: Implementation:
Candidates implement health education instruction.
Course/s
demonstrate multiple
instructional strategies that
reflect effective pedagogy and
health education and models
that facilitate learning for all
students.
HP 305, HP 310, HP 311,
HP 320, HP 411
Appropriate implementation of health education technology (DC-ROM
software, world wide web) into individual group presentations using
power point, peer panel and review, and reflective writing.
utilize technology and
resources that provide
instruction in challenging, clear
and compelling ways engage
diverse learners.
HP 232, HP 305, HP 310,
HP 311, HP 320, HP 321,
HP 411
HP 411
Elective: HP 200
KTIP lesson plans based on current student learning characteristics.
Elective: HP 200
Power point, smart board, DC-Rom software, world wide web and
reflective writing to be used throughout course content presentations.
Demonstrate knowledge of healthy behaviors, beliefs, and practices of
diverse populations through formative/summative evaluations, class
discussions, reflective writings, group projects.
Demonstrate critical thinking skills and appropriate action in situations
15
exhibit competence in
classroom management.
reflect on their implementation
practices, adjusting objectives,
instructional strategies and
assessment as necessary to
enhance student learning.
that will be encountered.
HP 411
Observe, assist for 12 hours at the level of instruction. Reflection on
classroom organization, physical environment, classroom management,
lesson clarity, student motivation, collaborative involvement, and
assessment/evaluation strategies.
Standard V: Assessment:
Candidates assess student learning.
develop assessment plans.
Course/s
HP 411
Demonstration of content knowledge of assessment on
formative/summative evaluations
Development of KTIP lesson plans and unit plans with appropriate
assessment strategies
Development of appropriate formative and summative assessments for
lessons and units.
analyze available assessment
instruments.
HP 411
CAP 3 & CAP 4 Portfolio: KTS 5, Assessment
Development of KTIP lesson plans and unit plans with ongoing
reflection of lesson effectiveness based on stated learning objectives
develop instruments to assess
student learning.
HP 411
Reflection on lesson effectiveness based on stated learning objectives;
implement plans to assess
student learning.
HP 411
Demonstration of knowledge about relationship between evaluation and
future planning through formative/summative evaluations
utilize assessment results to
guide future instruction.
HP 411
Reflection s on peer teaching effectiveness.
Standard VI: Administration and Coordination
Candidates plan and coordinate a school health education program.
Course/s
develop a plan for
comprehensive school health
education (CSHE) within a
coordinated school health
program (CSHP).
HP 411
explain how a health education
program fits the culture of a
school and contributes to the
school’s mission.
HP 201, 232,305, 310, 311,
320, 321,411, Electives HP
200
design a plan to collaborate
with others such as school
personnel, community health
educators, and students’
families in planning and
implementing health education
programs.
HP 305,310, 311, 320, 321,
411, Electives: HP 200
Demonstration of content knowledge of coordinating health education
programs on formative/summative evaluations
Development of KTIP lesson plans and unit plans coordinating various
aspects of school health program
Small group work throughout these courses; group presentations and
collaborative work in these courses;
Specific collaborative work through observation hours in health
education setting
Small group work throughout these courses; group presentations and
collaborative work in these courses;
Specific collaborative work through observation hours in health
education setting
Standard VII: Being a Resource
Candidates serve as a resource person in health education.
Course/s
16
use health information
resources.
HP 232,305,310, 311, 320,
411 Elective: HP 200
respond to requests for health
information.
HP 305, 411
describe ways to establish
effective consultative
relationships with others
involved in Coordinated School
Health Programs.
HP 305, 310, 311, 411
Various world wide web and other technology assignments locating
valuable public health information
Collaboration with local health department regarding school health
presentations by their agency to local school districts.
Demonstrate knowledge of consultative process through
formative/summative evaluations
Formative/Summative evaluations and various world wide web
assignments allow understanding and use of current local, state, and
national health research and concerns
Standard VIII: Communication and Advocacy
Candidates communicate and advocate for health and school health education.
analyze and respond to factors
that impact current and future
needs in comprehensive school
health education.
Course/s
HP 305,310,311, 320, 411
Consumer survey and collaboration with local agencies regarding
current programs and future role and plan of their agency for
implementation.
practices through formative/summative evaluations
apply a variety of
communication methods and
techniques.
HP 305,310, 311, 320,
321,411
advocate for school health
education.
HP 310, 311, 320,321, 411
Elective: HP 200
demonstrate professionalism.
HP 411
Apply these theories through developing lesson and unit plans for peer
instruction
Survey instruments, collaborative work in a health education setting.
Demonstrate strategies to deal with potential societal values and
controversies related to health issues through reflective writing,
development of appropriate lesson plans, and formative/summative
evaluations
Collaboration with peers, peer teaching , oral and written projects in
the development of an effective health-related referral network.
Peer teaching of lesson plans that demonstrate ability to communicate
health ideas, services and education and their importance to the healthrelated network.
VII. Course Descriptions for Content Courses
Health and Physical Education Core Requirements (57 hrs)
HP 201: History and Philosophy of Health, Physical Education, and Sport
The historical and philosophical perspectives of sport and physical education are combined in
this course to provide the student with a better understanding of the present condition of the
discipline. This course is primarily a history of ideas regarding sport and physical education.
Particular emphasis is placed on the relationship between mind and body and how that
relationship has changed during various historical eras, the development of American physical
education and athletics, and the modern Olympic movement.
HP 212: Introduction to Rhythmic Movement
This course provides an overview of the history and cultural influences of folk and square dance
and the basics of rhythmic activities for classroom and recreation settings. The course is
17
designed for physical education, recreation and education majors. Students will be exposed to
the basic steps, formations, terminology and instructional methods of various dances and
rhythmic activities.
BIO 221 Anatomy and Physiology
This course presents an overview of the structure and function of human anatomy. Specifically,
the integumentary, skeletal, muscular, nervous, sensory, respiratory, cardiovascular, endocrine,
reproductive, gastrointestinal, and urinary systems are examined. To fully understand these
systems requires an understanding of basic mammilla biology at the elemental and cellular level.
HP 251 Teaching Sports Skills I
This course introduces students to the individual sports of tennis, golf, and track and field.
Students will be instructed on the basic skills, rules, strategies, and etiquette related to each sport,
and will be given the opportunity to instruct their peers. The goal of the course is for students to
be able to effectively teach skill activities, games, rules, and modifications for individual sport
activities.
HP 252 Teaching Sports Skills II
This course introduces students to the team sports of volleyball, basketball, and soccer. Students
will be instructed on the basic skills, rules, and strategies related to each sport, and will be given
the opportunity to instruct their peers. The goal of the course is for students to be able to
effectively teach skill activities, games, rules, and modifications for team sport activities.
HP 232 Emergency Response
This is an American Red Cross certification course in Sports Safety Training and Emergency
Response. Recognizing and caring for cardiac and breathing emergencies, injuries, and sudden
illness are covered. The course is designed for lifeguards, physical education teachers, athletic
trainers, exercise science majors, and sports management personnel.
HP 234 Safety in Sport and Physical Activity
This course is intended for all individuals who have a duty to respond to a first aid or emergency
because of job responsibilities including: teachers, coaches, day care workers, Aerobic/sport
trainers, camp counselors, nursing home assistants, resort workers and others. In addition to
certification in American Heart Association Heartsaver, First Aid with CPR & AED the student
will benefit from current issues in coaching, school and event safety and practices in establishing
and maintaining a healthful and safe environment. This is a required course for HPETE majors.
There is a fee for this course.
HP 300 Principles of Strength Training and Conditioning
This course involves the study of training and conditioning methods used to improve and sustain
athletic performance. Students will expand on their background in the structural, metabolic, and
physiologic constructs of neuromuscular function. These will be applied to exercise and physical
training, and students will learn about the technique and characteristics of several advanced
weight-training programs. Age, gender, race, and clinical issues will also be explored.
HP 302 Tests and Measurements
18
This course introduces future educators in health and physical education to the art of conduct
research. Research methodology explored is from hypothesis formation, searching for
background information, test of methods construction, result presentation to discussion, and
summary of findings. Students participate by conducting a semester long research project aimed
at designing a curriculum for a fictitious health and physical education class. Students are
required to support their findings quantitatively by using basic statistical methods. Prerequisite
MTH 130
HP 305 Community and Consumer Health
This course deals with principles of assessing the health of the local and global community. It
also covers methods of becoming more knowledgeable health care consumers, thus insuring a
healthier life. Environmental issues related to health are also covered.
HP 310 Nutrition
A survey of the nutrients required for proper growth and maintenance of the body. Principles of
diet analysis and techniques for teaching healthy nutritional behaviors in a health education
setting are included.
HP 311 Drugs and Society
This course provides an overview of the world of drugs, drug abuse, drug dependence, drug use
behavior and explanation of us, and the potential for abuse of the major psychoactive drugs and
their effects on society.
HP 320 Human Sexuality
In this course, the student will explore fact and opinion about human sexuality in contemporary
society. Students will discuss respect, communication, and other physiological and psychological
factors in sexual relationships. Etiology and transmission of the human immunosuppressant virus
and ethical and social factors of HIV and AIDS will be a course emphasis. Issues such as
abortion, premarital sex, and sex education in the public school will be debated. Christian
principles and Biblical scripture will always be incorporated in discussion and debates.
HP 321 School Health and Physical Education
This course introduces students to instructional methods and strategies relevant to teaching
health and physical education in grades P-5. It is designed to prepare students to conduct an
elementary physical education class and incorporate physical activity into traditional academic
subjects.
HP 360 Gender and Diversity of Sport
This course will explore several topics related to diversity in sports, including racial, gender,
religious, political, economic, and disability controversies. Class discussion will focus on current
issues and debates on these and other topics. In addition, practical ways on dealing with
minorities in teaching coaching, or administrative positions will be addressed.
HP 380 Motor Learning
This course provides an examination of the motor and cognitive characteristics of individuals
involved in learning or performing motor skills and the conditions that influence learning.
19
Emphasis is on how humans learn complex movement skills and control voluntary, coordinated
movement. Principles and theories discussed will provide the student with concepts for skill
development in teaching and coaching.
HP 390 Kinesiology
Kinesiology is the study of how movement is realized by the muscles, the skeleton, and its joints.
The goals of the course require that aspects of the somatic nervous system control be explored
and the fundamental mathematics describing the basic mechanics of human movement be
introduced. Additionally, the effects of human movement due to injury, disease, and maturation
are examined. Prerequisite: BIO 221
HP 391 Adapted Physical Education
This course is designed to introduce students in physical education and related disciplines to
current information on the physical education service delivery in accordance with federal laws;
unique attributes of disabling conditions with implications for physical educations; procedures
for adapting regular physical education programs to meet the needs of students with disabilities;
and quality teaching, community instruction, and recreational programs for individuals with
diagnosed disabilities.
HP 411 Teaching Health and Physical Education
This is a survey course of materials, content, and instructional methods used in teaching physical
education and health 5-12. It is designed to prepare students to conduct a middle school or high
school physical education class and address health issues relevant to adolescence students.
HP 430 Psychology of Sport
This course examines factors affecting athletes including current issues significant of sport,
performance, environment, training, and the athlete.
ELECTIVES
HP 200 Healthful Living
This course provides an extension of concepts learned in HP 103. Content involves an
intermediate understanding of health as it relates to physiological body systems, nutrition, body
composition, stress management, and personal lifestyle choices. Specific strategies for positive
lifestyle changes are learned, and basic techniques for teaching these strategies in a health setting
are introduced. Additional areas covered include mental health, infectious and noninfectious
disease, substance use and abuse, and environmental and consumer health issues.
HP 250 Care and Prevention of Athletic Injuries
This course is designed to introduce the future human performance professional to the
recognition management, rehabilitation, and prevention of athletic injuries. Practical experiences
in basic treatment protocols for common injuries are also included.
HP 340 Water Safety Instruction/Lifeguard Training Instructor
Authorized Red Cross course in Water Safety Instructor, Lifeguard Training Instructor. Requires
three hours of lab and two hours lecture each week.
20
CHS 351 Christian Coaching
The purpose for this class is to assist participants to develop a Biblical theory of competition.
The course takes a practical looks at integrating a Christian world view in coaching practice and
other competitive settings. There will be exploration of various theories of the role of the coach,
and the ethical dilemmas posed by competitive athletics from an applied perspective of Biblical
principles. Guidelines will be given by which any team at any level can be organized on a
Christian foundation.
HP 375 Current Issues and Trends in Sport
This course examines current topics in the field of physical education, health education and the
sport industry.
HP 400 Physiology of Exercise
This course examines the physiological response to exercise in the cardiovascular, respiratory,
endocrine, immune, skeletal, and neuromuscular systems. Other topics covered include cellular
respiration, anaerobic and aerobic metabolism, metabolic adaptation, nutrition, maturation, and
body composition. Prerequisite: BIO 221
HP 420 Exercise Testing and Prescription
Courses exposes students to assessment tools from field tests to laboratory techniques in an
approach to assessment that uses evaluation followed by prescription. Topics covered are cardiorespiratory endurance, muscular fitness, body weight/composition, and relaxation. Prerequisite:
BIO 221
HP 444 Sport and Governance
The basic theories of organization and administration as they relate to physical education and
athletics will be covered. Surveys of the duties of physical education and sport administration in
secondary schools, colleges, and universities as they relate to interscholastic and intramural
athletics will be discussed.
HP 480 Special Topics
Includes topics of individual interest and need. Courses may be repeated for credit provided that
the topics differ. Courses include: Women’s Health, Public Health and Disease Prevention,
Utilizing Research, Role of Recreation in Children’s/Youth Ministry, Health Teaching for at
Risk Populations, Research in Health Education, Philosophical Foundations of Sport and
Recreation.
COACHING COURSES
HP 312 Coaching Theory of Baseball
This course investigates the theories and practices of coaching fundamentals in the sport of
baseball. Various philosophies, fundamentals, budgets, and equipment will be discussed.
HP 322 Coaching Theory of Basketball
basketball. Various philosophies, fundamentals, budgets, and equipment will be discussed.
21
HP 335 Coaching Theory of Volleyball
volleyball. Various philosophies, fundamentals, budgets, and equipment will be discussed.
HP 342 Coaching Theory of Football
football. Various philosophies, fundamentals, budgets, and equipment will be discussed.
HP 345 Coaching Theory of Softball
softball. Various philosophies, fundamentals, budgets, and equipment will be discussed.
HP 365 Coaching Theory of Tennis
tennis. Various philosophies, fundamentals, budgets, and equipment will be discussed.
VIII. KY P-12 Curricular Documents



Program of Studies Grades P-12/KY Core Academic Standards (In transition to all core
academic standards)
Core Content for Assessment (To be replaced with new Assessment when available)
Program of Studies Grades P-12
Courses
ED 102
Introduction to
Education
Program of Studies
Introduction : Arts &
Humanities; English
Language Arts;
Health Education;
Mathematics;
Physical Education;
Science; Social
Studies
Core Content/
KY Core Academic
Standards (KCAS)
Core Content
Introduction: Arts &
Humanities;
Mathematics; Practical
Living; Reading; Science;
Social Studies; Vocational
Studies; Writing
KCAS
Literacy
ED 210
Basic Concepts &
Philosophy of
Learning
ELA-EI-R-1
ELA-EII-T-2
ELA-EI-I-1
ELA-EI-SLO-1
ELA-EI-SLO-2
ELA-EI-SLO-3
ELA-EI-SLO-2
ELA-EI-SLO-3
ELA-EI-SLO-4
ELA-EI-W-1
ELA-EI-W-2
ELA-EI-W-3
ELA-EI-W-6
ELA-EI-W-7
Core Content
RD-H-2.0.8
RD-H-2.12
RD-H-2.13
WR-H-1
WR-H-1.4
SS-H-2.3.1
Examples of Course/Field Experiences
WebQuest: after initial class introduction, Web Quest assignment
requires them to read and answer specific questions about each
document: POS, CC, and Common Core Standards/College
Readiness (KCAS)
Core Content for Assessment: Introduction to Core Content and
discussion while viewing on computers. Application of
knowledge of CC by assisting as tutors for 4rd grade students by
assisting with reading skills for their field experience project.
KTIP lesson plans and Standards Based Unit Assignment: after
familiarity with these documents, creation of a lesson plan and a
unit by correctly relating the POS, Common Core and CC to an
appropriate grade level of instruction to meet KTS 2.
Use reference materials
Make sense of professional reading materials
Make sense of observations in field experiences
Make sense of things they hear in field experiences
Communicate ideas & information
Write an educational philosophy
Make presentations to peers & public school students in service
learning
Use computers & other technology to enhance instruction
Interact with diverse ethnic & cultural groups
Recognize continuity & change to make decisions
Analyze & interpret human behaviors
Be adaptable & flexible
Make decisions based on ethical values
22
SS-HS-H-2
SS-HS-H-3
SS-HS-H-4
SS-HS-GC-4
SS-HS-CS-1
SS-HS-CS-5
ED 300 Human
Development &
Learning Theory
ELA-EI-R-1
ELA-EII-T-2
ELA-EI-I-1
ELAEI-SLO-1 ELA-EISLO-2
ELA-EI-SLO-3 ELAEI-SLO-2 ELA-EISLO-3
ELA-EI-SLO-4
ELA-EI-W-1
ELA-EI-W-2
ELA-EI-W-3
ELA-EI-W-6
ELA-EI-W-7
SS-HS-H-2
SS-HS-H-3
SS-HS-H-4
SS-HS-GC-4
SS-HS-CS-1
SS-HS-CS-5
Core Content
RD-H-2.0.8
RD-H-2.12
RD-H-2.13
WR-H-1
WR-H-1.4
SS-H-2.3.1
ED 310
Instructional
Technology
Arts & Humanities;
English Language
Arts; Health
Education;
Mathematics;
Physical Education;
Science; Social
Studies
Core Content
Arts & Humanities;
Mathematics; Practical
Living; Reading; Science;
Social Studies; Vocational
Studies; Writing
ED 325 Teaching
Diverse Learners
ED 390
Assessment &
Instructional
Strategies
ED 416
Curriculum &
Instructional
Strategies
ED 450 Student
Teaching
Required to include
POS in lesson plan
KCAS
Literacy standard for
technical subjects
Required to include CC in
KTIP lesson plan
Different content
areas use various POS
Varies according to
candidates’ majors
and certification
levels: Arts &
Humanities; English
Language Arts;
Health Education;
Mathematics;
Physical Education;
Science; Social
Studies
Different content areas use
various POS
Core Content/KCAS
Varies according to
candidates’ majors and
certification levels: Arts &
Humanities; Mathematics;
Practical Living; Reading;
Science; Social Studies;
Writing
Varies to match
majors & certification
levels: Arts &
Humanities; English
Language Arts;
Health Education;
Mathematics;
Physical Education;
Science; Social
Studies
ELA-EII-T-2
ELA-EI-I-1
ELA-
Varies to match majors &
certification levels: Arts &
Humanities; Mathematics;
Practical Living; Reading;
Science; Social Studies;
Writing
Core Content
RD-H-2.0.8
RD-
Use productive team membership skills
Be sensitive to multicultural ideas
Demonstrate open mind to alternative perspectives
Use critical thinking skills
Use problem-solving processes
Address situations from multiple perspectives
Use knowledge base to gain new knowledge
Expand knowledge by making connections
Reflect on ways children develop and learn
Make presentations to peers
Investigate strategies to empower children
Lesson planning
Lesson plans integrating technology to meet goals and objectives.
KTIP lesson plan for exceptionality designed for specific
student/s in a classroom in which students implement the lesson
with feedback from the classroom teacher, peer and professor.
KTIP lessons and unit planning incorporating Kentucky Core
Academic Standards, Program of Studies, and Core Content for
Assessment.
Field hours include twenty hours and include among other
requirements, two lessons integrating other subjects, tutoring
individuals or small groups, whole class activities.
All experiences must demonstrate thoughtful application to Core
Content, Program of Studies, and Learned Society Standards.
Mini-lesson presented in class with peer feedback.
Field Hours: 20 hours in student teaching placements.
CAP 3 Portfolio for all ten KTS; lessons, units and assessments
identify the appropriate Kentucky Core Academic Standards,
Program of Studies, and Core Content for Assessment. Lessons
must list these at the beginning.
23
EI-SLO-1 ELA-EISLO-2
ELA-EI-SLO-3 ELAEI-SLO-2 ELA-EISLO-3
ELA-EI-SLO-4
ELA-EI-W-1
ELA-EI-W-2
ELA-EI-W-3
ELA-EI-W-6
ELA-EI-W-7
SS-HS-H-2
SS-HS-H-3
SSHS-H-4
H-2.12
RD-H-2.13
WR-H-1
H-1.4
SS-H-2.3.1
WR-
KCAS
Literacy standards for
technical subjects
SS-HS-GC-4
Create video tape of self teaching
Present standard-based lessons to class
SS-HS-CS-1
HP Electives 200
Healthful living,
HP 480 Special
Topics
HP 411 Teaching
Health &
Physical
Education,
P-12
HP 475
Conditioning and
Rehab
SS-HS-CS-5
HE-P-1, 2, 3
HE-P-7, 10,11,13
HE-P-18, 19, 20-26,
HE-P-27-36,
HE-P-37-40
HE-4-1-8, HE-4-9-12,
HE 4-13, 14, 18, 20,
21; HE 4-22-27, 29,
30
HE-5-1-5, HE-5-9-16;
HE-5-17-20; HE-6-6,
HE-6-8-16, HE-6-1720, HE-6-21-23; HE7-7-9, 10-12, 10-14,
15-25; HE-8-1-2, 1012, 14-27; HE-H-1-2,
HE-H-5-7, 8-9, 14,
15-22, 23-25;
HE-P-1-6, 7,
10,11,13-16,
HE-P-18, 19, 20-26,
HE-P-27-36,
HE-P-37-40
HE-4-1-8, HE-4-9-12,
13-18, 20, 21; HE 422-27, 29, 30
HE-5-1-8, HE-5-9-16;
HE-5-17-20; HE-6-16, HE-6-8-16, HE-617-20, HE-6-21-23;
HE-7-7-9, 10-12, 1525; HE-8-1-2, 10-13,
14-27; HE-H-1-2,
HE-H-5-7, 8-9, 12-14,
15-22, 23-25;
HE-P-1-6; HE-4-1
HE-4-6, HE-4-23-24,
HE-4-29; HE-5-1HE5-19-20; HE-6-1,HE6-13; HE-7-23; HE-83, HE 8-8; HE-H-2,
HE-H-9-10,HE-H-23.
All applicable
Dynamics of Interpersonal Relationships
Core Content
All are applicable
Development and implementation of KTIP lesson plans for use in
a secondary physical education activity course with local middle
school students; analysis/reflection on lesson;
KCAS
CC.6-8.W.2a-f
CC.6-8.W.4
CC.6-8.W.8-10
CC.9-10.W.2-a
CC.9-10.W.2.c-f
CC.9-10.W.4-5
CC.9-10.W.9-10
CC.11-12.W.1.d-e
CC.11-12.W.2-a
CC.11-12.W.2.c-e
CC.11-12.W.4
CC.11-12.W.8-10
Core Content
PL-E-1.2.1
PL-M-1.2.1
PL-M-1.2.1
PL-E-1.3.1
PL-H-1.3.1
PL-E-1.3.4
PL-M-1.3.4
PL-E-1.5.3
PL-M-1.5.3
PL-H-1.5.3
PL-E.1.5.4
PL-M-1.5.4
Care and conditioning of the body, functioning of body systems,
community resources for health services
24
HP 201 History
and Philosophy of
Health and
Physical
Education
BIO 221 Human
Anatomy and
Physiology I
HE-P-1-3, HE-P-1420,HE-P-26; HE-4-13, HE-4-13-21, HE-422, HE-4-27; HE-5-13, HE-5-9-17, HE-521; HE-6-1, HE-6-816, HE-6-21-22; HE7-1, HE-7-10-15, HE7-23-24; HE-8-1-2,
He-8-8-16, HE-8-1722, HE-8-24, 26; HEH-1, HE-H-8-14, HEH-17-22, HE-H-23-24
HE-4-6; HE-7-4;HE8-3HE-H-2-3
HP 320 Human
Sexuality
HE-P-3, HP-P-34;
HE-4-1-3,4-22, HE-426; HE-5-1, HE-5-17,
HE-5-21-22; HE-6-14, HE-6-15, HE-6-21;
HE-7-1-6HE-7-14-15,
HE-7-20,22,23; HE-84, 13, HE-8-26; HEH-3-4; HE-H-13,HEH-22,23
HP 310 Nutrition
HE-P-21-26;HE-4-2021; HE-5-11-12; HE6-8-9, HE-6-17; HE7-10, HE-7-18; HE-8
11-12, HE-8-20; HEH-8
HE-P-16-17; HE-419; HE-5-16; HE-614; HE-7-13; HE-8-89; HE-H-10-11
HE-P-1, HE-P-5; HE4-1, HE-4-5; HE-5-1;
HE-6-20; HE-7-21;
HE-8-1, HE-8-23;
HE-H-1,HE-H-22
HE-P-1-13, HE-P-3740; HE-4-1-7,9-12,
HE-4-28-30; HE-5-14,6-8, HE-5-21-23,
HE-6-1-2, 6-7, HE-621-23; HE-7-1-2, 7-9,
HE-7-23-25; HE-8-12, 5-7, HE-8-24-27;
HE-H-1, 5-7, HE-H23-25
HP 232
Emergency
Response
HP 302 Test and
Measurements
HP 305
Community and
Consumer Health
PL-H-1.5.4
Core Content
All Applicable
KCAS
CC.6-8.W.1a-e
CC.6-8.W.2a-f
CC.6-8.W.4-7
CC.-9-10.W.1a-e
CC.9-10.W.2b-f
CC.9-10.W.4-8
CC.11-12.W.1a-e
CC.11-12.W.2b-e
CC.11-12.W.4-7
Core Content
PL-E-1.2.1
PL-M-1.2.1
PL-H-1.2.1
PL-M-1.2.2
PL-E-1.3.1
PL-E-1.5.1
PL-M-1.5.1
PL-H-1.5.1
PL-E-1.5.2
PL-M-1.5.2
PL-H-1.5.2
PL-E-1.5.4
PL.M-1.5.3
PL-M-1.5.4
PL-H-1.5.3
PL-H-1.5.4
Core Content
PL-E-1.1.1
PL-M-1.1.1
PL-H-1.1.1
PL-E-1.2.1
PL-M-1.2.1
PL-M-1.2.2
PL-M-1.2.3
PL-H-1.2.1
PL-H-1.2.2
PL-M-1.3.2
PL-H-1.3.1
PL-H-1.3.2
Core Content
PL-E-1.4.1, 1.4.2, 1.4.3
PL-M-1.4.1, 1.4.2, 1.4.3
PL-H-1.4.1, 1.4.2, 1.4.3,
1.4.4
Responsibility to oneself and to others, impact of diet on growth
and development, sources of health information, services and
resources.
Introduction of AAHE and AAHPERD standards.
Structure and functioning of body systems, human growth and
development
Demonstrate respect for others, consequences of choices, personal
rights and responsibilities, access to community health agencies,
risk factors for communicable diseases (AIDS, HIV, STD)
Impact of diet on growth and development, develop sound
nutritional practices, impact of eating disorders
Core Content
PL-E-1.6.3, 1.6.4
PL-M-1.6.4
PL-H-1.6.4
Core Content
PL-E-1.5.2
PL-M-1.5.4
PL-H-1.5.4
Describe and use personal safety strategies, , procedures for basic
emergency assistance
Core Content
PL-E-1.1.1, 1.1.2
PL-M-1.1.1, 1.1.3
PL-H-1.1.1, 1.1.3
PL-E-3.1.4, 3.1.5
PL-M-3.1.4,3.1.5
PL-H-3.1.4, 3.1.5
PL-E-3.2.1
PL-M-3.2.1
PL-H-3.2.1
Discussion of personal impact on environment, becoming an
informed consumer
Student learns/demonstrates self-assessment strategies, research
techniques
25
HP 390
Kinesiology
HE-4-6; HE-8-3; HEH-2-3
HP 400
Physiology of
Exercise
HE-4-6; HE-8-3; HE2-3
PL-E-3.3.1
PL-M-3.3.1
PL-H-3.3.1
PL-E-3.3.2
PL-M-3.3.2
PL-H-3.3.2, 3.3.3
Core Content
PL-E-1.5.2, 1.5.3
PL-M-1.5.2, 1.5.3
PL-H-1.5.3
Core Content
PL-E-1.5.1, 1.5.2, 1.5.4
PL-M-1.5.1, 1.5.2, 1.5.3,
1.5.4
PL-H-1.5.1, 1.5.2, 1.5.3,
1.5.4
Structure and function of the muscles during activity.
Process of human growth and development
IX. Integration of EPSB Themes
Course
Title
EPSB Theme 1: Diversity
With specific attention to exceptional children including
gifted/talented, cultural & ethnic diversity
ESL Partners – ED 102 students are paired with ESL
international students to learn; text readings/discussions;
lesson plan with consideration of/accommodation for student
diversity, specifically students with IEPs, GSSPs and ESL
plans.
ED 102
ED 300
Human Development and Learning
Theory
ED 310
ED 325
ED 390
Assessment & Instructional Strategies
ED 450
Student Teaching
CAP 4 form requires student teachers to identify the types of
diversity they experience during student teaching; journal of
student teaching; CAP 4 portfolio rationales and artifacts
further document experiences with diversity; portfolio
evaluation rubric includes diversity proficiencies; CAP 4
exit interview with questions related to impact on student
learning.
HP 201
Demonstrate knowledge of various historical cultures and
Overview of development; Field trip to high minority
schools; reflections about the field trip; KTIP lesson plan on
a selected culture. CAP 2, admission to the program, requires
an autobiography which includes candidates’ experiences
with cultural diversity. Questions posted during the
admission interview also focus on prior experiences with
diversity.
Chapter online exercises; Teacher/Class website with
consideration of linguistic diversity and special needs; TPA
lesson taught in schools with consideration of and
accommodations for student diversity specifically students
with IEPs, GSSPs and ESL plans.
The entire course focuses on diverse learners, including the
full spectrum from students who are gifted to students with
physical/mental handicaps, racial/ethnic diversity, etc.; KTIP
Task G unit with adaptations for diverse learners/field
project; student demographic data from field for lesson
planning.
Teaching strategies that address the needs of various cultures.
Differentiation
Design and implement a standards-based unit of study.
26
Physical Education
HP 232
Emergency Response
HP 302
Test and Measurements
HP 305
HP 310
Nutrition
HP 320
Human Sexuality, Education and
Society
HP 311
Drugs, Individuals & Society
HP 411
Teaching Health & Physical
Education, P-12
Healthful Living & Special Topics
Offerings
Electives:
HP 200,
HP 480
views of physical activity and the body through
formative/summative evaluations, class discussions,
reflective writings, group projects
American Heart Association and American Red Cross
standards applied to diverse populations in emergency
situations; demonstrate understanding of these populations
through summative/formative evaluations
Select an appropriate test and evaluation tools to complete a
field research project. Collaborate with diverse students and
public in implementing and analyzing an exercise program
using statistics
Teaching strategies that address various diverse student and
public populations with regard to consumer health.
Demonstration of knowledge of the diversity in eating
behavior and practices and formative/summative evaluation,
class discussions, reflective writings, and group written/oral
projects.
Demonstrate knowledge of different sexual behaviors,
beliefs, and practices of diverse populations toward through
reflective writings, and group written/oral projects
Demonstrate knowledge of drug awareness within a diverse
population. Reflective writings, group written/oral projects,
class discussions and formative/summative evaluations.
Field experiences in the public school at various grade levels
through observation experiences
Demonstrate knowledge of different health behaviors,
beliefs, and practices of diverse populations through
reflective writings, and group written/oral projects
Course
Title
EPSB Theme 2: Assessment
Develop skills to assess student learning
ED 102
ED 300
ED 310
Theory
ED 325
ED 390
ED 450
Student Teaching
Introduction to KTS and quiz; organization of portfolio to
include the standard on assessment; introduction to lesson
plan design and pre/post assessments.
KTIP lesson planning with pre/post assessments and
formative/summative assessments.
TPA with pre/post assessments for the lesson taught during
field experiences; includes Task C where student learning is
analyzed per the assessments.
Use of ARC conference summary forms and Individualized
Education Plans; Task H (Assessment Plan) for unit lessons.
Design and implement pre/post test in a public school setting
in relation to a Task G unit.
Analyze pre/post test data (Task J1) and present to peers
and/or parents.
Design various formative and summative assessments for use
in a standards-based unit, i.e., Open response questions and
rubrics, on-demand, graphic organizers, cooperative learning,
culminating projects, and traditional tests.
Development of TPA lessons for cooperating and supervising
teacher observations. TPAs involve pre/post assessments and
completion of Task C and J1.
CAP 4 Portfolio includes samples of these lessons and
assessments.
27
HP 202
HP 232
History & Philosophy of Health & PE
Emergency Response
Summative/formative evaluation on course content.
Laboratory with collaboration with peers on American Red Cross
and American heart Association standards. Reflections on peer
teaching effectiveness. Summative/Formative evaluation on course
content.
Demonstration of content knowledge on assessment.
Formative/summative assessment of presentations.
Formative/summative assessment of presentations. Peer teaching
and reflective writing.
Formative/summative assessment of presentation. Critique of
scholarly journals.
Course assessment involving lesson planning, Design for rubric
appropriate for skill analysis. Peer teaching and reflective writing.
Lessons and units which include formative and summative
assessments.
Reflection on student learning and meeting of learning objectives.
Formative/summative evaluation on course content.
BIO 221 I
HP 305
HP 310
Nutrition
HP 311
Drugs & Society
HP 320
Human Sexuality
HP 321
School Health & PE P-5
HP 411
Teaching Health & PE P_12
HP
Electives
HP 200,
HP 480
Course
Title
EPSB Theme 3
Literacy Education
ED 102
ED 300
Theory
ED 310
ED 325
ED 390
ED 450
Student Teaching
HP 201
Bio 221
Physical Education
HP 305
HP 310
Nutrition
Lesson Plans & Web Quests; Review of state curricular
standards—Program of Studies; Core Content;
English/Language Arts and Math Core Academic
Standards—as applicable to lesson/unit plans.
KTIP lesson plans, incorporating applicable
English/language arts core academic standards. Review of
ways literacy may be integrated into content areas as it
relates to cognitive development (age-appropriate literature).
Focus on computer literacy, information literacy, and
integration literacy. Integration of appropriate
English/language arts core academic standards into TPA
lesson.
Focus on computer literacy, information literacy, and
integration literacy. Integration of appropriate
English/language arts core academic standards (KCAS) into
unit.
Always a part of instruction through preparation of lesson
plans, units, research papers.
CAP 4 portfolio documenting focus lessons and units
incorporating appropriate English/language arts common
core standards.
Review of ways literacy may be integrated into content areas
as it relates to development.
Focus on computer literacy, information literacy and visual
literacy. Always a part of instruction through preparation of
lesson plans, units, research papers, and management plans.
literacy. Preparation of units, lesson plans, and research
papers with integration of literacy.
literacy.
28
HP 311
Drugs, Individuals and Society
HP 320
Human Sexuality, Education and
Society
School Health & Physical Education
P-5
Teaching Health & Physical
Education, P-12
HP 321
HP 411
literacy.
literacy.
Review of ways literacy may be integrated into content areas
as it relates to development.
literacy. Always a part of instruction through preparation of
lesson plans, units, research papers, and management plans.
literacy.
Electives:
HP 200,
HP 480
Healthful Living & Special Topics
Offerings
Course
Title
EPSB Theme 4: Closing the Achievement Gap
Identify what courses emphasize strategies for closing the gap
ED 102
ED 210
Basic Concepts and Philosophy of
Education
ED 300
Theory
ED 310
ED 325
ED 390
Assessment and Instructional
Strategies
ED 450
Student Teaching
Development of a lesson with Task A-1 and A-2. Task A-1,
Context, involves identification of diversity in the classroom
and instructional accommodations to be made.
Reflection and rationale on the unit’s conceptual framework
model with STUDENT LEARNING at its center. Analysis of
how all facets of the program lead to improved student
learning. Philosophy paper based on current research about
how to best impact student learning.
During this course, candidates learn about developmentally
appropriate practice; TPA lesson plan with objectives aligned
with appropriate assessments and accommodations.
Involves the use of technology to close the gap, through use
of e-books, free/inexpensive sources of materials; learning
aids and text to speech software. TPA during field
experiences, including Task C, analysis of student learning
which involves focus on meeting lesson objectives and how
to help those who do not meet the objective; Use of
spreadsheets to analyze data from lesson assessments per gap
groups; Teacher/Class website to connect with families.
Lessons with A-1, concerned with the demographics and
diversity of the class and how they reflect on instructional
implications.
Task A-1requires students to analyze assessment data,
including gap groups.
Task A-2 Lessons with A-1 concerned with the
demographics and diversity of the class and how they reflect
on instructional implications.
Creating differentiated instruction in standards based unit.
During student teaching, candidates put into use everything
they have learned throughout their program. The focus is on
implementation, with analysis and reflection, with students
whose capabilities and needs vary widely.
HP 310
Nutrition
HP 321
School Health & Physical Education
P-5
During the CAP 4 interviews, candidates are asked several
questions, one of which is to describe their impact on student
learning.
Address the needs of youth at high risk of diabetes with
development of healthy eating and physical activity habits.
Focus on National Institute of Health WE CAN- Ways to
Enhance Children’s Activity and Nutrition program to
promote healthier lifestyles.
29
X. Program Faculty Matrices
Health Professors:
Name of Faculty Member
Highest Degree
Field/s of Specialization
University
Assignment
Faculty Rank
Scholarship
Leadership in Professional Associations
Service
Relationship(full-time, part-time) to the institution)
Relationship(full-time, part-time) to the unit
Relationship(full-time, part-time) to the program
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Roscoe C. Bowen
Ph.D. Biomedical Engineering
Biomedical Engineering, Occupational & Rehabilitation
Engineering, Motor Control, Neuropsychological disorders
Drexel
HP 302, HP 400, HP 392: Human Performance & Division
of Natural Science/Health
Associate Professor
23rd Annual International Conference of the IEEE
Engineering in Medicine and Biology Society, at Istanbul
Turkey October 20-25 2001.
Title of presentation: Surface EMG and Motor Control of
the Upper Extremity in Muscular Dystrophy: A Pilot Study
XIVth Congress of the International Society of
Electrophysiology and Kinesiology; "Standardization for a
better exchange of ideas”, Vienna, Austria, June 22-25,
2002. Title of presentation: Arm Motion and EMG in
Children with Duchenne’s Type Muscular Dystrophy; A
Pilot Study
ASME International Mechanical Engineering Congress &
Exposition, Washington, D.C., November 16-21, 2003
Title of presentation: Adaptations for Controlled Hand
Movements in Duchenne’s Muscular Dystrophy
IEEE, EMBS, ASME, and ISB
28th Northeast Biomedical Engineering Conference, held at
Drexel University, Philadelphia PA. April 20-21 2002.
Chaired Biomechanics Session (Stand in)
Professor in the Department of Human Performance,
Wellness Committee member
Lead professor in Exercise Science & Sport Medicine,
Health Education content courses
Full-time
Jill Day
Ed. D Kinesiology and Health Promotion
Physical education curriculum and instruction, Kinesiology
and philosophy of sport and physical education
University of Kentucky
HP 201, HP 300, HP 251, HP 365; Physical
Education/Health Methods, Core Content areas in Physical
Education and Health
Assistant Professor
2010 American Alliance for Health, Physical Education,
Recreation, and Dance Conference; Poster presentation
“Physical Activity in Rural Children”
2010 American College of Sports Medicine Conference
Poster presentation “Body Composition and Physical
30
Activity Levels of Young Rural Children”
Day, J., Beighle, A., Riggs, R., Hall, J., Clasey, J. (2010)
Physical activity in rural children [Abstract] Research
Quarterly for Exercise and Sport Supplement, 81 (1), A15.
Leadership
Service
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Service
Highest Degree
2011 Appalachian Health Summit: Focus on Obesity Oral
presentation “Body Composition and Physical Activity
Levels of Young Appalachian Children”
Teacher Education Committee
Wellness Committee, General Education Committee
Full-time; Professor in Department of Human
Performance, Member of Teacher Education Committee.
Part-time; Lead professor in Physical Education
Part-time; Teach courses in the following majors: Exercise
Science & Sport Medicine, Teaching Health & Physical
Education P-12, Sport Management Area, Athletic
Coaching Minor, Recreation Minor
John Mark Carter
Doctor of Recreation ( Re. D.)
Outdoor Recreation, Outdoor Education, Aquatics
Indiana University, Bloomington, Indiana
HP 118, HP 340, HP 466; Professor, Lead Professor in
Aquatic Management Minor
Professor
Over 30 Publications and Presentations Since 1975
American Red Cross, Kentucky Red Cross, United States
Water Fitness Association, Commodore Longfellow
Society
Founder and Advisor to Sigma Nu Pi Departmental Majors
Club, CU Covenant Society, CU President’s Club,
Founder of June Winslow Carter Memorial Scholarship
Fund; Member of Selection Committee for the June Carter
Braden Memorial Scholarship Fund, Founder of Kentucky
Aquatic College Program
Full-time; Professor in Department of Human
Performance, Member and Elected Secretary of the CU
Centennial History Committee, Library Committee
Part-time; Director of Aquatics: Water Fitness for the
Community, Aquatics Academic Courses, Pool Parties for
the Community.
Part-time; Teach courses in the following majors:
Exercise Science/ Sports Medicine, Health & Physical
Education , Sport Management Area, Aquatics
Management Minor; CU Director of the Federal Grant:
21st Century Community Learning Center Grant - “Eagle
Express” for Campbellsville Elementary School and
“Wings Express” for Campbellsville Middle School
David Payne
M.A.; Rank 1 Certification in School Administration
Physical Education
31
University
Assignment
Faculty Rank
Scholarship
Service
Western Kentucky University
HP 103, HP 115
Instructor
Leadership studies
American Football Coaching Association; assistant football
coach
First year as full time instructor
Full-time
Part-time
Part-time
Highest Degree
University
Assignment
Faculty Rank
Leadership
Service
Derek Port
Master of Science
Athletic Training/Sports Medicine/Sports Health Care
Arizona School of Health Sciences
Exercise Science, Athletic Training Courses
Adjunct Faculty
Athletic trainer/mentor for CU
2 years
Part-time
Part-time (adjunct)
Part-time (adjunct)
Highest Degree
Angela Freeman
Masters of Education
University
Assignment
Faculty Rank
Scholarship
Service
Recreation/Leisure Studies
Western Kentucky University/Suffield University
HP 212
Adjunct
Movement/choreography performance
Specialty Trainer, Dance, Kentucky Child Care
Assist with CU musical productions
Part-time
Part-time
Part-time
Highest Degree
Donna Wise
Master of Arts Physical Education
HP 251, HP 485; Physical Education, Coaching, Sport
Management
Eastern Kentucky University
Chair, Physical Education, Coaching, Sport Management
Assistant Professor
Health science and fitness/coaching leadership
Women’s basketball coach, NAIA women’s basketball
Hall of Fame; department chair;
35 years of service to CU
Full-time
Full-time
Part-time
University
Assignment
Faculty Rank
Scholarship
Leadership
Service
32
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Leadership
Service
Jim Deaton
Masters in Education Physical Education/Health
Health & Physical Education
Carson Newman
Physical Education and Health
Assistant Professor
Health science and fitness research
Current assistant football coach for CU
2 years ; Former CU football head coach
Full-time
Part-time
Part-time
Highest Degree
University
Assignment
Faculty Rank
Leadership
Service
Shannon Wathen
Masters in Education
Campbellsville
Coaching course
Adjunct
Women’s softball coach
10 years as softball coach
Part time
Part time
Part time
Education Faculty:
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Leadership
Service
Dottie Davis
Masters Degree, Rank I Gifted Education
BA in P-5 University of KY; MA in Education
ED 102, ED 351, ED 371
Instructor
Seminar Presentation: Southeast Teachers of English to
Speakers of Other Languages (TESOL) Fall Conference,
September, 2010. “Integrating ESL Students with
Mainstream Students.” Miami, Florida.
Seminar Presentation: Annual International Conference of
Education (ICE). January, 2010) “Preparation of PreService Teachers for P-12 Diverse Learning Experiences.”
Honolulu, Hawaii.
Rank I Presentation: Rank I Program. June, 2010. “Leading
with soul: An uncommon journey of spirit. A Reflection and
analysis of school leadership.” Campbellsville, Kentucky).
Unpublished.
NCATE Board of Examiners (BOE) Accreditation Team
Member, Union College, Barbourville, Ky., March 2010
Co-Sponsor of KEA-SP
10 years
Full-time
Full-time
Part-time
Donna Irwin Hedgepath
33
Highest Degree
University
Assignment
Faculty Rank
Scholarship
PhD Music Education
Secondary Education, Human Development, Music, Gifted
Education
Campbellsville University/University of Kentucky/Western
Kentucky University
ED 300 Human Development; GTE 520, 525, 530, 535;
Supervising Student Teachers
Associate Dean and Professor
-Seminar Presentation—AACTE Conference San Diego,
Feb. 2011—“Best Practices in Alternative Certification
Programs/Teacher Mentoring”.
Article published in Bluegrass Music News October 2004“Are the Musically Gifted Students of Kentucky Being
Served?”
Seminar Presentation-Ky Collegiate Music Educators
Association Annual Conference, November 2003-“KTIP
for Music Educators.”
Service
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Service
Seminar Presentation-Ky Association of Gifted Education,
February 2004—“Musical Giftedness”
Member KMEA, MENC, KAGE, ASCD, KDP
7 years
Full-time
Full-time
Part-time
Don Cheatham
Rank 1 Education Administration
BA-Math, Chemistry-Campbellsville University; MA
Science Education University of KY; Rank 1 Secondary
Education Western KY University: MA Computer Science
University of California Santa Barbara
School of Education: ED 310; Business CIS 100
Instructor
2010-researching Smart Board Strategies for Effective
Teaching; attended a SMART advanced training session
which included strategies and best practices. This is the
PD activity I am making available to local school districts.
2010-Developed the syllabus and course activities for the
new CU SOE Masters Instructional Technology Coursethis included collaboration with Georgetown, Murray State
and University of the Cumberlands.
2011-researched pre-service teacher training for Infinite
Campus. This included email and online conferencing
with KDE and Infinite Campus representatives. IC has
agreed to use CU as a pilot site for training through online
modules available in fall 2011.
Member KYSTE and KATE
2010-2011 Revitalization committee for CIS 100.
2011-served as CU student sponsor to KYSTE conference
2007 helped family members finance and build 2500
square foot Gladys Cheatham Fellowship Hall addition to
34
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Service
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Raikes Hill Baptist Church.
Full-time
Part -time
Part-time
Priscilla Brame
PhD
Special Education and Applied Behavior Analysis
The Ohio State University
ED 325, SED 503
Assistant Professor
Brame, P., Ernsbarger, S., & Heward, W. (in progress).
Using an indiscriminable group contingency to “wake up”
sustained silent reading: Effects on off-task behavior and
story fact recall.
Brame, P. (2000). Using picture storybooks to enhance
social skills training of special needs students. The Middle
School Journal, 32(1), 41-46
National Inclusion Project, Board of Director; FEA Club
Advisor
Full-Time
Full-Time
Part-Time
Beverly Ennis
PhD
Philosophy, Middle School Methods, Math Methods,
History
University of Louisville, Western Kentucky Cooperative
Doctoral Program
Supervision of Instruction ED 640, ED 210, ED 331, ED
341
Associate Professor
Ennis, B. & Davis, D. (2010). Preparing Pre-Service
Teachers for Diverse Learning Environments. International
Conference on Education. Honolulu, Hawaii
Ennis, B. Davis, D. Garrison, C. & Sullivan, L. (2007)
Pathways to Teaching. KATE Conference. Georgetown.
Ennis, B. Miller, S. & Smith, D. (2009) Empirical Findings
on Professional Development and Achievement:
Kentucky’s Scholastic Audit Database. Institution of
Higher Education 3rd International Conference. Nashville.
Ennis, B. Smith, D. Saravia, A. Miller, S. & Wagner, C.
(2008) Psychometric Analysis of the Learning Environment
Standards from Kentucky’s Standards and Indicators for
School Improvement. Mid-South Educational Research
Association. Knoxville.
Kentucky Association of School Administrators,
Association of Supervision and Curriculum Development,
Kentucky Association of School Councils, Kentucky
Association of Teacher Educators, Kappa Delta Pi-Alpha
Epsilon Omicron, Greensburg United Methodist Church,
35
Service
Relationship(full-time, part-time) to the institution
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Service
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Service
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Board Member of the Kentucky Christian Academy,
Campbellsville City Council, Mayor Pro-tem of
Campbellsville, Green County Renaissance Committee
Member
Kentucky Teacher Internship Program Trainer (2009)
School Based Decision Making Council Trainer (2010)
Full-Time
Full-Time
Part-Time
Colleen Walker
Ph.D
P-12, Reading, Early Literacy
The Ohio State University
School of Education: ED 210, ED 361; IECE 360, IECE
400
Assistant Professor
Presentations at IRA, NCRA, and other professional
conferences; author of early literacy book with Pearson;
article submitted to The Reading Professor
Member International Reading Association (IRA); Member
Professors of Reading Teacher Educators (PRTE); Member
Kentucky Reading Association (KRA); North Carolina
Reading Association (NCRA)
Served as board member for literacy organization in NC;
served as faculty advisor for SNCAE, coordinated
Jumpstart program
Full-time to CU
Full-time to unit
Part-time to program
Robert E. VanEst
Ph.D.
C&I/English
Indiana State
ED 361, ED 416, Supervision of Student Teachers, MAE
Assistant Professor
Conversion of dissertation to article underway
Co-chair Outcomes Assessment Committee Curriculum
committee; General Education sub-committee;
Institutional Outcomes/Assessment Committee Teacher
Education Committee; Master of Arts in Teaching
Advisory Committee; Teacher Education Advisory
Council; NCATE Std 6 Chair
Full-time
Full-time
Part-time
Susan Blevins
B.S., M.A., Rank I, PhD (ABD)
Elementary Education, Secondary Mathematics, Guidance,
Supervision, Curriculum & Instruction
Campbellsville College, Western Kentucky University,
Capella University
ED 390, ED 450, ED 311, Student Teaching Coordinator
Assistant Professor
Dual Enrollment Programs and Readiness for Post-
36
Service
Highest Degree
University
Assignment
Faculty Rank
Scholarship
Service
Highest Degree
University
Assignment
Scholarship
Leadership
Service
Secondary Education-Dissertation Topic
ASCD, KEA/NEA, Taylor County Retired Teachers’
Association, Kappa Delta Pi
OR 110 Mentor for Service-Leadership Project, Conduct
Professional Development workshops in local schools on
Backward Design Planning and Assessment
Full-time
Full-time
Part-time
Carolyn Garrison
Ed. D. in Curriculum and Administration
Reading
University of Kentucky
ED 411, Classroom Management; ED 361 P-5 Reading and
Language Arts; Director of Program Development and
Effectiveness; Coordinator of Teacher Quality Grant
Professor
Dissertation Research on Diversity in Teacher Education;
have researched, developed and presented numerous
presentations on technology in teacher education at CU,
state, regional, and international conferences.
Secretary to KATE 2003-2004 (KY Association of Teacher
Educators); Representative of Independent Colleges on
KACTE board 2002-2004 (KY Association of College
Teachers of Education)
Sponsor of KEA-SP 2003-present; committee member of
Teacher Education Committee, Teacher Education
Advisory Committee of EPSB; member of IRA, KRA,
ASCD; Pathways to Teaching events
Full-time to institution
Full-time to unit
Part-time to program
Anna Davenport
MA
Health/Physical Education, Psychology
Western KY University
Student Teacher Supervisor
Teacher leader mentor/KTIP
KTIP teacher educator
Lebanon Baptist Church, school counselor, scholastic
auditor
Adjunct, part-time
Adjunct, part-time
Adjunct, part-time
37
XI. Syllabi for Professional Education Core and Methods Courses
Professional Education Syllabi
ED 102-1 Introduction to Education
Spring 2011
MWF 9:00 a.m.
School of Education
Mrs. Dottie Davis, Instructor of Education
Office Phone: (270) 789-5090
Office: ED Bldg 113
E-mail: [email protected]
Office Hours: MWF: 2:00-3:00
Campus Security Cell Phone: 270-403-3611
TR: 11:00-12:00 and 1:00-2:00
Campus Security Office: 270-789-5555
School of Education Theme: Empowerment for Learning
Conceptual Framework
1. DESCRIPTION OF COURSE: This course is required for entry into the teacher
education program leading to P-5, 5-9, 8-12 or P-12 teaching certification. All entry and
exit procedures for teacher education programs and orientation toward completion of exit
and certification requirement are covered. This course also introduces students to
national, state, and institutional requirements for certification, especially NCATE
requirements regarding ethics, professionalism, field experiences, pedagogy, and
diversity. Students will gain knowledge of the Kentucky Department of Education
curricular guidelines: KERA Goals and Academic Expectations, Core Content, Program
of Studies, and procedures for developing TPA lesson plans.
2. COURSE OBJECTVES:
A)
Students will demonstrate an understanding of Kentucky requirements:
1. Kentucky Department of Education resources: www.education.ky.gov/KDE.
2. Kentucky Teacher Standards.
38
3. Kentucky Curriculum -- Combined Curricular Documents (Learning Goals and
Academic Expectations, and Program of Studies, and Core Content) and New
Common Core Standards.
4. KTIP Teacher Performance Assessment (TPA) Lesson Planning
5. PRAXIS II exams and website http://www.ets.org./
B)
C)
Students will demonstrate an understanding of the School of Education requirements:
1. Portfolio based on Kentucky Teacher Standards.
2. School of Education Conceptual Framework.
3. CAPs – Candidate Assessment Points
CAP 1 – Intent to Apply for Admission
CAP 2 - Admission to the Teacher Education Program (Application/Interview)
CAP 3 – Application to Student Teaching (CAP 3 Portfolio Submission)
CAP 4 – Program Completion/Exit Interview
4. Field Experience and Pre-Professional Development (PPD) Program
5. NEW: A Disposition Assessment on each student will be completed by professor and
submitted to School of Education Records Office.
Students will demonstrate an understanding of Diversity – KTS Diversity
Proficiencies:
KTS 1.2: connects content to life experiences of students.
KTS 2.2: Uses contextual data to design instruction relevant to students.
KTS 2.4: Plans instructional strategies and activities that address learning
objectives for all students.
KTS 3.3: values and supports student diversity and addresses individual needs.
KTS 6.3: integrates student use of technology into instruction to enhance learning
outcomes and meet diverse student needs.
3. REQUIRED COURSE MATERIALS:
Textbook: Kauchak, D., & Eggen, P. (2011). Introduction to teaching: Becoming a
professional.
New
Jersey:
Merrill
Publishing.
(4th
Edition)
www.prenhall.com/kauchak
Jump Drive - Used for all ED 102 assignments. Please bring to class every day for inclass assignments.
Portfolio: 1 ½ - 2 inch Binder w/ front pocket. (Professional color such as white, navy,
gray or black).
Nine Tabs
4. COURSE REQUIREMENTS:
A. PORTFOLIO (100 points )
1. Portfolio Set Up as both Hard copy and Electronic format (25 pts)
ED 102 students will create a professional undergraduate portfolio using a three-ring
binder in a solid color (navy, white, gray, or black) with a front pocket for cover page.
The portfolio is an organizational tool that will include evidence for each of the Kentucky
39
Teacher Standards (KTS). The portfolio should have NINE tabs, labeled for each
standard as follows:
KTS I (Content Knowledge)
KTS IV & VII (Teaching & Reflection) KTS VIII (Collaboration)
KTS II (Design Instruction)
KTS V (Assessment)
KTS III (Learning Environment) KTS VI (Technology)
KTS IX (Professional Development)
KTS X (Leadership)
2. Portfolio Check (both formats) should include the following class
assignments organized according to the Ky Teacher Standards: (75 pts)
Cover Page - student’s name, university, content area, certification level.
KTS 2: Design Instruction – Task A1, Task A2, Lesson Objectives
KTS 4 & 7: Teaching/Reflection - Copy of Field Experience Reflections, Chapter
Reflections
KTS 6: Technology: Web Quest #1 and Web Quest #2
KTS 9: Professional Development – KTS 9 Rationale, Task E PPGP, Copy of CAP I
Intent to Apply, Copy of PPD Reflections, Copy of Disposition Policy Statement
B. CHAPTER REFLECTIONS (80 Points – 10 pts each)
Students will write a two-page reflection (word processed document) based on assigned
chapter readings and reflect on the following essential questions. Please see the due date
on your syllabus.
Chapter Reflection Topics:
 Ch 1: Why do I want to be a teacher?
 Ch 2: What are some examples of how teachers must develop professionally?
 Ch. 2: Task E PPGP and Ch. 2: KTS 9 Rationale
 Ch 3: What are some societal problems that teachers face in dealing with their
students and how can they effectively work with students to help all students
achieve successfully?
 Ch 4: What are some examples of cultural differences among students?
 Ch.5: What are some examples of student diversity in the classroom?
 Ch 13: What are some strategies that teachers may use to motivate students to
learn?
C. WEB QUESTS
Web Quest 1 - KDE Website (50 Points)
Cover Page: KTS 6
Students will research the KDE website (www.education.ky.gov/KDE) to learn
requirements for Kentucky teacher certification. Assignment will be given in class.
Web Quest 2 – Kentucky’s Curriculum Documents (50 Points)
Cover Page: KTS 6
Students will explore and research the KDE website (www.education.ky.gov/KDE) to
learn about the following Kentucky curricular documents: Kentucky's Core Content
40
for Assessment, Kentucky's Program of Studies, and Kentucky's Learning Goals and
Academic Expectations
D. LESSON PLAN (50 Points)
Pre-service candidates will learn lesson plan design and procedures using the TPA
format. The lesson plan will include Kentucky’s curriculum, a variety of instructional
and assessment strategies, and carefully constructed learning objectives. (Task A-1
and A-2).
E. QUIZZES (80 Points, 20 pts each) Throughout the semester, quizzes will be given
over various topics discussed in class: Quiz 1 - Kentucky Teacher Standards, Quiz 2
-Combined Curriculum Document, Quiz 3 - Learning Objectives, and Quiz 4
Diversity.
F. FIELD and PPD EXPERIENCES: (250 Points)
Field Experience:
ED 102 requires students to complete 12 Hours of Field Experience clearly logged
on the Field Experience Summary Form. Please have the cooperating public school
teacher sign the form to verify time spent in the classroom or diverse setting. ED 102
students will write a reflection for all field experiences. The instructor will provide
specific questions for written reflection. Due dates are indicated on the syllabus.
These 12 Field Hours will represent the following activities:
5 hrs - Regular classroom setting. (Mid-Term Project).
4 hrs - After School Program: Cville Elem; Taylor Co Elem; or Taylor Co
Middle
3 hrs - CU ESL Program for diversity experience
TB Skin Test:
The School of Education requires ED 102 students to obtain a TB Skin Test prior to
visiting public schools. Please contact Taylor County Health Dept (465-4191) to
make an appointment. This will also be used for CAP 2, Admission to the Teacher
Education Program.
State Criminal Background Check:
In cooperation with public schools, the School of Education respects school safety
measures by requiring all students to have a State Criminal Background Check prior
to visiting schools. The instructor will provide a form to complete in class. This will
also be used for CAP 2, Admission to the Teacher Education Program.
Pre-Professional Development (PPD):
ED 102 students are required to attend 3 hours of PPD outside of class time. PPD
seminars are held on campus and include topics regarding educational issues for preservice teacher development. All PPD sessions should be clearly logged on the PPD
Summary Form with a signature of the presenter to verify attendance. Students will
type a one-page reflection for each PPD and attach to the PPD form. PPD Reflection
should answer the following questions:
1. What is your description of the PPD session attended?
2. What do you like/dislike about the PPD session?
41
3.
4.
5.
6.
What did you learn from the session?
What would you change and why?
How can you apply the lessons learned?
What types of diversity did you learn?
NOTE: The Teacher Education Program requires completion of at least 150 Field and PPD
hours (120 field and 30 PPD hours) prior to the student teaching semester. All education
courses require Field and PPD hours leading up to the total 150 hours.
NOTE: The PPD seminar schedule will be given to students in class and will be
available on the School of Education website. www.campbellsville.edu.
G.
5.
FINAL EXAM PRESENTATION (50 points)
PROMPT: Do I want to be a teacher? What did I learn from field experiences?
Please include at least 8 slides for a 5 minute presentation.
PARTICIPATION AND CLASS ATTENDANCE (100 Points)
Students are required to attend all class meetings for ED 102 and are responsible for
meeting all the course requirements. (Student Attendance Policy, Student Handbook.).
A student's attendance at all classes for the entire period is of utmost importance. If you
must be absent (i.e., illness, emergency, or participation in a University-sponsored event),
it is your responsibility to contact the instructor before absence, if possible, and provide
documentation of reason(s) for absence.
NEW School of Education Attendance Policy: Regular attendance in professional
education courses is expected of all students. It is a professional responsibility that is
a part of the disposition assessment of teacher candidates. No more than four (4)
absences will be allowed for Tuesday/Thursday courses, six (6) absences for
Monday/Wednesday/Friday courses. Absences in excess of these numbers of days
will result in an F for the course.
Late Assignments: Students lose 5 points each day an assignment is late. Assignments
are due on specific dates even if you are absent. After one week, assignments will not be
accepted and a grade of 0 is recorded.
NEW Disposition Assessment: A Disposition assessment on each student will be
completed by professor and submitted to School of Education Records Office.
Failure to complete Field and/or PPD will result in an Incomplete for the course.
6.
EVALUATION/GRADING POLICY
Students are graded on a point system using the following scale:
745 – 810
points
A
92% - 100 %
664– 744
points
B
82 %- 91 %
583 – 663
points
C
72 % - 81 %
502– 582
points
D
62 % - 71 %
0 - 501
points
F
61 % and below
42
7.
COURSE OUTLINE:
Jan 19 Syllabus and Course Requirements
Jan 21
School of Education Field Experience Guidelines and PPD Procedures
School of Education Conceptual Framework (Field Experience Packet)
Jan 24
School of Education Portfolio Procedures
Kentucky Teacher Standards (ORGANIZED ON JUMPDRIVE)
Jan 26 Field Experience -- After School Programs
Guest Speakers: Mr. Gary Strange, Cville Elem; Mrs. Cindy Perkins, Cville
High School; Mrs. Betty Hayes, Taylor Co Middle School; Mrs. Jennifer
Clifford, Taylor Co Elem; Mrs. Jennifer Fitzpatrick, Taylor Co High School
Jan 28
School of Education Disposition Assessment Policy and Procedures
CAP I – Intent to Apply for Admission
QUIZ #1 – KTS, 20 pts
DUE: Portfolio Set Up (Hard Copy and Flash Drive)
Jan 31
Ch. 1: Do I Want to Be a Teacher?
DUE: Ch. 1 Reflection
Feb 2
Ch. 2: Developing as a Professional
Feb 3 (Thur) ED 102 Field Trip to Local Schools (Tentative)
CHS – Mr. Kirby Smith, Principal
CES – Mr. Ricky Hunt, Principal
Feb 7
Ch. 2: Developing as a Professional AND Task E: Pre Professional Growth
Plan (PPGP)
Feb 9
DUE: Rationale for Professional Development (KTS 9)
DUE: CAP I Intent to Apply for Admission
Feb 11
Ch. 2 Developing as a Professional
DUE: Task E: Pre Professional Growth Plan
Feb 14
Feb 16
Dispositions of Teaching, Dr. Brenda Priddy, Dean, Guest Speaker
Feb 18 Field Experience Day – No Class
Feb 21
Web Quest #1: KDE Resources and Teacher Certification Requirements
Feb 23
Web Quest #1: KDE Resources and Teacher Certification Requirements
43
DUE: Web Quest #1
Feb 25
Web Quest #2: Kentucky Curriculum
Feb 28
Web Quest # 2: Kentucky Curriculum
Mar 2
Web Quest # 2: Combined Curriculum Document:
DUE: Web Quest #2
Mar 4
Ch. 13: Instruction in Today’s Schools
QUIZ #2 – Ky Curriculum, 20 pts
Mar 7
Ch. 13: Instruction in Today’s Schools
Writing Lesson Plan Objective Statements
Mar 9
Ch . 13: Instruction in Today’s Schools
Lesson Planning (Task A-1, A-2), Learning Objectives for Lesson Plans
DUE: MID-TERM FIELD EXPERIENCE REFLECTION: 5 Classroom Hrs)
Mar 11 Ch. 13: Instruction in Today’s Schools
Mar 14-18 SPRING BREAK – NO CLASSES
QUIZ #3 (Learning Objectives, 20 pts)
DUE: Lesson Plan
Mar 25 Ch. 3 Changes in American Society: Their Influences on Today’s Students
Mar 28 Ch. 3 Changes in American Society: Their Influences on Today’s Students
Mar 30 Ch. 4: Student Diversity: Culture, Language, and Gender
Apr 1
Ch. 4: Student Diversity: Culture, Language, and Gender
Apr 4
Ch. 4: Student Diversity: Culture, Language, and Gender
Apr 6
OPEN
Apr 8
OPEN
44
Apr 11 Field Experience: ESL Partners Case Study
Giordano)
(Instructor: Andrea
Apr 18 DUE: ESL Partner Case Studies Presentations (FIELD EXPERIENCE –
3 ESL Hrs)
Apr 20
ESL Case Study Presentations
Apr 22 GOOD FRIDAY – NO CLASSES
Apr 25 EASTER HOLIDAY – NO CLASSES
Apr 27 Ch. 5 Student Diversity: Development, Ability, and Exceptionalities
DUE: Ch. 5 Reflection and Quiz #4 (Diversity – Ch. 3, 4, and 5)
Apr 29 DUE: FIELD EXPERIENCE - 4 After School Hrs (Form and Typed
Reflections)
May 2 CAP 2-4 Candidate Assessment Points
May 4
PRAXIS II and PLT Exams (www.ets.org)
DUE: PPD Assignment (Form and Typed Reflections (one page for each
PPD)
May 6 DUE: Portfolio Check
MAY 11 (WED 8:00-9:30 a.m.)
ED 102-1 FINAL EXAM PRESENTATION
PLAGAIRISM POLICY:
Campbellsville University’s policy on Academic Integrity states: “Each person has the privilege and responsibility
to develop one’s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to
take credit for one’s own academic accomplishments and to give credit to others’ contributions to one’s course
work. These values can be violated by academic dishonesty and fraud.” (2005-07 Bulletin Catalog, p. 35.)
Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course.
Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or
print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a
class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off
someone else’s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own.
If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F
on that assignment or (b) an F in the course. The student’s Dean and the Vice-President for Academic Affairs will be
notified of either consequence.
TECHNOLOGY:
The usage of technology is for educational purposes only. Checking email, playing games, or browsing Internet
during class time is not permitted.
DISABILITIES:
45
Disability Statement: Campbellsville University is committed to reasonable accommodations for students who
have documented learning and physical disabilities, as well as medical and emotional conditions. If you have a
documented disability or condition of this nature, you may be eligible for disability services. Documentation must
be from a licensed professional and current in terms of assessment. Please contact the Director of Disability
Services at 270-789-5192 to inquire about services.
RECOMMENDED READING:
Gurian, M. (2001). Boys and girls learn differently. A guide for teachers and parents. San
Francisco, CA: Jossey-Bass.
Mager, R.F. (1997). Preparing Instructional Objectives. Atlanta, GA: CEP Press.
Payne, R. K. (2001). A framework for understanding poverty. (3rd ed.). Highlands, TX: Aha!
Process, Inc.
Wittmer, J. (1992). Valuing diversity and similarity: Bridging the gap through interpersonal
skills. Minneapolis, MN: Media Corporation.
Media and Websites:
Kentucky Department of Education. (2010). www.education.ky.gov/KDE
National Teacher of the Year – Guy Doud, video
ABC News Series videos, Prentice Hall
www.prenhall.com/kauchak, companion website
FIELD EXPERIENCE GUIDELINES ATTACHED HERE!!!!
46
ED 210: Basic Concepts and Philosophy of Education
THEME: EMPOWERMENT FOR LEARNING
Instructor: Dr. Beverly C. Ennis
School of Education
Office Phone 270-789-5174
Office Hours Posted EB #111
Email: [email protected]
Security Cell Phone: 270-403-3611
Security Office Phone: 270-789-5555
Class Schedule
Days
Time
Spring 2011
MWF
ED210-01 2:00-2:50
Prerequisite
None
Required Text
Kauchak and Eggen. (2011) (4th Edition) Introduction to Teaching: Becoming a
Professional.
Course Credit
3 Hours
Grade Type
Whole Letter Grade (A - F)
Building
EB 127
47
Grade Based on Points
A = 93%
B = 83%
C = 73%
D = 65%
F = below
860 pts
768 pts
675 pts
601 pts
601 pts
May be revised as
needed.
Reflection on Conceptual Framework
Historical Presentation (Ch. 6)
Philosophy Statement (Ch. 7)
Assessment (Ch 6-9)
Assessment (Ch 10, 11,12,14)
Reflective Journal (30)
Collaboration Task
Textbook Assignments (6)
In-class Assignments
Field Experiences
PPD
Compare/Contrast KTS
Disposition
50 pts
75 pts
75 pts
50 pts
50 pts
30 pts
100 pts
120 pts
85 pts
130 pts
60 pts
50 pts
50 pts
TOTAL
925 pts
COURSE DESCRIPTION
This course is designed to familiarize ED 210 students with the broad field of education.
Emphasis is given to the historical, social, and philosophical foundations of education in
America. Through the study of the history of education in the United States the focus will be on
changing conceptions of teachers and teaching. Examination will be made of the influence of
different philosophical movements on schools and schooling to guide ED 210 students as they
formulate their own evolving philosophy of teaching.
ED 210 students will investigate government and finance of American education including
recent innovations such as charter schools, vouchers, and school choice. ED 210 students will
examine ethics and law as they influence rights and responsibilities of teachers and students.
Changes from the preceding semester syllabus for this course reflect changes addressed in the
student evaluation summary. (NCATE 2)
COURSE OBJECTIVES
Upon completion of this course, the student will have read, gained understanding, and reflected
upon the following:
 historical foundations of education in America. Examined changing conceptions of
teaching and learning. KTS 7
 philosophical foundations of education. Further, students are required to use this
information to guide the development of their own philosophy of education statement.
KTS 7, (NCATE 1)
 role of schooling in a diverse society. KTS 2.2 (NCATE 4)
 the structure and organization of school systems.
 relationships with parents and community to enhance student learning. KTS 8
 legal aspects of education, including but not limited to: teacher’s rights, student’s rights,
and the impact upon the accessibility of education. (NCATE 1,4)
48





individual differences (e.g., multicultural, gender, socio-economic, academic) and their
impact on the teaching/learning environment. KTS 3.3, (NCATE 4)
exceptional children and at-risk students. KTS 3.3, (NCATE 1,4)
technology as it is imbedded in the curriculum. KTS 6
intervention as it relates to violence in schools. (NCATE 1)
explore interrelationship of basic concepts and philosophy of education to Praxis.
(NCATE 1)
Diversity Standards:
1.2 Connects content to life experiences of student.
2.4 Plans instructional strategies and activities that address learning objectives for all
students.
3.3 Values and supports student diversity and addresses individual needs.
8.1 Identifies students whose learning could be enhanced by collaboration
COURSE REQUIREMENTS
All assignments should be typed. Please indicate name, course, assignment title, and date in
top right corner of first page. Please double space and use 12 point Times New Roman
font.
All assignments are due on designated dates. Pre-service teachers can expect to lose 5 points for each
day an assignment is late. Assignments are due on the day assigned even if you are absent. After one
week, assignments will not be accepted and a grade of zero will be given for that work.
CELL PHONE USAGE IS PROHIBITED IN THIS CLASS. IF YOU VIOLATE THIS RULE,
YOU WILL BE ASKED TO LEAVE THE CLASS. PLEASE DO NOT BRING THEM TO
CLASS.
A. PARTICIPATION, ATTENDANCE and DISPOSITION:
PARTICIPATION: You are responsible for your own education. Each pre-service teacher is valuable
to the success of this course. To be engaged, you need to participate, that is, speak. To participate you
must attend.
ATTENDANCE: Regular attendance in professional education courses is expected of all students.
It is a professional responsibility that is a part of the disposition assessment of teacher candidates.
No more than FOUR (4) absences will be allowed for Tuesday/Thursday courses, SIX (6) absences
for MWF courses. Absences in excess of these numbers of days will result in an F for the course.
DISPOSITION: A disposition form will be completed on each student of the class. (See attached
forms). This will become part of the application for CAP 2. It also will be worth up to 50 points for
ED 210. (NCATE 1)
B. REFLECTION and RATIONALE ON CONCEPTUAL FRAMEWORK (50 points)
Write a 2 - 3 page reflection/rationale about the Conceptual Framework. Indicate how KTS VII
is met.
Questions to guide your reflection are:
49
1. How does the Conceptual Framework describe the preparation of teachers?
2. Why is the principle function of teaching based on the theme of empowerment?
3. Explain how students are empowered?
4. How does the goal and mission of the teacher education program promote student learning?
5. How does the inner framework address the preparation of future teachers who know how to
teach all students?
C. HISTORICAL PRESENTATION-CHAPTER 6 (75 points)
This will be a group project. (KTS VIII) A scoring guide will be provided.
D. PHILOSOPHY STATEMENT-CHAPTER 7 (75 points)
ED 210 students will be required to write a two page personal philosophy statement. You
will draw upon research, course materials and discussion, as well as, your own thoughts for this
paper.
E. ASSESSMENTS (100 points)
There will be a test over chapters 6, 7, 8, and 9 (50 points) and a test over chapters 10, 11, 12,
and 14 (50 points). (NCATE 2) (KTS 5)
F. REFLECTIVE JOURNAL (30 points) Template will be provided.
You are responsible to reflect on a regular basis. You must have 30 entries.
It is suggested that you maintain a separate pocketed folder or three-ring binder with sleeves for
this course. In addition, to providing an organized place to organize your field experience
vouchers and appropriate reflections this binder will provide an organized place to keep class
notes, handouts, assignments, and announcements. KTS VII, (NCATE 1)
G. COLLABORATION TASK (100 Points)-Collaborating partner (Campbellsville
Independent). (KTS VIII) (KTS 2.4, 6.3, 8.1) Instructions will be provided in class.
H. TEXTBOOK ASSIGNMENTS Chapters 8, 9, 10, 11, 12 and 14 (120 points)
The chapter assignments will vary as specified by the instructor. Chapter 10 activity-start
collecting articles from newspapers and magazines concerning teacher/school ethical and legal
issues
I. IN-CLASS ASSIGNMENTS (85 points)
Various assignments will be completed and turned in during class for a grade.
J. FIELD EXPERIENCES - 13 hours (130 points) (NCATE 3, KTS 9)
Three (3) field hours – Elementary Level
Three (3) field hours – Middle Level
Three (3) field hours – High School Level
Two (2) hours for collaboration task-1 hour observing, 1 hour presentation
One (1) hour school board meeting
One (1) hour site-based council meeting
50
NOTE: The Teacher Education program requires completion of at least 150 Field and PPD hours
(120 field and 30 PPD hours) prior to student teaching.
Use the appropriate Field Experiences Summary Form. Attach reflections to form.
Students will write a one-page reflection for each hour of field experience (one hour
observation equals one page reflection even if you stay in the same classroom).
K. PRE-PROFESSIONAL DEVELOPMENT (60 points) (NCATE 1, KTS 8)
You are required to complete 3 hours of PPD. PPD schedule is on the CU website. Submit PPD
voucher and reflection to obtain credit. One credit hour will be given for planning your
collaboration project. Dr. Ennis will sign your PPD sheet. The student must complete a one
page reflection for each PPD.
L. COMPARE/CONTRAST SCHOOL FIELD EXPERIENCES (50 points)
Using only the school field experiences, write a minimum of 3 pages to compare/contrast your
reflections based on the Kentucky Teacher Standards.
Tentative Course Outline: (Revised as Needed)
March 14, 16 18 Spring Break (no class)
April 22 and 25 Easter Holiday (no class)
May 9-13 Final Exams
*Read chapters by indicated dates
January 19
Introductions and Syllabus
January 21
Syllabus
January 24
*Chapter 6: Education in the United States: Its Historical Roots
Scoring Guide for Project
January 26
Class Work on Project
January 28 and 31
Presentations
February 2
Presentations
February 4
Discuss Conceptual Framework - Campbellsville University
Website PowerPoint
February 7
*Chapter 7 - Educational Philosophy: The Intellectual
Foundations of American Education discussion
February 9
DUE: Chapter 7 assignment, discussion
February 11
Discussion of Chapter 7
February 14
Philosophy Statements-Computer Lab, Room 125
51
February 16 and 18
Philosophy Statements
February 21
Philosophy Statement Due
February 23 and 25
* Chapter 8 – The Organization of American Schools
List all personnel/job responsibilities
Bring copy of a District Report Card
Group Work - complete worksheet on comparing school
Districts
February 28
March 2 and 4
Finish Chapter 8
Due: First10 Journal Entries
*Chapter 9 – Governance and Finance: Regulating and Funding
Schools
Assignment of Topics to Individual Students
Presentation of topics
March 7
Discuss SBDM Councils/School Boards/Dress Codes
DUE: Chapter 9 Assignment
March 9
ASSESSMENT Chapters 6, 7, 8 and 9
March 11
Give Back Tests and Introduce Task D
March 21 and 23
Task D - Work in Class in Groups
Task A2 - Lesson Planning
Instructional Strategies
Behavioral Objectives
Multiple Intelligences
Kentucky Core Academic Standards
Due: Task D project must be completed by April 15
Campbellsville Independent has spring break April 4-8
March 25
Work Day
March 28
Task G
DUE: Journal Entries 11-20
52
March 30 and April 1
*Chapter 10 – School Law: Ethical and Legal Influences on
Teaching
Bring newspaper articles and discuss
Read “Code of Ethics” and Discuss assignment on ethics code
April 4
Due: Chapter 10 Assignment – Response Paper on Code
April 6 and 8
*Chapter 11 – The School Curriculum in an Era of Standards and
Accountability
April 11
Due: Chapter 11 Assignment
April 13and 15
Presentation of Task D to class
Due: Task D completed
April 18
*Chapter 12 – Creating Productive Learning Environments:
Classroom Management
Due: Journal Entries 21-30
April 20
April 27
*Chapter 14 – Assessment, Standards, and Accountability
April 29
May 2
ASSESSMENT– Chapters 10, 11, 12, and 14
May 4 and 6
DUE: Field Experiences and PPD
Presentation - One teaching strategy, etc. from field experiences.
Finals Week
DUE: Compare/Contrast KTS Document
DISABILITIES:
Campbellsville University is committed to reasonable accommodations for students who have documented physical
and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or
condition of this nature, you may be eligible for disability services. Documentation must be from a licensed
professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-7895192 to inquire about services.
Notice: Any student with a disability or mental condition that may require special assistance or
accommodations should discuss these with the instructor at the beginning of the semester.
Academic Integrity
work. These values can be violated by academic dishonesty and fraud.” (Student Handbook)
53
Resources
ABC News/Prentice Hall Video Library
Jacobs, H.H. (2010). Curriculum 21: Essential for a Changing World. Alexandra, VA.: ASCD.
Kauchak, D. & Eggen, P. (2011). Introduction to Teaching: Becoming a Professional. (4th Ed.)
New Jersey: Pearson Education, Inc.
Kentucky Department of Education.
Silver, H., Strong, R. & Perini, M. (2000). So Each May Learn. Alexandra, VA.: ASCD
Tomlinson, Carol Ann. (1999). The Differentiated Classroom: Responding to the Needs of All
Learners. Alexandra, VA.: ASCD.
54
School of Education
“Empowerment for Learning”
Spring 2011
ED 300 Human Development and Learning Theory
Instructor: Donna R. Hedgepath, Ph. D
Office Hours: posted/EB 108
Office Phone: 789-5241
Home Phone: 270-469-9134
Cell Phone: 270-519-2655
Textbook:
McDevitt, T.M., & Ormrod, J.E. (2010). Child development and education fourth edition.
Upper Saddle River, NJ: Pearson.
Pre-requisites: ED 102 and ED 210/MUS 240 are pre-requisites for the course.
Course Description
This course is designed to familiarize pre-service teachers with theory and practice that identifies
strategies for promoting the physical, cognitive, and social-emotional growth of children and adolescents.
It helps one come to a broad conceptual understanding of the field of child development and provides one
with a broad sense of how and when children develop various abilities. Three core developmental issues
will be examined – the relationship between biological and environmental influences on development,
universality and diversity of developmental changes, and the qualitative and quantitative nature of
developmental change from a chronological perspective.
Course Objectives Evidenced in the Kentucky Teacher Standards (KTS)

Kentucky Teacher Standard 1: Demonstrates Applied Content Knowledge
The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student
knowledge and performance in those areas.
1.2 Connects content to life experiences of students.
1.4 Guides students to understand content from various perspectives.

Kentucky Teacher Standard 2: Designs and Plans Instruction
The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts,
become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge.
2.1 Develops significant objectives aligned with standards.
55
2.2 Uses contextual data to design instruction relevant to students.
2.3 Plans assessments to guide instruction and measure learning objectives.
2.4 Plans instructional strategies and activities that address learning objectives for all students.

Kentucky Teacher Standard 3: Creates and Maintains Learning Climate
The teacher creates a learning climate that supports the development of student abilities to use communication skills,
apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and
3.1 Communicates high expectations.
3.2 Establishes a positive learning environment.
3.4 Fosters mutual respect between teacher and students and among students.
3.5 Provides a safe environment for learning.

Kentucky Teacher Standard 4: Implements and Manages Instruction
The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and
4.2 Implements instruction based on diverse student needs and assessment data.

Kentucky Teacher Standard 6: Demonstrates the Implementation of Technology
The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and
productivity; communicate and collaborate with colleagues, parents and the community; and conduct research.
6.1 Uses available technology to design and plan instruction.
6.5 Demonstrates ethical and legal use of technology.

Kentucky Teacher Standard 7: Reflects On and Evaluates Teaching and Learning
7.2 Reflects on and accurately evaluates instructional practice using appropriate data.

Kentucky Teacher Standard 8: Collaborates with Colleagues/Parents/Others
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning
programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members ,think and solve problems, and integrate knowledge.
8.1 Identifies students whose learning could be enhanced by collaboration.

Kentucky Teacher Standard 9: Evaluates Teaching and Implements Professional Development. The teacher
evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines
the skills and processes necessary, and implements a professional development plan.
9.1 Self assess performance relative to Kentucky’s Teacher Standards
9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from
colleagues.
9.3Designs a professional growth plan that addresses identified priorities
9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instruction effectiveness
and student learning.
Kentucky Teacher Standards (KTS): Diversity Proficiencies
2.4 Plans instructional strategies and activities that address
learning objectives for all students.
4.2 Implements instruction based on diverse student needs
and assessment data.
5.4 Describes, analyzes, and evaluates student performance data to determine
progress of individuals and identify differences in progress among student groups.
6.3 Integrates student use of available technology into
instruction to enhance learning outcomes and meet diverse student needs.
8.1 Identifies students whose learning could be enhanced by collaboration.
Specific Objectives
Upon completion of this course, you will have gained an understanding of:
 key theories in the field of human development and learning and be able to describe how the
theorist’s contribution impacts your understanding of behavior (KTS 1.1, 1.3).
56













factors that influence the development of students’ perceptions and actions (e.g., biological,
familial, social, economic, nutritional, hygienic, cultural, and linguistic) in educational contexts
(KTS 3.3, 3.4).
cultural and linguistic differences that can be celebrated in the classroom as powerful vehicles for
learning and instruction (KTS 3.2, 3.3,2.2).
integration of physical, social-emotional, and cognitive aspects that when integrated create and
maintain a developmentally responsive program of learning (
KTS 1.3, 2.4).
key theories of human development and learning theory to assist one as a life-long learner (KTS
9.3).
principles and concepts inherent in the role of schooling in a diverse society (NCATE 1, 3).
relationships with parents and community to enhance student learning (KTS 8.2).
legal aspects of education, including but not limited to: teacher’s rights, student’s rights, and the
impact upon the accessibility of education (KTS 6.5; NCATE 1).
individual differences (e.g., multicultural, gender, socio-economic, academic) and their impact on
the teaching/learning environment (KTS 3.3, 3.4; NCATE 3).
exceptional children and at-risk students (KTS 2.4, 8.1; NCATE 3).
technology as it is imbedded in the curriculum (KTS6.1, 6.5).
intervention as it relates to violence in schools (NCATE 1).
interrelationship of human growth and development to PRAXIS (NCATE 1.C.1).
II.
Course Outline (provided)
III.
COURSE REQUIREMENTS:
1--Participation
You are responsible for your own education. Each pre-service teacher is valuable to the success of this course. To
be engaged, you need to participate. To participate you must attend. It will be through group interaction that the
depth of the course is enhanced. Teacher dispositions are important! A disposition assessment on each student
will be completed by professor and submitted to SOE Records office.
2--Field Experiences (12 hours) (KTS 8.1; NCATE Standard 3)
Pre-service teachers are required to complete 12 hours of field experiences. Specific criteria for these experiences
will be provided. During fall and spring semesters, pre-service teachers are required to participate in an all-day field
trip to a diverse school (6 hours). Reflections for all experiences are required.
3--Pre-Professional Development Experiences (3 hours) (KTS 9.1, 9.4)
You are required to complete 3 hours of PPD. Watch for PPD Schedule to be posted in Carter Hall on second floor
bulletin board or on the SOE website. Submit PPD voucher and reflection to obtain credit. At least one PPD on
Reflection is required.
4--Assignments
All assignments are due on designated dates. Pre-service teachers can expect to lose points for each day an
assignment is late. You will apply for admission to the School of Education in ED 300 (CAP 2) if you are not
already admitted. All required documents are due March 2. Details will be discussed in class.
5--KTIP Lesson Plan
Create a KTIP lesson plan focusing on a selected culture (within or outside the US). Include in the plan clear
objectives aligned with appropriate assessments and accommodations. This plan will be revised until deemed
acceptable!
6--Critiques
57
Read and critique a minimum of two articles on the theme of appropriate human growth and development found in
scholarly journals. Submit a minimum of a two-page critique (word processed, double-spaced). Also accepted would
be a critique of the same length describing and reflecting upon a book that we mutually agree is appropriate (KTS
1.1, 1.2).
7--Technology
The required course textbook has an online option. I recommend that you utilize this. Pre-service teachers are
requested to utilize e-mail for answers to questions concerning course information. Instructor e-mail is a valuable
resource to ask questions, seek clarification, or just take the opportunity to share. Your messages will be answered
on a timely basis (NCATE 1, 2).
Disability Statement:
Campbellsville University is committed to reasonable accommodations for students who have documented
physical and learning disabilities, as well as medical and emotional conditions. If you have a documented
disability or condition of this nature, you may be eligible for disability services. Documentation must be from a
licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services
at 270-789-5192 to inquire about services.
Plagiarism Policy
***New School of Education Attendance Policy:***
Regular attendance in professional education courses is expected of all students. It is a
professional responsibility that is a part of the disposition assessment of teacher candidates. No
more than four (4) absences will be allowed for Tuesday/Thursday courses, six (6) absences for
Monday/Wednesday/Friday courses. Absences in excess of these numbers of days will result in
an F for the course
Evaluation/Grading Policy
Tests (4)
Final
Journal Critiques (2)
Lesson Plan
Field/PPD
410
120
100
50
200
Participation
CAP 2 documents
100
100
TOTAL
1080pts
A
B
C
D
F
92-100%
82-91%
72-81%
62-71%
61% or below
58
Bibliography
Eggen, Paul et al. (2001). Educational Psychology windows on classrooms. 5th edition. New
Jersey: Merrill Prentice-Hall.
ETS. (2001). Principles of Learning and Teaching Study Guide. The PRAXIS Series.
Professional Assessments for Beginning Teachers
Griswold, K.S. et al. (2000). Management of bipolar disorder. American Family Physician, 62,
1343-1356.
Levy, T.M. et al. (2000). attachment disorder and the adoptive family. In TM Levy et al. (Eds.),
Handbook of attachment interventions (pp. 243-259) San Diego, CA: Academic Press.
Lewis, M. et al. (2000). Attachment over time. Child Development, 71, 707-720.
Maller, S.J. (2000) Item invariance of four subtests of the Universal Nonverbal Intelligence Test
across groups of deaf and hearing children. Journal of Psycho educational Assessment, 18, 240254.
Mazza, J.J. et al. (2000). Children and adolescents exposed to community violence: A mental
health perspective for school psychologists. School Psychology Review, 29, 86-101.
Mills, G.E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ:
Merrill/Prentice Hall.
National Council for the Accreditation of Teacher Education. (2000). Program Standards for
Elementary Teacher Preparation. Retrieved from the World Wide Web:
http://www.ncate.org/elemstds.pdf.
Pellegrini, A.D. et al. (2000). A longitudinal study of bullying, victimization, and peer affiliation
during the transition from primary school to middle school. American Educational Research
Journal, 37, 699-725.
Perkins, D. et al. (2000). Intelligence in the wild: A dispositional view of intellectual traits.
Educational Psychology Review, 12, 269-293.
Petrill, S.A. et al. (2000). Intelligence and achievement: A behavioral genetic perspective.
Educational Psychology Review, 12, 185-199.
Schneider, W. et al. (2000). Training phonological skills and letter knowledge in children at risk
for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational
Psychology, 92, 284-295.
Snell, M.E. et al. (2000). Social relationships and peer support. Baltimore: Brookes.
South, D. (2000). What motivates unmotivated students? In G. Mills, Action research: A guide
for the teacher researcher (pp. 2-3) Upper Saddle River, NJ: Merrill/Prentice Hall.
ED 300 Course Schedule Spring 2011 (Tentative)
Activity
What's due
January
19
Orientation
21
Chapter 1
Read
24
Research-Ch. 2
26
Ch. 2 cont
Present article critique (1)
28
Activity/Review
31
Test 1
February
2
Pre-natal Development-Ch. 4
4
Physical Development-Ch. 5
7
Ch. 5/ activity
9
PPGP/CAP 2 Forms Due
59
11
Cognitive Dev./Intro Piaget Read Ch. 6
14
Piaget Continued
16
Vygotsky/review
18
Test 2
21
TBA
23-25 Field Day/AACTE Conference San Diego No Class
28
Information Processing
Read Ch. 7
March
2
Ch. 7 cont
4
Intelligence Ch. 8
Read Ch. 8
7
Intelligence cont
9
Intelligence/Language
Ch. 9
March 10—CAP 2 Interviews (schedule TBA)
11
Running Records share
Ch. 11
14-18 Spring Break
21
Cont. / Ch. 11 Emotional Development
23
Emotions Cont.
25
Ch.11 cont. /KTIP lesson format
28
Ch. 12 Self/Social Understanding
30
Ch. 12 cont.
Ch. 12
April
1
Cont. /Running record share
4
Activity/Test review
6
Test 3
8
Field Day/NCATE Conference Atlanta
No Class
11
Maslow/ Motivation-Ch. 13 KTIP Lesson Plan Due
13
Ch. 13 cont. /Continue lesson plan share
15
Ch. 14
18
Cont. /Review
20
Test 4
22/25 Easter Break
No Class
25
Running record share/Praxis review
27
Field/PPD Due
29
TBA/Field Trip?
May
2
Critique of scholarly journals due—2nd
4
Cont.
6
Presentation make-up day
Review for final exam
Finals Week May 9-13
Field/PPD Due April 27—All field and PPD hours must be turned in on or before this date.
Failure to do so will result in a 5pt penalty per day late.
**A Field trip to a diverse school is being planned. The date and time will
be shared as soon as details are confirmed.
60
ED 300 02 Course Schedule Spring 2011 (Tentative)
Activity
What's due
January
20
Orientation
25
Chapter 1
Read
27
Research Methods-Ch. 2 Present article critique #1
February
1
Activity/Review
critiques cont.
3
Test 1
8
Pre-natal Development-Ch. 3/ Physical Development Ch. 4
10
Ch. 4/ activity
15
Intro Piaget—Ch. 6
Read
17
Piaget cont./Vygotsky
22
Vygotsky/ Review/activity
24
Field Day/AACTE Conference San Diego
March
1
Review
CAP 2 forms/documents due March 2
3
Test 2
8
Information Processing
Read Ch. 7
10
Intelligence Ch. 8
Read Ch. 8
CAP 2 Interviews
14-18 Spring Break
No Class
15
Intelligence/Language Ch. 9
17
TBA/field trip?
22
Ch. 11 Emotional Development
24
Ch. 11 Cont./KTIP Lesson Format
29
Ch. 12 Social/Self
31
Field Day/NCATE Conference Atlanta
April
5
Cont. /Activity/Test review
7
Test 3
12
Maslow/ Motivation-Ch. 13 KTIP Lesson Plan Due
14
TBA
19
Ch. 14
21
Cont./Review
26
Test 4
Field/PPD Due April 26
28
Critique of scholarly journals due—share w/class
May
3
Continue journal share
5
Review for final/wrap-up
Finals Week is May 9-13
**A Field trip to a diverse school is being planned. The date and time will
be shared as soon as details are confirmed.
61
Education 310
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Mr. Don Cheatham
EB 114
789-5505
[email protected]
MWF 8:00 a.m. – 11:00 a.m.
School of Education Conceptual Framework
“Empowerment for Learning”
Campbellsville University’s School of Education, in keeping with the spirit of Campbellsville University,
seeks to prepare teachers by providing an academic infrastructure based on scholarship, service, and
Christian leadership. The primary aim of the program is to advance scholars who are competent and
caring educators committed to life-long learning in a diverse society.
Instructional Technology Course Design
M.D. Roblyer., Integrating Educational Technology into Teaching 5th ed. Pearson Merrill
Prentice Hall, 2009
Course Description: This course explores instructional technology as hands on aids to teaching and
learning. Included is instruction in the usage of various technologies with linked learning elements such
as developmental and cognitive change in the classroom. While this course uses such tools as Microsoft
Office (Word, PowerPoint, Access, Excel, Access), it is assumed the mechanics of using such software has
been acquired in prerequisite courses. This developmental study deals with pedagogical aspects of using
technology in the classroom for teachers in all public school disciplines. Coursework is designed to
introduce prospective teachers to the Instructional Technology program at Campbellsville University,
one committed to preparing P-12 teachers who know the content of their field, promote professional and
pedagogical knowledge, demonstrate acquired skills, applying them in such a way all students learn
(NCATE, 2000).
Required Materials and Tools: Each student will purchase a flash/USB storage device for both storage
of current work and backup of completed assignments.
Text:
62
Course Objectives:
This course will provide both introductory and advanced technology tools for student seeking teacher
certification. The critical issue is the ability of a student to integrate technology in lesson design and
classroom presentations to enhance both teaching and learning. At the conclusion of the course, a
student should be able:
 to meet and enhance the Kentucky and National standards for technology
 to develop an awareness of resources available for technology.
 to enhance understanding of implementing technologies into the classroom.
 to develop understanding of barriers in implementing instructional technologies.
 to develop a sound legal and ethical responsibility toward technology.
Kentucky Teacher Standards:
STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF
TECHNOLOGY
The teacher uses technology to support instruction; access and manipulate data; enhance professional
growth and productivity; communicate and collaborate with colleagues, parents, and the community; and
conduct research.
63
6.1 Uses available technology to design and plan instruction.
Initial-Level Performance
Uses technology to design and plan instruction.
Advanced-Level Performance
Uses appropriate technology to design and plan
instruction that supports and extends learning of all
students.
6.2 Uses available technology to implement instruction that facilitates student learning.
Uses technology to implement instruction that facilitates
student learning.
Designs and implements research-based,
technology-infused instructional strategies to
support learning of all students.
6.3 Integrates student use of available technology into instruction.
Integrates student use of technology into instruction to enhance
learning outcomes and meet diverse student needs.
Provides varied and authentic opportunities for all
students to use appropriate technology to further
their learning.
6.4 Uses available technology to assess and communicate student learning.
Uses technology to assess and communicate student learning.
6.5 Demonstrates ethical and legal use of technology.
Ensures that personal use and student use of technology are
ethical and legal.
Uses technology to assess student learning, manage
assessment data, and communicate results to
appropriate stakeholders.
Provides and maintains a safe, secure, and
equitable classroom environment that consistently
promotes discerning and ethical use of technology.
64
PERFORMANCE CRITERIA: The extent to which the teacher:
1)
Operates a multimedia computer and peripherals to install and use a variety of software.
2)
Uses terminology related to computers and technology appropriately in written and
verbal communication.
3)
Demonstrates knowledge of the use of technology in business, industry, and society.
4)
Demonstrates basic knowledge of computer/peripheral parts and attends to simple
connections and installations.
5)
Creates multimedia presentation using scanners, digital cameras, and video cameras.
6)
Uses the computer to do word processing, create databases and spreadsheets, access
electronic mail and the Internet, make presentations, and use other emerging
technologies to enhance professional productivity and support instruction.
7)
Use computers and other technologies such as interactive instruction, audio/video
conferencing, and other distance learning applications to enhance professional
productivity and support instruction.
8)
Requests and uses appropriate assistive and adaptive devices for students with special
needs.
9)
Designs lessons that use technology to address diverse student needs and learning styles.
10)
Practices equitable and legal use of computers and technology in professional activities.
11)
Facilitates the lifelong learning of self and others through the use of technology.
12)
Explores, uses, and evaluates technology resources: software, applications, and related
documentation.
13)
Applies research-based instructional practices that use computers and other technology.
14)
Uses computers and other technology for individual, small group, and large group
learning activities.
15)
Uses technology to support multiple assessments of student learning.
16)
Instructs and supervises students in the ethical and legal use of technology.
ISTE NET-Teachers
1 TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
 demonstrate introductory knowledge, skills, and understanding of concepts related to
technology (as described in the ISTE National Education Technology Standards for
Students)
 demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies.
2 PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by
technology. Teachers:
 design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners.
 apply current research on teaching and learning with technology when planning learning
environments and experiences.
 identify and locate technology resources and evaluate them for accuracy and suitability.
 plan for the management of technology resources within the context of learning activities.
 plan strategies to manage student learning in a technology-enhanced environment.
3
TEACHING, LEARNING, AND THE CURRICULUM.
65
Teachers implement curriculum plans that include methods and strategies for applying
technology to maximize student learning. Teachers:
 facilitate technology-enhanced experiences that address content standards and student
technology standards.
 use technology to support learner-centered strategies that address the diverse needs of
students.
 apply technology to develop students' higher order skills and creativity.
 manage student learning activities in a technology-enhanced environment.
4 ASSESSMENT AND EVALUATION.
Teachers apply technology to facilitate a variety of effective assessment and evaluation
strategies. Teachers:
 apply technology in assessing student learning of subject matter using a variety of
assessment techniques.
 use technology resources to collect and analyze data, interpret results, and communicate
findings to improve instructional practice and maximize student learning.
 apply multiple methods of evaluation to determine students' appropriate use of
technology resources for learning, communication, and productivity.
5 PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice. Teachers:
 use technology resources to engage in ongoing professional development and lifelong
learning.
 continually evaluate and reflect on professional practice to make informed decisions
regarding the use of technology in support of student learning.
 apply technology to increase productivity.
 use technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning.
6 SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of
technology in PK-12 schools and apply those principles in practice. Teachers:
 model and teach legal and ethical practice related to technology use.
 apply technology resources to enable and empower learners with diverse backgrounds,
characteristics, and abilities.
 identify and use technology resources that affirm diversity
 promote safe and healthy use of technology resources.
 facilitate equitable access to technology resources for all students.
Course Requirements and Project assignments:
1)
2)
3)
4)
5)
Students will complete end of chapter online exercises.
Students will complete Web Quests on assigned chapters.
Students will use Smart Board, Clickers and other technology during presentations.
Students will create 3 concept maps using Inspiration or Kidspiration
Student will research and present articles related to technology in education and present the
article utilizing PowerPoint presentation software.
66
6)
7)
8)
9)
10)
11)
Students will create a PowerPoint presentation on a topic in his/her content area.
Students will use the web to find, use, and evaluate software for course development and
assessment.
Student will demonstrate the ability to work with tables in Microsoft Word.
Student will create a brochure and two additional documents using Microsoft Word.
Students will create multiple Spreadsheets used to problem solve.
Students will teach an in class lesson on a chapter in the textbook. This will include:
A PowerPoint with notes, rubric, word searches, crossword puzzles, Jeopardy game, Quiz
and Concept Map.
12)
13)
14)
15)
Students will develop a Teacher/Class Website using Publisher
Students will prepare a TPA lesson plan integrating technology to meet his/her goals and
objectives. This will include forms A1, A2, C and J1
4 tests (1 individual, 1 collaborative, and 1 take home) and a final comprehensive exam.
Class participation/attendance. (1 point will be deducted for every class missed. Late three
times = 1 absence.)
Field Hours & Pre-Professional Development Hours (PPD):
Students are required to complete 6 field and 3 PPD hours. Students will keep a reflective journal on all
field experiences based on KDE requirements. All observations must be documented with appropriate
signatures and reflections and must be in by the due date to receive credit. If any part is missing an I
grade will be given until completed.
Attendance:
Regular attendance in professional education courses is expected of all students. It is a professional
responsibility that is a part of the disposition assessment of teacher candidates. No more than four (4)
absences will be allowed for Tuesday/Thursday classes and no more than six(6) absences for MWF
classes. Absences in excess of this number of days will result in an F for the course.
Grading Scale:
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 0-59%
*The instructor reserves the right to adjust the grading scale and syllabus at any time.
Plagiarism: All students will follow the Campbellsville University School of Education plagiarism policy below.
67
Disability Statement
Emergency Contact Numbers:
68
CAMPBELLSVILLE UNIVERSITY
SCHOOL OF EDUCATION
COURSE SYLLABUS
ED 325 Teaching Diverse Learners
Spring Term 2011; T/R; 9:30 – 10:45 a.m.
Instructor:
Office:
Telephone:
Office hours:
Priscilla Brame, Ph.D.
EB 126
270-789-5482
Tuesday and Thursday (8:00 – 9:15; 11:00 – 12:15; 2:00 – 3:15)
Other hours available by appointment.
CAMPUS SECURITY: 270-789-5555 or 270-403-3611
THEME OF TEACHER EDUCATION: EMPOWERMENT FOR LEARNING
Model of Conceptual Framework
I.
Course Description:
This course is devoted to the study of the exceptional child who is developmentally exceptional in physical,
cognitive, emotional, or social areas. Prerequisites: Admittance to the College of Education Teacher Education
Program (CAP 2).
II. Required Textbook and Materials:
Smith, D. D. &Tyler, N.C. (2010) Introduction to special education: making a difference (7th ed.). Columbus,
OH: Merrill.
A jump (flash) drive to store the KTIP TPA lesson with adaptations for diverse learners.
KDE Performance Standards: Extensions for Diverse Learners in the Implementation Manual.
What students are eligible for extensions? IDEA, Section 504, Americans with Disabilities Act….
There are at least thirteen different types of extensions to consider and provide for exceptional students without
jeopardizing the integrity of the content or learning:
 Purpose and appropriateness of task.
 Complexity of task.
 Size of task.
 Time specifies the duration, cycle, length, or interval for learning and demonstrating knowledge.
 Pace, rate, velocity, speed or acceleration of learning.
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







Environment of learning identifies a variety of settings, situations or domains necessary for learning,
access and need for specialized resources, or physical characteristics of environment.
Order of learning.
Procedures and routines.
Resources and materials, software, equipment.
Application of knowledge to real life situations.
Level of support, need for direct or indirect guidance: job coaching, independent studies, interpreter
support, bilingual mentors.
Participation options: group projects, individual research.
Motivation: extrinsic or intrinsic that matches the student’s needs, interests and abilities.
Internet Sites of Issues:
www.education.ky.gov
Kentucky Department of Education documents
http://education.ky.gov/NR/rdonlyres/8D985215-4DE9-4FCB-860E-0AF1A0073E41/0/1.pdf Extensions for
diverse learners
www.cec.sped.org Learner Society: Council for Exceptional Children
www.ncate.org NCATE Standards prepared by The Council for Exceptional Children (CEC)
http://www.ldonline.org/abcs-info/articles-info.html ABCS of LD/ADD
http://www.cashbuilder.com/ritalin.html Good Reasons NOT To Use Ritalin
http://www.ed.psu.edu/dept/ae-insys-wefeds/INSYS/ESD/Gardner/AcceptMI.html Gardner on the Acceptance
of MI Theory
III. Course Objectives:
A. NCATE PROGRAM STANDARDS: Program for Initial and Advanced Preparation of
Teachers of Special Education
1.
prepared by The Council for Exceptional Children (CEC)
Philosophical, Historical, and Legal foundations of Special Education:
K1 models, theories, and philosophies that provide the basis for special education practice.
K3 Issues in definition and identification procedures for individuals with exceptional learning needs
including individuals from culturally and/or linguistically diverse backgrounds.
K4 Assurances and due process rights related to assessment, eligibility, and placement.
K5 Rights and responsibilities of parents, students, teachers and other professionals, and schools as they
relate to individual learning needs
S1 Articulate personal philosophy of special education including its relationship to/with regular education.
2.
Characteristics of Learners:
K1 Similarities and differences among the cognitive, physical, cultural, social, and emotional needs of
individuals with and without exceptional learning needs.
K3 Characteristics of normal, delayed, and disordered communication patterns of individuals with
exceptional learning needs.
K4 Effects an exceptional condition(s) may have on an individual’s life.
S1 Access information on various cognitive, communication, physical, cultural, social, and emotional
conditions of individuals with exceptional learning needs.
3.
Assessment, Diagnosis, and Evaluation:
K1 Basic terminology used in assessment.
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K2 Ethical concerns related to assessment.
K4 Typical procedures used for screening, pre-referral, referral, and classification.
S1 Collaborate with families and other professionals involved in the assessment of individuals with
4.
Instructional Content and Practice:
K1 Differing learning styles of individuals with exceptional learning needs and how to adapt teaching to
these styles.
K2 Demands of various learning environments such as individualized instruction in general education
classes.
K3 Curricula for the development of motor, cognitive, academic, social, language, affective, career, and
functional life
skills for individuals with exceptional learning needs.
K4 Instructional and remedial methods, techniques, and curriculum materials.
K5 Techniques for modifying instructional methods and materials.
K6 Life skills instruction relevant to independent, community, and personal living and employment.
S1 Interpret and use assessment data for instruction
S2 Develop and/or select instructional content, materials, resources, and strategies that respond to cultural,
linguistic, and gender differences.
S4 Choose and use appropriate technologies to accomplish instructional objectives and to integrate them
appropriately into the instructional process.
S5 Prepare appropriate lesson plans
S8 Select, adapt, and use instructional strategies and materials according to characteristics of the learner.
S13Teach individuals with exceptional learning needs to use thinking, problem-solving and other cognitive
strategies to meet their individual needs S17 Conduct self-evaluation of instruction
5.
Planning and Managing the Teaching and Learning Environment:
K1 Basic classroom management theories, methods, and techniques for individuals with exceptional
learning needs.
K2 Research-based best practices for effective management of teaching and learning.
K3 Ways in which technology can assist with planning and managing the teaching and learning
environment.
S1 Create a safe, positive, and supportive learning environment in which diversities are valued.
S5 Design a learning environment that encourages active participation by learners in a variety of individual
and group learning activities.
6.
Managing Student Behavior and Social Interaction Skills:
K3 Teacher attitudes and behaviors that positively or negatively influence behavior of individuals with
S1 Demonstrate a variety of effective behavior management techniques appropriate to the needs of
individuals with exceptional learning needs.
S3 Modify the learning environment (schedule and physical arrangement) to manage inappropriate
behavior.
S4 Identify realistic expectations for personal and social behavior in various settings.
S5 Integrate social skills into the curriculum.
7.
Communication and Collaborative Partnerships:
K1 Factors that promote effective communication and collaboration with individuals, parents, and school
and community personnel in a culturally responsive program.
S1 Use collaborative strategies in working with individuals with exceptional learning needs, parents, and
school and community personnel in various learning environments.
71
8.
Professionalism and Ethical Practices:
K2 Importance of the teacher serving as a model for individuals with exceptional learning needs.
S1 Demonstrate commitment to developing the highest educational and quality-of-life potential of
individuals with exceptional learning needs.
9.
KTS Diversity Proficiencies
5.4 Describes, analyzes, and evaluates student performance data to determine progress of
individuals and identify differences in progress among student groups.
B. Specific Objectives
1.
2.
3.
4.
5.
6.
Students will demonstrate positive dispositions: caring, fairness, honesty, responsibility, and social justice.
For example, they believe that all students can learn. (Dispositions are the values, commitments, and
professional ethics that influence behaviors toward students, families, colleagues, and communities and
affect student learning, motivation, and development as well as the educator’s own professional
development.) KTS I-X, NCATE 1, CEC 1: K 3,4,5 S1
Students will gain knowledge of the federal laws for special education, and educational services for
exceptional students. KTS I, II, NCATE 1, CEC 2: K 1,3,4, S1
Students will study the major categories of exceptionality. KTS I, III, NCATE 1, 4, 6, CEC 2: K 1, 3, 4,
S1
Students will demonstrate implementation of technology: Search the Internet and use the CD: Teaching to
Proficiency and Beyond. Understand the concept of assistive technology. KTS VI, NCATE 1-4 CEC 4: K
4, 5, S4
Students will identify determinants of handicapping and disabling conditions. KTS I, II, NCATE 1, CEC
2: K1, 3, 4, S1
Students will interview special education teachers as clinical experience so they will understand life and
educational complications inherent in exceptionality. They are encouraged to visit diverse children,
teachers and parents to become aware of the importance of global and multicultural education. KTS VIII,
NCATE 4, CEC 7: K1, S1
IV. Course Requirements:
A. Attendance and Participation:
absences will be allowed for Tuesday/Thursday courses, six (6) absences for Monday/Wednesday/Friday
courses. Absences in excess of these numbers of days will result in an F for the course.
B. Reading Assignments:
NCATE I: Knowledge, Skills, and Dispositions; IV: Diversity
DIVERSITY: Kentucky Teacher Standard I: Content Knowledge 1.4, Guides students to understand
content from various perspectives.
Students are expected to complete all reading assignments from the textbook and outside readings in a
manner appropriate to contribute to class discussions. Students are required to incorporate a
72
multicultural perspective in content reading. (KTS 1.4)
C. KTIP TPA Lesson Plans with Adaptations for Diverse Learners: Field Project: Task G Unit (Due
April 19 )
NCATE III: Field Experiences and Clinical Practice; NCATE IV: Diversity
DIVERSITY: Kentucky Teacher Standard V: Assesses & Communicates Learning Results
2. Makes appropriate provisions for assessment processes that address social, cultural, and physical
diversity;
KTS VI Demonstrates Implementation of Technology
6.3. Integrates student use of available technology into instruction..
Students will create an instructional unit Task G, “Designing the Instructional Unit,” in reading, math,
science, social studies, music, P.E. activities or practical living skills (manners, money skills, telling the
time) at their certification level. Lessons should incorporate English/Language Arts core academic standards
including the integration of reading based on students’ cognitive development and
modifications/accommodations listed on the IEP. The instructional unit is a one-week unit (five lesson
plans) of instruction for one class. Unit guidelines are based on the Kentucky Teacher Internship Program
teacher performance assessment model and have been modified for implementation in the teacher
preparation program. The unit should address the criteria in the order identified and outlined on the guide
sheet. The lessons are developed for students with disabilities in a collaborative classroom setting.
Exceptional students’ social, cultural, and physical characteristics are considered for specific adaptations. If
possible, assistive and adaptive technology devices should be used to enhance the learning of students with
special needs. The unit should be included in the student’s CAP 3 certification portfolio. (TPA Task G)
D. Field Hours (Due May 3) and Pre-Professional Development Hours (Due April 21):
NCATE III: Field Experiences and Clinical Practice; NCATE IV: Diversity
DIVERSITY: Kentucky Teacher Standard VI: Demonstrates Implementation of Technology - 6.3:
Integrates student use of technology into instruction to enhance learning outcomes and meet diverse
student needs.
Students will complete 12 hours of field experience to observe/tutor exceptional students. The classroom
setting for students with disabilities might be any of the following: a resource classroom, a self-contained
classroom or a collaborative setting. Students are required to work with exceptional students at their
teaching certification level. Additionally, the field experience will include an interview with a special
education teacher. Students will receive instruction on confidentiality before beginning their 12 field hours.
Students will contact the local schools to schedule their field experiences. Students will complete at least 3
hours of pre-professional development hours. It is recommended that students attend the PPD workshops
relating to issues pertaining to students with disabilities, special education law/regulations, and assessment.
Students will write (word process) a reflection of their experiences and knowledge gained/lessons learned
and attach to the PPD form. (Check the PPD workshops sheet and select the ones that are available.)
Reflections shall consist of one [1] type-written page per hour of field experience and per hour of PPD.
Students shall request demographic data relating to student diversity, including categories of exceptionality
(IEP, G/T, LEP/ESL), from the teachers of the classes observed. This information must be included in the
reflection.
E. Exams (NCATE 1, 2): Mid-Term (March 8) and Final (Date TBD)
Students will complete two examinations. Examinations will include the textbook, movies and professional
journal articles discussed in class. Make-up exams are only given for students who represent CU or for
documented emergency situations. Other cases may result in a lowered grade.
G. Portfolios (NCATE 1-4): Pre-Professional Growth Plan (PPGP) (Due April 12):
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Students will contribute items to their portfolio. Students are required to submit all documentations and
reports for B, C, and D. Students will revisit and revise their PPGP.
H. Article Review/Critique (Due March 24):
Students will select a journal article about one of the topics we cover in class and write a review/critique
using the article review template provided by the instructor. Reference information should be written
using APA format, and the review should include (a) key words, (b) introduction, (c) abstract and
overview, (d) analysis and synthesis, and (e) implications for the classroom.
I. Interview and Reflection (Due February 24):
Students will interview someone enrolled at CU from a different culture, ethnicity, or who has a disability.
Submit a typed-written reflection that is double-spaced and 2-3 pages in length. The reflection should
contain three distinct parts where you (a) describe the student’s feelings, attitudes, and experiences about
school as a child; (b) compare/contrast the student’s experiences with yours; and (c) explain what you
learned from the experience that will be helpful to you when you begin teaching. Students will present their
findings to the class.
Grading Policy:
Grading Scale:
*Attendance and Participation
80
Daily assignments (organizers, quizzes) 150
Unit of Study – Task G
200
**Field (120) and PPD Hours (30)
150
PPGP
20
Article Review/Critique or Issue Paper
50
Interview/Reflection
50
2 Exams @ 100 pts. each
200
TOTAL
900
*Each unapproved absence results in loss of 5
points.
93-100% = A 837-900
83 -92% = B 747-836
73- 82% = C 657-746
72- 60% = D 540-656
Below 60% = F 0-539
Late assignments may be accepted with the
following penalty: each calendar day of
lateness, a 5- point deduction of the grade
value.
**Field experience forms submitted after course final will be
awarded no points.
V. Notice: Reasonable Accommodation for Disability/Other Condition
Campbellsville University is committed to reasonable accommodations for students who have documented
learning and physical disabilities, as well as medical and emotional conditions. If
you have a documented disability or condition of this nature, you may be eligible for disability
services. Documentation must be from a licensed professional and current in terms of assessment.
Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services.
VI. Academic Integrity
Campbellsville University’s policy on Academic Integrity states: “Each person has the privilege and
responsibility to develop one’s learning abilities, knowledge base, and practical skills. We value behavior that
leads a student to take credit for one’s own academic accomplishments and to give credit to others’ contributions
to one’s course work. These values can be violated by academic dishonesty and fraud.” (2009-2011 Bulletin
Catalog, p. 33.)
Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in
this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text
from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work
for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test
(e.g., copying off someone else’s paper or providing answers to another) or an assignment (e.g., development of
a lesson plan) and submitting the work as your own.
74
If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties:
(a) an F on that assignment or (b) an F in the course. The student’s Dean and the Vice-President for Academic
Affairs will be notified of either consequence.
VII. Selected References
Burgess, D. M., & Streissguth, A. P. (1992). Fetal alcohol syndrome and fetal alcohol effects: Principles for
educators. Phi Delta Kappan September, 24-28.
Colarusso, R., & O’Rourke, C. (2004). Special education for all teachers (2nd ed.). Dubuque Iowa: Kendall/Hull.
Halmhuber, N., & Beauvais, K. J. (2002). Case Studies about children and adolescents with special needs, Boston:
Allyn and Bacon.
Heward, W. L. (2006). Exceptional children (8th ed.). Upper Saddle, NJ: Merrill.
Lerner, J. (2003). Learning disabilities: Theories, diagnosis & teaching strategies (6th ed.). Boston: Houghton
Mifflin.
Mollica, L. A. (1996). Strategies to help improve reading ability in children with dyslexia. Reading Improvement,
33, 181-185.
Mercer, C. D., Mercer, A. R. (2005). Teaching students with learning problems (7th ed.). Upper Saddle, NJ: Prentice
Hall.
Tomlinson, C. a. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA:
ASCD.
Wood, J. W. (1998). Adapting instruction to accommodate students in inclusive setting. (3rd ed.). Upper Saddle
River, NJ: Merrill.
Updated January 18, 2011 by Priscilla Brame, PhD
75
EDUCATION 390: ASSESSMENT AND INSTRUCTIONAL STRATEGIES
“EMPOWERMENT FOR LEARNING”
Spring 2011 8:00 am M/W/F
Contact: Susan M. Blevins
Phone: 270-789-5345 (Office)
270-789-8927 (Cell)
Office Hours: MWF 11:00-12:00/1:00-4:00
TR 10:00-12:00/1:00-2:00
Office: EDU 110
Security Office: 789-5555
Security Cell: 403-3611
TEXTBOOKS:
Butler, S. M., & McMunn, N. D. (2006). A teacher’s guide to classroom assessment:
Understanding and using assessment to improve student learning. San Francisco, CA:
Jossey-Bass.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement. Alexandria, VA: ASCD.
Fisher, D. & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom.
Alexandria, VA: ASCD.
COURSE DESCRIPTION: Assessment and Instructional Strategies is a course designed to assist pre-service
teachers in implementing the Kentucky New Teacher Standards while designing learning climates using the
Kentucky Curricular guidelines and the appropriate Learned Society standards. Students will also design and create
assessments appropriate for varying grades and content to be utilized in a Standards Based Unit of Study and a
Teacher Performance Assessment. Students will complete a twenty-hour field assignment along with reflections in
addition to participating in on-site instruction and assessment of performance in instruction.
Kentucky Teacher Standards (KTS) addressed in ED 390

KY Teacher Standard 1: Demonstrates Applied Content Knowledge
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The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop
student knowledge and performance in those areas.
1.1 Communicates concepts, processes, and knowledge
1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning.
1.4 Guides students to understand content from various perspectives.
1.5 Identifies and addresses students’ misconceptions of content.
 KY Teacher Standard 2: Designs and plans instruction
The teacher designs/plans instruction that develops student abilities to use communication skills, apply core
concepts, become self-sufficient individuals, become responsible team members, think and solve problems,
and integrate knowledge.
2.1 Develops significant objectives aligned with standards.
2.3 Plans assessments to guide instruction and measure learning objectives.
2.5 Plans instructional strategies and activities that facilitate multiple levels of learning.
 KY Teacher Standard 3: Creates and maintains learning climate
The teacher creates a learning climate that supports the development of student abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become responsible team
members, think and solve problems, and integrate knowledge.
3.1 Communicates high expectations.
 KY Teacher Standard 4: Implements and manages instruction
The teacher introduces/implements/manages instruction that develops student abilities to use communication
skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and
solve problems, and integrate knowledge.
4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students.
4.3 Uses time effectively.
4.4 Uses space and materials effectively.
4.5 Implements and manages instruction in ways that facilitate higher order thinking.
 KY Teacher Standard 5: Assesses and communicates learning results
The teacher assesses learning and communicates results to students and others with respect to student
abilities to use communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge.
5.1 Uses pre-assessments.
5.2 Uses formative assessments.
5.3 Uses summative assessments.
5.4 Describes, analyzes, and evaluates student performance data.
5.6 Allows opportunity for student self-assessment.
 KY Teacher Standard 6: Demonstrates the implementation of technology
The teacher uses technology to support instruction; access and manipulate data; enhance professional growth
and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct
research.
6.1
6.2
6.3
6.4
6.5
Uses available technology to design and plan instruction.
Uses available technology to implement instruction that facilitates student learning.
Integrates student use of available technology into instruction.
Uses available technology to assess and communicate student learning.
Demonstrates ethical and legal use of technology.
 KY Teacher Standard 7: Reflects on and evaluates teaching and learning.
7.1 Uses data to reflect on and evaluate student learning.
7.2 Uses data to reflect on and evaluate instruction practice.
7.3 Uses data to reflect on and identify areas for professional growth.
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 KY Teacher Standard 8: Collaborates with colleagues/parents/others
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support
learning programs that develop student abilities to use communication skills, apply core concepts, become
self-sufficient individuals, become responsible team members, think and solve problems, and integrate
knowledge.
 KY Teacher Standard 9: Evaluates teaching and implements professional development
The teachers evaluates his/her overall performance with respect to modeling and teaching Kentucky’s
learning goals, refines the skills and processes necessary, and implements a professional development plan.
9.1 Self assesses performance relative to Kentucky’s Teacher Standards.
 KY Teacher Standard 10: Provides leadership within school/community/profession
The teacher provides professional leadership within the school, community, and education profession to
improve student learning and well-being.
COURSE OBJECTIVES: Upon completion of this course the student will have completed and experienced the
following:
1. Recognize and be able to apply at a high performance level the ten Kentucky Teachers
Standards;
2. Recognize and be able to apply the material from the KDE curriculum guidelines when
planning, assessing, and designing curriculum including lesson plans and units of study.
3. Demonstrate a high level of performance while teaching a classroom of students and working with individual
students and small groups during after-school programs.
4. Demonstrates an ability to reflect and improve in instructional skills.
5. Recognize and develop various types of assessments that address learner, physical and cultural
diversities.
Course Information and Requirements
Unit 1: Backward Design Unit Plan—(200 points)
Students will develop a unit containing 3 sequenced lessons. The students will submit the unit in three
stages; 1) Learning targets, 2) Assessments, and 3) Instructional activities, so that they may receive feedback. The
completed unit is due for evaluation on Monday, April 25 th. (100 points)
Students will teach the unit. These lessons will require Tasks A-1, A-2, and Task C. This will be part of
the 10 hour TPA field experience. (100 points)
Unit 2: Assessment—(200 points)
Students will design 5 assessments. This set of assessments will contain both formative and summative
assessments, rubrics and scales, and a form of self-assessment. These assessments will be part of the assessment
plan for your unit. (100 points)
Summative assessment (100 points)
Unit 3: Instructional Strategies—(200 points)
Students will design and teach 2-20 minute lessons using an assigned instructional strategy and a studentchoice instructional strategy. These lessons will require only a Task A-2. (50 points each)
Summative Assessment (100 points)
Unit 4: Field and PPD Experience—(200 points)
Students must complete 20 field hours, attend 5 PPDs, and keep a journal noting observations and
reflections from all experiences. Students will make notes of general observations along with evidence relating to
specific class assignments in their journals and then use the journal to write reflections.
78
Field Experience Outline:
10 hours with one teacher at Taylor County Middle School or High School (TPA)
5 hours in a 21st Century School Program
5 hours specified by class activities
o Observe decisions made by the teacher during the lesson
o Observe student characteristics
o Observe the instructional strategy used during the lesson
o Observe the assessments used during the lesson
o Observe differentiation efforts such as adaptations/modifications for exceptional students, learning
styles or multiple intelligences
**Field Experience and PPD forms, journal, and reflections must be submitted by Monday, May 2nd.
Unit 5: Class Participation—(200 points)
Students will attend class. (100 points)
Students will participate in class formative assessments and discussion forums. (100 points)
Grading Policy: Students will be graded on a point system.
A
B
C
D
F
920-1000 points
820-919 points
720-819 points
610-719 points
Below 610 points
Course Outline
January 19-February 4
Backward Design Model for Unit Development
Stage 1 Creating Learning Targets and Connections
Stage 2 Assessments and 6 Facets of Understanding
Stage 3 Instructional Activities (WHERETO)
February 7-March 25
Assessment Strategies
Assessment Cycle and Literacy
Formative and Summative Assessments
Grading and Feedback
March 28-May 6
Instructional Strategies
Marzano’s 9 Instructional Strategies
Strategies for Teaching Various Content
Lesson Presentations in Class
May 9 (8:00 am)
Final (Summative Assessment over Instructional Strategies)
SCHOOL OF EDUCATION ATTENDANCE POLICY
absences will be allowed for Tuesday/Thursday courses, six (6) absences for Monday/Wednesday/Friday
courses. Absences in excess of these numbers of days will result in an F for the course.
79
Plagiarism Policy
someone else’s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If
a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on
that assignment or (b) an F in the course. The student’s Dean and the Vice-President for Academic Affairs will be
80
ED 416 CURRICULUM AND METHODOLOGY
Spring 2011 8:00 TTH
Dr. R. VanEst
[email protected]
OFFICE: EB103
Ph 789-5166
Security Cell 270-403-3611
Security OFC 270-789-5555
OFFICE HOURS: MWF 9:30-11, MW 2:30-3:30 TR 9:30-11, 2-3:30
Appointments encouraged.
Empowerment for Learning
TEXTBOOK:
Manning, M. L., & Bucher, K. T. (2007). Classroom management: Models, applications, and
cases (2nd ed.). Columbus, OH: Merrill Prentice. ISBN 0-13-170750-7
OTHER RESOURCES:
Student Teacher Handbook-- available on Education website.
COURSE DESCRIPTION:
This course is designed to learn about and reflect upon differing classroom management theories
and techniques, as well as various teaching and assessment strategies, with the purpose of
creating classroom environments that focus on ways of empowering students to become selfregulated learners.
COURSE OBJECTIVES:
A. Kentucky Teacher Standards (KTS) Diversity Proficiencies
1.2
2.3
2.4
3.3
Connects content to life experiences of student
Uses contextual data to design instruction relevant to students
Plans instructional strategies and activities that address learning objectives for all
students
Values and supports student diversity and addresses individual needs
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4.2
5.4
Implements instruction bases on diverse student needs and assessment data
Describes, analyzes, and evaluates student performance data to determine
progress of individuals and identify differences in progress among student groups
6.3
Integrates student use of available technology into instruction to enhance learning
outcomes and meet diverse student needs
8.1
Identifies students whose learning could be enhanced by collaboration
B. Specific Objectives:
Upon completion of this course, students should be able to demonstrate their knowledge and
understanding of the following principles related to classroom instruction and management:
1. Students will gain understanding of the criteria related to developing a
portfolio based on the Kentucky Teacher Standards (KTS). Further,
students will create rationales for the entries included in their portfolios.
2. Students will analyze modern classroom management theories and create their
own classroom management plan that is in conjunction with KTS.
3. Students will learn the principles for organizing a positive learning
environment.
4. Students will analyze instructional strategies to determine how changes in
instructional strategies impact classroom-learning environments.
5. Students will identify creative and authentic ways for teachers and parents
to collaborate when creating a learning environment for children.
6. Students will explore various aspects of teaching as a profession.
7. Students will explore assessment techniques.
8. Students seeking middle school certification will become familiar with MNSA
standards.
9. Students seeking secondary certification will become familiar with the
appropriate national content area standards.
*** NEW: NOTE: ATTENDANCE: In education classes, students are required to follow the
SCHOOL OF EDUCATION ATTENDANCE POLICY:
Regular attendance in professional education courses is expected of all students. It is a
professional responsibility that is a part of the disposition assessment of teacher candidates. No
more than four (4) absences will be allowed for Tuesday/Thursday courses, six (6) absences for
Monday/Wednesday/Friday courses. Absences in excess of these numbers of days will result in
an F for the course.
Also, note carefully, arriving late or leaving early constitutes an absence.
FIELD AND PRE-PROFESSIONAL DEVELOPMENT HOUR REQUIREMENTS
(NCATE Standard 3):
Students in 416 are REQUIRED to spend 20 hours in their student teaching placement, 10
hours in each if two placements. Also, students must acquire 5 pre-professional development
hours (KTS IX). Documentation for field and pre-professional development hours should be
submitted when reflected by the course schedule. Hours will be recorded by the type of
experience: observation, tutoring, participation, etc. Diversity is stressed.
Field Experience:
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Student teaching cannot take place until all CAP 3 requirements are completed, which
includes having 120 field and 30 PPD hours completed and posted into the system for
recording them. Even if all other course requirements are completed, a grade of "I" will be
the course grade until all hours are completed and posted into the School of Education
database.
COURSE REQUIREMENTS:
1. DAILY ATTENDANCE AND PARTICIPATION: 5 points per class period.
2. KTS PORTFOLIO PROJECT (Based on all KTS): students are to assemble the evidence to
complete a portfolio based on the KTS and develop rationales to explain how and why they
chose each piece of evidence. Students will present their portfolios to faculty for review by
various professors.
3. CLASSROOM MANAGEMENT PROJECT (KTS IV): Students will complete a
multifaceted project to include a theorist presentation with class handouts, an overhead
transparency, a grid exercise, and a management plan. A rubric with assignment specifics will be
provided.
4. In addition to preparing a test for the unit of study, another assessment project will be
individual preparation of an exam based on material in the student teaching handbook.
Commercially prepared assessments are unacceptable for pre- or post-assessments.
5. PROFESSIONAL GROWTH PLAN:
This project should follow the state prescribed format. Forms will be distributed. Please take this
assignment seriously. Confirm with CAP 3 portfolio guidelines.
6. Students will have placements arranged by the Director of Student Teaching in schools with
qualified cooperating teachers and must spend 20 hours in those placements during this semester
(10 and 10 if two placements.)
ADDITIONAL REQUIREMENTS: To complete CAP 3 requirements, all students are
required to have liability insurance, a (current within two years) TB Test, a Physical Exam
(form is on SE website), and a Federal (FBI) criminal background check with fingerprints
(which may be done at the local police department--$10, then forwarded directly to the
FBI--$18). The FBI check is also done through the superintendent’s office for each school
corporation, usually $39-40. Taylor County is an exception. Failure to complete these items may
result in a delay of the Student Teaching experience.
Also, students who have not yet taken their appropriate Praxis II exams, including the
PLT, are required to do so prior to student teaching. The Praxis II results/scores will not
stop a program at this time.
ASSIGNMENTS: Assignments are due at the beginning of class on the date assigned. Late
papers will automatically receive a lower grade. Assignments not submitted within a week will
83
be accepted only at the instructor's discretion. Anticipate having to complete a late assignment
form if assignment is not completed on time.
DISABILITY: Campbellsville University is committed to reasonable accommodations for students who have
documented physical and learning disabilities, as well as medical and emotional conditions. If you have a
documented disability or condition of this nature, you may be eligible for disability services. Documentation must
be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability
Services at 270-789-5192 to inquire about services.
PLAGIARISM: Campbellsville University’s policy on Academic Integrity states: “Each person has the privilege
and responsibility to develop one’s learning abilities, knowledge base, and practical skills. We value behavior that
leads a student to take credit for one’s own academic accomplishments and to give credit to others’ contributions to
one’s course work. These values can be violated by academic dishonesty and fraud.” (2003-05 Bulletin Catalog, p.
35.)
Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this
course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a
web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit
in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying
If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties:
(a) an F on that assignment or (b) an F in the course. The student’s Dean and the Vice-President for Academic
Affairs will be notified of either consequence.
DEC 7
First student teaching seminar is the day and time scheduled for course final exam.
GRADES: Grades are calculated by a combination of factors. Daily participation accumulates 5
points per day. Those points combined with points noted as + points will combine to determine
the class participation grade. Accumulating a percentage of the total points possible at 90%=A,
80%=B, etc. to earn a letter grade calculated as 4/17 of the total course grade. Other activities
directly earn a letter grade that is 1/17 or 3/17 of the total course grade.
Letter grades are averaged by the following values:
A
AB+
B
=12
11
10
9
BC+
C
8
7
6
******************************
4@12=48
4@9 =36
120
9@6 =36
17 =7.05
12 0
Course Schedule ED416 SPR 2011
Activity
JAN
20
Forms review
=C+
Due
Grade Value
5pts min per day
Graduation applications
84
25
27
FEB
1
3
8
10
15
17
22
24
Field Hours, Med, FBI ck
Teacher of the Year
Portfolio, Stds 9, 8
Rationales
Teacher of the Year
Being excused, late papers
Tardies
Student T Applications
curriculum contracts
Assessment
Portfolio binder w/dividers
VCR presentations/reflections
Presentations/VCR
Due: Draft of unit test
Due: Rationale 1
10+ min lesson from unit
10+ min lesson from unit
Due: Unit Test
10+min lesson from unit
Due: rationale drafts 5,6
Read/written reflection
Reflections/present
Final Rationales5,6
Presentations/VCR
Presentations/Classroom mgt
Ch1 CM
Ch 2,3, 4 /Req3
MAR
1
Ch ,5,6,7/Req3
3
Ch 8,9 /Req3
PGP
8
Ch10,11 /Req3
KY Teacher Standard 10
10
Ch 12 (takes 2 theorists)
Mgmt plan
14-18 SPRING BREAK
22
Prof growth plan/Ch14
Assessment
24
Field hours/ FBI check
29
Ch 15/management
31
Draft rationale std 1
Topic for lesson
Curriculum contracts
Interviews
7
12
Student teacher handbook
Presentations(w/technology)
1 ltrg
+10pts
+ 10pts
1 ltrg
Reflections /present
+10pts
Reflections/present
Draft: 4 & 7 rationale
Reflections/present
+10pts
Reflection/present
Due: final 4 & 7 rationale
+10pts
1 ltrg
DUE; UNITS OF STUDY
Due: Drafts of 7, 2 rationales
Bring portfolios
Due: rationales 7, 2
Due: Management plan
CAP 3 forms
Due: CAP 3 forms,
Includes FBI check, insurance, medical, TB
APR
5
+ 10pts
1 ltrg
+ 10pts
+10pts
3 ltrg
1 ltrg
1 ltrg
1 ltrg
Due: Portfolios
Due: any field hour or PPD
forms and reflections from working camps, substitute teaching, PPDs.
Forms received after this date which relate to field or PPD experiences from
prior to this current semester will reduce the course grade
1 ltrg
Quiz due
15+ min lesson
1 ltrg
1 ltrg
85
14
NO CLASS—PORTFOLIO SCORING
19
Presentations(w/tech)
21
Presentations(w/tech)
26
28
Safety
MAY
3
5
Interviews
Safety
15+ min lesson
15+ min lesson
Register for Student teaching ED 450
10 FIRST STUDENT TEACHER SEMINAR DURING THE TIME SCHEDULED FOR
THE 416 FINAL
86
Campbellsville University School of Education
ED 450 Student Teaching
Fall 2010
Contact: Susan Blevins
Student Teaching Coordinator
Phone: 270-789-5345
Office: EDU 110
Office Hours: 11-1 (MWF) 10-3 (TR)
Security Office 270-789-5555
Security Cell 270-403-3611
THEME: EMPOWERMENT FOR LEARNING
Mission: Campbellsville University’s School of Education, in keeping with the spirit of Campbellsville
University, seeks to prepare teachers by providing an academic infrastructure based on scholarship,
service, and Christian leadership. The primary aim of the program is to advance scholars who are
competent and caring educators committed to life-long learning in a diverse society.
Credit Hours: 12
Prerequisite: CAP 3, Admission to Student Teaching
Description of Course
Student teachers are placed in cooperating accredited schools for the study of teaching in a laboratory
setting. The experience consists of directed observation, guided participation and full-time classroom
teaching. During this capstone experience the student teacher is under the supervision of a qualified
teacher and a university supervisor. Student teaching requires one full semester (16 weeks) of classroom
experience. Student teachers are required to attend regularly scheduled campus seminars in addition to
their placement. The student teaching experience culminates in a real world educational evaluation by
external practitioners.
Course Objectives:
1) Demonstrate proficiency on ten (10) Kentucky Teacher Standards as documented by satisfactory
ratings from cooperating teachers and university supervisor.
87
2) Demonstrate transition from college student to pre-service professional teacher as documented by
thoughtful reflections in journals and development of professional portfolio.
Kentucky Teacher Standards (KTS)
* Denotes diversity proficiencies
Kentucky Teacher Standard 1: DEMONSTRATES CONTENT KNOWLEDGE
The teacher demonstrates a current and sufficient academic knowledge of certified content areas to
develop student knowledge and performance in those areas.
1. Communicates concepts, processes, and knowledge.
2. Connects content to life experiences of student.
3. Demonstrates instructional strategies that are appropriate for content and contribute to student
learning.
4. Guides students to understand content from various perspectives.*
5. Identifies and addresses students’ misconceptions of content.*
Kentucky Teacher Standard 2: DESIGNS and PLANS INSTRUCTION
The teacher designs/plans instruction and learning climates that develop student abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become responsible
team members, think and solve problems, and integrate knowledge.
1.
2.
3.
4.
5.
Develops significant objectives aligned with standards.
Uses contextual data to design instruction relevant to students.
Plans assessments to guide instruction and measure learning objectives.
Plans instructional strategies and activities that address learning objectives for all students.*
Plans instructional strategies and activities that facilitate multiple levels of learning.*
Kentucky Teacher Standard 3: CREATES and MAINTAINS LEARNING CLIMATE
The teacher creates a learning climate that supports the development of student abilities to use
1. Communicates high expectations.*
2. Establishes a positive learning environment.
3. Values and supports student diversity and addresses individual needs.*
4. Fosters mutual respect between teacher and students and among students.*
5. Provides a safe environment for learning.
Kentucky Teacher Standard 4: IMPLEMENTS and MANAGES INSTRUCTION
The teacher introduces/implements/manages instruction that develops student abilities to use
1. Uses a variety of instructional strategies that align with learning objectives and actively engage
students.
2. Implements instruction based on diverse student needs and assessment data.*
3. Uses time effectively.
4. Uses space and materials effectively.
5. Implements and manages instruction in ways that facilitate higher order thinking.
Kentucky Teacher Standard 5: ASSESSES and COMMUNICATES LEARNING RESULTS
The teacher assesses learning and communicates results to students and others with respect to
student abilities to use communication skills, apply core concepts, become self-sufficient
88
individuals, become responsible team members, think and solve problems, and integrate
knowledge.
1. Uses pre-assessments. *
2. Uses formative assessments.
3. Uses summative assessments.
4. Describes, analyzes, and evaluates student performance data.
5. Communicates learning results to students and parents.
6. Allows opportunity for student self-assessment.
Kentucky Teacher Standard 6: IMPLEMENTATION OF TECHNOLOGY
The teacher uses technology to support instruction; access and manipulate data; enhance
professional growth and productivity; communicate and collaborate with colleagues, parents, and
the community; and conduct research.
1. Uses available technology to design and plan instruction.
2. Uses available technology to implement instruction that facilitates student learning.*
3. Integrates student use of available technology into instruction.
4. Uses available technology to assess and communicate student learning.
5. Demonstrates ethical and legal use of technology.*
Kentucky Teacher Standard 7: REFLECTS ON and EVALUATES TEACHING and LEARNING
1. Uses data to reflect on and evaluate student learning. *
2. Uses data to reflect on and evaluate instructional practice.
3. Uses data to reflect on and identify areas for professional growth.
Kentucky Teacher Standard 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and
support learning programs that develop student abilities to use communication skills, apply core
concepts, become self-sufficient individuals, become responsible team members, think and solve
problems, and integrate knowledge.
1. Identifies students whose learning could be enhanced by collaboration. *
2. Designs a plan to enhance student learning that includes all parties in the collaborative effort. *
3. Implements planned activities that enhance student learning and engage all parties. *
4. Analyzes data to evaluate the outcomes of collaborative efforts. *
Kentucky Teacher Standard 9: EVALUATES TEACHING and IMPLEMENTS PROFESSIONAL
DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and
teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a
professional development plan.
1. Self assesses performance relative to Kentucky’s Teacher Standards.
2. Identifies priorities for professional development based on data from self-assessment, student
performance, and feedback from colleagues.
3. Designs a professional growth plan that addresses identified priorities.
4. Shows evidence of professional growth and reflection on the identified priority areas and impact
on instructional effectiveness and student learning.
Kentucky Teacher Standard 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/
PROFESSION The teacher provides professional leadership within the school, community, and
education profession to improve student learning and well-being.
1. Identifies leadership opportunities that enhance student learning and/or professional environment
of the school.
89
2. Develops a plan for engaging in leadership activities.
3. Implements a plan for engaging in leadership activities
4. Analyzes data to evaluate the results of planned and executed leadership efforts.
Evaluation
The cooperating teacher completes two (mid-point and final) and the university supervisor completes four
formal evaluations. Copies of the evaluations are submitted to the director of student teaching who uses
the results, along with the CAP 4 application, to determine a “passing” or “failing” grade. Video
evaluations are completed by appropriate education, music, and Arts and Science faculty.
A culminating assessment called the Student Teacher Exit Program also provides evidence for the
director in determining students’ grades. Practitioners (area administrators and National Board Certified
Teachers) score portfolios and rate student performance in mock employment interviews.
Course Requirements
1. Seminars
Student teachers shall attend all seminars. If seminars are missed (see Student Teaching
Handbook) student teachers shall be given appropriate assignments to compensate.
2. Exit CAP Application & Portfolio
The Exit CAP (CAP 4 or CAP 7) application including all requirements is to be submitted on the
specified due date. Student teachers shall continue to refine and update their professional
portfolios throughout the student teaching semester until the due date. Portfolios are to contain
new material from the student teaching experience.
The portfolio is to be available each time the University Supervisor visits.
3. Journal
Student teachers are required to keep a journal describing, evaluating, and reflecting upon
classroom experiences. The reflective journal is to be made available to the cooperating teacher
and the University Supervisor.
4. Reflection on Lessons
After each lesson formally observed by the university supervisor and cooperating teacher,
complete Task C. Provide both the University Supervisor and Cooperating teacher with a copy of
the reflection within 24 hours. Email the reflection to the supervising faculty.
5. Video Taped Lesson
Complete one twenty minute, uncut videotaping of yourself during instruction (may be
Follow the Videotape Guidelines.
digital).
6. Student Teacher Exit Program
The program is conducted near the end of the semester. See the seminar schedule for the specific
date. Students report in professional dress for a mock employment interview and a job fair.
Students should bring 10-12 copies of resumes for distribution to school district representatives
who will be at the fair.
7. Attendance
Attend all faculty meetings, parent conference, collaborative grade-level group meetings,
professional development meetings, etc. that the cooperating teacher is required to attend.
90
Campbellsville University is committed to reasonable accommodations for students who have
documented physical and learning disabilities, as well as medical and emotional conditions. If you have
a documented disability or condition of this nature, you may be eligible for disability services.
Documentation must be from a licensed professional and current in terms of assessment. Please contact
the Coordinator of Disability Services at 270-789-5192 to inquire about services.
Plagiarism Policy:
Campbellsville University’s policy on Academic Integrity states: “Each person has the privilege and
responsibility to develop one’s learning abilities, knowledge base, and practical skills. We value
behavior that leads a student to take credit for one’s own academic accomplishments and to give credit to
others’ contributions to one’s course work. These values can be violated by academic dishonesty and
fraud.” (2007 - 09 Bulletin Catalog, p. 35.)
Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in
this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts
of text from a web or print source, without using quotation marks and without a citation. The plagiarist
submits the work for credit in a class as part of the requirements for that class. Examples of cheating
include cheating on a test (copying off someone else’s paper) or an assignment (e.g., development of a
lesson plan) and submitting the work as your own.
If a student commits plagiarism or cheats in this course, the professor will decide on one of two
penalties: (a) an F on that assignment or (b) an F in the course. The student’s Dean and the VicePresident for Academic Affairs will be notified of either consequence.
Resources
Allen, Richard Howell. (2002). Impact teaching: Ideas and Strategies for Teachers to Maximize Student
Learning. Boston. Allyn and Bacon.
Costantino, Patricia M. And Maria N. De Lorenzo. (2002) Developing a Professional Teaching Portfolio:
A Guide for Success. Boston. Allyn and Bacon.
Daniels, Harvey. and Marilyn Bizar. (1998). Methods that Matter: Six Structures for Best Practice
Classrooms. York. Maine. Stenhouse Publishers.
Marzano, Robert J. et al. (2001). Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement. Alexandria. VA. Association for Supervision and Curriculum
Development.
Moffatt, Courtney W. et. al. (2000). How to Get a Teaching Job. Boston. Allyn and Bacon.
Payne, Ruby K. PH. D. (1998). A Framework for Understanding Poverty. Highlands. TX. RFT
Publishing.
Pearson, Greg. and A. Thomas Young. editors. (2002). ( Technically Speaking: Why All Americans Need
to Know More About Technology. National Research Council. Washington. D.C. National Academy
Press.
Pelletier, Carol Marra. (2000). Strategies for Successful Student Teaching. Boston. Allyn and Bacon.
91
Roe, Betty D. and Elinor P. Ross. (2002). Student Teaching and Field Experiences Handbook. Fifth
edition. Upper Saddle River. NJ. Merrill Prentice Hall.
Silver, Harvey F. et al. (2000). So Each May Learn: Integrating Learning Styles and Multiple
Intelligences. Alexandria. VA. Association Supervision and Curriculum Development.
Tomlinson, Carol Ann. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Second
edition. Alexandria. VA. Association for Supervision and Curriculum Development.
Wentz, Patricia J. (2002). The Student Teaching Experience: Cases from the Classroom. Second edition.
Upper Saddle River. NJ. Merrill Prentice Hall.
Other Resources:
Center for Middle School Academic Achievement
http://www.middleschoolhouse.eku.edu/middle
Kentucky Department of Education
www.kde.state.ky.us
Making Rubrics
www.teach-nology.com
Marco Polo Internet Content for the Classroom
http://www.marcopolo-education.org
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Department of Human Performance
Spring 2012
HP 321—School Health, PE, and Recreation, P-5
Instructor:
Office:
Office Hours:
Phone:
E-mail:
Class Time:
Dr. Jill Day
Hawkins 208
MW 8:30-9, 1:00-3:00; TR 1:30-3:00; F 8:30-9 or by appointment
789-5147
[email protected]
MWF 9:00-9:50, Hawkins 209
Course Description:
This course introduces students to instructional methods and strategies relevant to teaching
health and physical education in grades P-5. It is designed to prepare students to conduct an
elementary physical education class and incorporate physical activity into traditional academic
subjects.
Course Objectives:
By the end of this course, in accordance with the mission of Campbellsville University and the
Department of Human Performance students should be able to:
1. Describe the concept of physical education and health as currently defined by the profession
and define their roles in providing physical education and health for their students (NASPE
PETE Standard 1; KY Standard 1; AAHE Standard 1).
2. Explain the value of physical education and health programs in the elementary grades
(NASPE PETE Standard 1; KY Standards 1, 9, 10; AAHE Standard 1).
3. Identify motor development and motor learning concepts applicable to the teaching of
physical education (NASPE PETE Standards 1, 2, 3, 4; KY Standards 1, 2, 5, 6).
4. Identify fitness concepts and activities appropriate for preschool and elementary students
(NASPE PETE Standards 1, 2, 3, 4; KY Standards 1, 2, 5, 6).
5. Describe the characteristics of a quality elementary physical education and health program
(NASPE PETE Standard 1; KY Standards 1, 9; AAHE Standards1).
6. Identify the NASPE and Kentucky standards appropriate for physical education and the
AAHE standards appropriate for health (NASPE PETE Standard 1; KY Standard 1; AAHE
Standard 1).
93
7. Understand and apply the concepts involved in motivating students to be physically active
(NASPE PETE Standards 1, 4; KY Standards 1, 2).
8. Develop lesson plans and unit plans for teaching subject content through movement (NASPE
PETE Standards 1, 2, 3, 5; KY Standards 2, 3, 6).
9. Integrate movement into subject areas taught in the classroom and understand the benefits of
doing so (NASPE PETE Standards 1, 3, 4, 5, 6; KY Standards 1, 2, 3, 4, 5, 8, 10; AAHE
Standards 1, 4).
10. Identify and discuss equity issues relevant to the movement setting. (NASPE PETE Standard
1; KY Standard 1)
11. Teach a well-designed physical education and health lesson for elementary students (NASPE
PETE Standards 1, 3, 4, 5, 6; KY Standards 1, 2, 3, 4, 5, 6, 7, 9; AAHE Standards 1, 3, 4,
8)
12. Discuss the benefits of recess to the child in elementary school and construct quality recess
time for students (NASPE PETE Standards 1, 2; KY Standard 1).
Required Text:
Kovar, SK, Combs, CA, Campbell, K, Napper-Owen, G & Worrell, VJ. (2012). Elementary
Classroom Teachers as Movement Educators. (4th Edition). McGraw-Hill: New York.
Other texts will also be incorporated into this course. When possible, students will be provided
with notes when lectures primarily consist of material not covered in the required textbook.
Attendance:
This course adheres to the Campbellsville University Class Attendance Policy. All absences are
equal under this policy, meaning there are no differences in excused and unexcused absences.
You are allowed six (6) absences before a point deduction will be implemented. You will be
automatically withdrawn after missing twelve (12). Students are considered absent if they are
not present for at least one half of the scheduled meeting time of the class. Students who arrive
to class after the lecture or day’s activities have begun or who leave before class is over will be
charged with a half absence. Missing more than six class periods will result in a point deduction
of 5 points per absence off the final point total.
Assessment:
Exam 1
Exam 2
Exam 3
Exam 4
Quizzes (~10 @10 points each)
Teaching a 30-45 minute Class Lesson
PE Lesson Plans (2 @ 50 points each)
Classroom Lesson Plans (2 @ 50 points each)
Health Lesson Plans (2 @ 50 points each)
Observation Hours (5 hours)
Curriculum Map
Physical Activity Newsletter
Fitness Signs
In-Class/Homework Assignments
100
100
100
100
100 (subject to change)
100
100
100
100
100
100
50
50
100 (subject to change)
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Total
1300
Grading:
A
1170-1300
B
1040-1169
C
910-1039
D
780-909
F
Below 909 points
Exams
You will have 4 exams that will cover the topics discussed in class. Exams are to be taken on the
agreed upon date (usually announced approximately one week in advance). In the event that an
exam is missed, it must be made up the next day you return to class and only with a documented
excused absence (school trip, illness, death in the family, etc.). No exceptions! If an exam is
missed without an excuse or if an exam is not made up the next class period, it is the policy of
the department that the exam is taken during finals week at the end of the semester.
Quizzes
Approximately once a week or every 4 class periods, you will have a quiz over the previous
day’s lecture. These will typically be short questions (5 or less) covering the key points of the
previous class. In general, if you have paid attention, reviewed the notes, and read the
corresponding chapter, you should do well. These quizzes cannot be made up. You will,
however, be permitted to drop at least one quiz.
Teaching a Class Lesson
In groups of 2 or 3 you will teach a lesson to the class as if you were teaching to a group of
elementary students. If there are 2 people in your group, your lesson must be at least 30
minutes, while groups of 3 must teach lessons that are 45 minutes. This may be a physical
education or health lesson OR a classroom lesson that incorporates physical activity. You must
turn in a lesson plan on the day you teach.
Lesson Plans
Throughout the semester, you will create lesson plans for a physical education class, a health
class, and a traditional academic subject that uses physical activity as a part of their lesson. You
will be given specific guidelines to follow for creating your lesson plans.
Observation Hours
You are required to observe a minimum of 5 physical education or health classes at local
elementary schools. Class may be cancelled on some days to give you an opportunity to observe,
but you will likely have to make time to go on your own. All observations may count toward the
required hours in the education department. At least three hours must be at either Taylor County
or Campbellsville. The other two may be through other school systems.
Curriculum Map
95
Develop a nine week curriculum map for an elementary physical education class explaining the
important topics, skills, or activities you believe elementary students should learn. You will be
given an example and specific guidelines to follow
Physical Activity Newsletter
You will create a newsletter appropriate for elementary students. This newsletter should include
information for both students and parents. You will be given specific items and guidelines that
should be included.
Fitness Signs
You will create 10 signs (printed on regular paper) related to a particular lesson. You may use
any means you choose, such as pictures that are computerized, hand drawn, from magazines,
etc., but all signs must be attractive and kid-friendly. All signs may be connected to one lesson
or a combination of lessons, but you must clearly identify the lesson/game and how you would
use them in a physical education or physical activity setting.
In-Class Activities
Some lectures may involve in-class activities related to the day’s topic. These activities may be
done individually or as a group, and will often be examples of activities that could be done with
a class of elementary students. These activities cannot be made up and you will only receive
credit for them if you are present.
Gym Activities
There are several days scheduled throughout the semester that we will spend either in the
Hawkins multipurpose room or the Powell gymnasium. During this time, demonstrations will be
made relating to physical education procedures typically seen in an elementary PE class. Please
wear appropriate active attire on these days, especially shoes (no sandals, boots, etc.) It is
extremely important that you make every effort to attend class on activity days. Examples of
actual PE lessons will be presented, and it is expected that the lesson you teach to the class will
follow the format. Dates listed on the course outline may change due to the availability of the
facilities.
Disability Statement: Campbellsville University is committed to reasonable accommodations
for students who have documented physical and learning disabilities, as well as medical and
emotional conditions. If you have a documented disability or condition of this nature, you may
be eligible for disability services. Documentation must be from a licensed professional and
current in terms of assessment. Please contact the Coordinator of Disability Services at 270-7895192 to inquire about services.
Academic Integrity:
Academic integrity can be compromised by one of two categories: cheating and plagiarism. (a)
Cheating is the violation of classroom rules of honesty with respect to examinations and
assignments. Any student helping another student cheat is as guilty as the student assisted.
96
Students found guilty of cheating may receive a failing grade of F for the course. (b) Plagiarism
is defined as representing or repeating the words or ideas of someone else as one’s own in any
academic exercise. Therefore, all writing you do for this course must be your own and must be
exclusively for this course, unless the instructor stipulates differently. Pay special attention to
the accuracy of the quotations, paraphrases, summaries, and documentation practices you use in
your assignments. If you have any questions about plagiarism, please ask your instructor or the
writing center. If you plagiarize, you may receive an F for the assignment or the course, and
your case may be reported.
Class Policies
Use of Electronic Devices: The use of cell phones, iPods, mp3 players or any other electronic
device during class is NOT permitted at any time. This includes listening to music, making calls,
answering calls, and especially texting! If a student is caught texting or is even suspected of
texting (such as looking down with hands in lap), the student will receive a reduction of 7
points off the most recent exam per incident (if a student is caught twice, he/she is penalized
14 points, 3 times = 21 points, etc). This is effective beginning the first class period. No further
warnings will be given! If texting continues to be a problem, more severe penalties or policies
may be implemented including, but not limited to, more significant point reductions, additional
assignments, or other punishments.
Other Disruptive Behavior: In addition to texting, other disruptive behavior including excessive
talking about matters not pertinent to the class topic or working on items not directly related to
the current class period will not be tolerated. This includes writing notes, letters, or working on
other class assignments (including those due at a later time for this class or another class where I
am the instructor). In addition, inappropriate behavior such as sleeping during class, packing up
to leave prior to my dismissal of class, leaving in the middle of class and returning, or the use of
coarse language are not acceptable. If these or any other behavior that is deemed disruptive or
disrespectful occurs, penalties similar to those explained above may be invoked.
In the event a student is caught engaging in one of the above behaviors (or other actions deemed
by the instructor to be inappropriate), the student will be notified immediately after class or
through email later in the day.
Final Exam: Finals exams will take place the week of April 30. All students MUST take the
exam at the schedule time. The only exception to this rule is if a school-sponsored function
(such as an athletic event) conflicts with time of the scheduled final or if the instructor agrees to
reschedule the exam for the entire class. Otherwise, no individual concessions will be made for
any student for any reason.
E-mail Policies: The best way to contact me is through e-mail. If you have a question or a
concern, I will get back to you as soon as possible. When you send me an e-mail, PLEASE sign
your name on at least the initial e-mail. I have many students and advisees and it is often
difficult to determine who is sending me an e-mail just based on your e-mail address. In
addition, I will accept assignments by e-mail. If you choose to submit your assignments this
way, you will receive them back by e-mail. I will not print your assignment. Assignments
97
submitted by e-mail are due in my inbox at the time the assignment is due (typically 9:30).
Computer problems or e-mails “lost in cyberspace” are not an excuse for late assignments.
Note: The contents of this syllabus are subject to change at the discretion of the instructor.
Course Outline
The following is a tentative course outline. It includes chapters from both your required text and
supplemental texts of my own. You will be provided notes for the supplemental texts (listed in
italics), but not for the lectures that come from your book. The outline is highly subject to
change and may be altered according to the discretion of the instructor. It is possible that some
topics will not be covered and that others might take longer than expected.
Date
Wednesday, January 11
Topic/Activity
Introduction to the Course; Syllabus; Chapter 1—What is
Physical Education
Friday, January 13
Chapter 1, continued
Monday, January 16
No Class—Martin Luther King, Jr. Day
Wednesday, January 18 Chapter 2—Motor Development and Motor Learning for
Children
Friday, January 20
Gym Activities
Monday, January 23
Chapter 2, continued; Preparing a Quality Lesson
Wednesday, January 25 Chapter 3—Body Awareness: What the Body Can Do?
Friday, January 27
Gym Activities; Due: Physical Education Newsletter
Monday, January 30
Chapter 4—Exercise Concepts and Fitness Education
Wednesday, February 1 Catch up day; Review for Exam #1; Gym Activities?
Friday, February 3
Exam #1
Monday, February 6
The Need for Health Education
Wednesday, February 8 Chapter 5—Planning for Children for Diverse Special Needs;
Due: Fitness Signs
Friday, February 10
Group Teaching Lesson #1
Monday, February 13
Sexuality Education
Wednesday, February 15 Sexuality Education, continued
Friday, February 17
Chapter 6—Physical Education Curriculum
Monday, February 20
Group Teaching Lesson #2
Wednesday, February 22 Chapter 7—Managing and Teaching the Physical Education
Class; Due: Physical Education Lesson Plans
Friday, February 24
Catch up day; Review for Exam #2; Gym Activities?
Monday, February 27
Exam #2
Wednesday, February 29 Group Teaching Lesson #3
Friday, March 2
Chapter 8—Curriculum Integration in the Classroom
Monday, March 5
No Class—Spring Break
Wednesday, March 7
Friday, March 9
Monday, March 12
Chapter 9—Motivating Children to be Physical Activity
Wednesday, March 14
98
Friday, March 16
Monday, March 19
Wednesday, March 21
Friday, March 23
Monday, March 26
Wednesday, March 28
Friday, March 30
Monday, April 2
Wednesday, April 4
Friday, April 6
Monday, April 9
Wednesday, April 11
Friday, April 13
Monday, April 16
Wednesday, April 18
Friday, April 20
Monday, April 23
Wednesday, April 25
Friday, April 27
Week of April 30
Gym Activities
Chapter 10—Sociological Aspects of Children Moving
Group Lesson #4
Chapter 11—Creating a Physically Safe Movement
Environment; Due: Classroom Lesson Plans
Gym Activities
Catch up Day; Review for Exam #3
Exam #3
Group Lesson #5
Chapter 12—Recess as Quality Movement Time
No Class—Good Friday
No Class—Easter Break
Mental Health and Stress Reduction;
Group Lesson #6
Injuries and Accident Prevention; Due: Health Lesson Plans
Group Lesson #7
Injuries and Accident Prevention
Group Lesson #8
Active and Healthy Schools; Due: Curriculum Map
Review for Final Exam
Final Exam
99
Department of Human Performance
Spring 2011
HP 411—Teaching Health and Physical Education,
Instructor:
Office:
Office Hours:
Phone:
E-mail:
Class Time:
Dr. Jill Day
Hawkins 208
MW 8:30-9, 1:00-3:00; TR 1:00-3:00; F 8:30-9 or by appointment
789-5147
[email protected]
MWF 12:00-12:50, Powell Athletic Center 105
Course Description:
This is a survey course of materials, content, and instructional methods used in teaching physical
education and health 5-12. It is designed to prepare students to conduct a middle school or high
school physical education class and address health issues relevant to adolescence students.
Course Objectives:
By the end of this course, in accordance with the mission of Campbellsville University and the
Department of Human Performance, students should be able to:
1. Describe the concept of physical education as currently defined by the profession and
define their roles in providing physical education for their students (NASPE PETE
Standard 1; KY Standard 1).
2. Explain the value of physical education programs in middle school and high school
(NASPE PETE Standard 1; KY Standards 1, 9, 10).
3. Identify motor development and motor learning concepts applicable to the teaching of
physical education (NASPE PETE Standards 1, 2, 3, 4; KY Standards 1, 2, 5, 6).
4. Identify fitness concepts and activities appropriate for middle school and high school
students (NASPE PETE Standards 1, 2, 3, 4; KY Standards 1, 2, 5, 6).
100
5. Describe the characteristics of a quality secondary physical education program
(NASPE PETE Standard 1; KY Standards 1, 9).
6. Identify the NASPE and Kentucky standards appropriate for physical education
(NASPE PETE Standard 1; KY Standard 1).
7. Understand and apply the concepts involved in motivating students to be physically
active (NASPE PETE Standards 1, 4; KY Standards 1, 2).
8. Develop lesson plans and unit plans for teaching subject content through movement
(NASPE PETE Standards 1, 2, 3, 5; KY Standards 2, 3, 6).
9. Identify classroom management techniques that enhance the teaching/learning
process (NASPE PETE Standards 3, 4, 5; KY Standards 2, 3, 4).
10. Identify and discuss equity issues relevant to the movement setting (NASPE PETE
Standard 1; KY Standards 1, 3).
11. Teach a well-designed physical education lesson for middle or high school students
(NASPE PETE Standards 1, 3, 4, 5, 6; KY Standards 1, 2, 3, 4, 5, 6, 7, 9)
12. Demonstrate knowledge of selected physical education teaching methods and
understand circumstances that help determine the relevance of a particular style in a
given situation (NASPE PETE Standards 1, 3, 4; KY Standards 1, 2, 3, 4, 6).
Required Text:
Himberg, C., Hutchinson, G., & Roussell, J. (2003). Teaching Secondary Physical
Education. Human Kinetics: Champaign.
Attendance:
This course adheres to the Campbellsville University Class Attendance Policy. All absences are
equal under this policy, meaning there are no differences in excused and unexcused absences.
You are allowed six (6) absences before a point deduction will be implemented. You will be
automatically withdrawn after missing twelve (12). Students are considered absent if they are
not present for at least one half of the scheduled meeting time of the class. Students who arrive
to class after the lecture or day’s activities have begun or who leave before class is over will be
charged with a half absence. Missing more than six class periods will result in a point deduction
of 5 points per absence off the final point total.
Assessment:
Exam 1
Exam 2
Exam 3
Exam 4
Unit Plan
Observation Hours
Pedometer Intervention
Philosophy Paper
Pro/Con Paper
Curriculum Map
Performance Assessment
Article Reviews (~5 @ 10 point each)
100
100
100
100
150
100
100
100
100
100
75
75
50
101
Miscellaneous Assignments
Total
Grading:
1160-1300 points
1035-1059
905-1034
775-904
Below 775
50
1300
A
B
C
D
F
Assignments:
The following is a brief description of the required assignments. You will be given specific
guidelines and examples to follow for each. Due dates are listed and spread apart as much as
possible, but you are welcome to turn each assignment in whenever you have them completed.
Exams (Dates are listed on course outline)
You will have 4 exams that will cover approximately 4-5 chapters each. Dates of the exams may
change slightly, but every effort will be made to maintain the schedule listed on the course
outline. Exams are to be taken on the agreed upon date (usually announced approximately one
week in advance). In the event that an exam is missed, it must be made up the next day you
return to class and only with a documented excused absence (school trip, illness, death in the
family, etc.). No exceptions! If an exam is missed without an excuse or if an exam is not made
up the next class period, it is the policy of the department that the exam may only be made up
during finals week at the end of the semester.
Philosophy Paper (Due: February 2)
Write a 2-3 page paper explaining your personal physical education and health philosophy as it
relates to middle and high school students. Questions you may want to consider include: What
activities/topics do you believe should be emphasized and why? What would you do to convince
school administrators of the importance of PE for middle and high school students? What
should be the minimum requirements for PE in public schools? What could you do to see that
kids who are not athletes become more physically active? What are some health topics that you
feel should be addressed?
Pro/Con Paper (Due: February 14)
In a 3-5 page paper, you will be asked to pick a side of a controversial health or physical
education issue affecting middle and high school students, such as abstinence vs. comprehensive
sexual education. You must give at least 3 reasons defending your choice. You will be provided
with several topics, and will be given specific guidelines on how to write and organize your
paper.
Curriculum Map (Due: March 23)
Develop a nine week curriculum map for a middle or high school physical education class
explaining the important topics, skills, or activities you believe secondary students should learn.
You will be given an example and specific guidelines to follow
102
Performance Assessment (Due: April 6)
Develop a performance assessment appropriate for middle or high school students based on
either the psychomotor or affective domain (this will be explained throughout the course). You
will be given a guide to follow with specific criteria to follow.
Pedometer Intervention (Due: April 27)
You will be given a pedometer to wear for several weeks. The first couple of weeks will be your
baseline data. You should wear your pedometer each day and continue your normal activities.
After establishing your baseline physical activity level, you will create a personal intervention
designed to increase your physical activity level. Following implementation of your intervention
you will write a mini-research paper (5-7 pages) with a brief introduction, methods, results, and
discussion sections, as well as references and figures or tables if applicable. You will be given
specific guidelines to follow.
Field Experience (Due: May 6)
You are required to observe a minimum of 10 physical education or health classes at local
schools. You must spend at least 2 classes at a high school, middle school, and elementary
school. You may choose where to spend the other four. You must provide evidence of your
attendance by writing a reflection, as required for credit in the Education Department. At the
teacher’s discretion, you may be asked to assist in the teaching of a lesson or actually participate
in games or activities. Class will be cancelled on some days to give you an opportunity to
observe, but you will have to go on your own time for at least half of your hours. These days are
listed on the course outline, but they are subject change. The observation hours will be worth a
total of 100 points.
In pairs, you will be responsible for teaching a lesson to a group of high school students. Your
lesson should be at least 45 minutes in length and include a lesson plan on the day you teach.
Unit Plan (Due: May 4)
Develop a two-week (45 minutes of PE every day = 20 lessons) or four-week (90 minutes of PE
every other day = 20 lessons) detailed unit plan for a coed physical education class focusing on a
unit of your choice, except for basketball. The unit must be for middle or high school students.
As a part of this unit plan, you will include two specific lesson plans, a performance assessment,
and other necessary items. You will be given a guide to follow for both the unit plan and the
lesson plans.
Article Reviews
Periodically you will be given research articles that apply to a topic related to physical education
among for middle school and high school students. You will be asked to review the article and
be prepared to discuss it in class. Each article should by typed and include the following:
Purpose
Subjects (who was in the study—number of people, ages, races, etc.)
Methods (how was the study conducted—instruments used, statistical analysis, etc.)
Results (key findings)
103
Significance of the Study (why is the information discovered in the study important)
Conclusions
Miscellaneous Assignments
Throughout the semester, you may be given short assignments that are not listed on your course
outline. This will typically be short, easy assignments related to the current topic and may
involve in-class group work, or Internet research. The combination of all of the assignments, no
matter how many are given, will constitute 50 total points. Pop quizzes may also be given if
assignments and chapters are being read.
Class Policies
Texting: The use of cell phones during class is NOT permitted at any time. This includes
making calls, answering calls, and especially texting! If a student is caught texting or is even
suspected of texting (i.e., looking down with hands in lap), the student will receive a reduction
of 7 points off the most recent exam per incident (if a student is caught twice, he/she is
penalized 14 points, 3 times = 21 points, etc.). This is effective beginning the first class period.
No further warnings will be given! If texting continues to be a problem, more severe penalties or
policies may be implemented including, but not limited to, more significant point reductions,
additional assignments, or other punishments.
Other Disruptive Behavior: In addition to texting, other disruptive behavior including excessive
talking about matters not pertinent to the class topic or working on items not directly related to
the current class period will not be tolerated. This includes writing notes, letters, or working on
other class assignments (including those due at a later time for this class or another class where I
am the instructor). In addition, inappropriate behavior such as sleeping during class, packing up
to leave prior to my dismissal of class, or use of coarse language are not acceptable. If these or
any other behavior that is deemed disruptive or disrespectful occurs, penalties similar to those
explained above may be invoked.
Final Exam: Finals exams will take place the week of May 9. All students MUST take the exam
at the schedule time. The only exception to this rule is if a school-sponsored function (such as an
athletic event) conflicts with time of the scheduled final or if the instructor agrees to reschedule
the exam for the entire class. Otherwise, no individual concessions will be made for any
student for any reason.
Disability Statement: Campbellsville University is committed to reasonable accommodations
for students who have documented physical and learning disabilities, as well as medical and
emotional conditions. If you have a documented disability or condition of this nature, you may
be eligible for disability services. Documentation must be from a licensed professional and
current in terms of assessment. Please contact the Coordinator of Disability Services at 270-7895192 to inquire about services.
Note: The contents of this syllabus are subject to change at the discretion of the instructor.
104
Course Outline
The following is a tentative outline for this course. It is highly subject to change and may be
altered according to the discretion of the instructor. You are expected to have at least reviewed
the assigned chapter before coming to class. While there are no scheduled quizzes, you may be
given pop quizzes, particularly if assigned readings are not being read.
Date
Friday, January 21
Monday, January 24
Friday, January 28
Monday, January 31
Wednesday, February 2
Topic/Activity
Introduction to the Course; Syllabus
Chapter 1: The Main Purpose of Physical Education
Chapter 2: Technology in Physical Education
Chapter 3: Adolescents and Physical Activity
Chapter 3, continued; Health Topic
Chapter 4: Adolescent Growth and Development
Chapter 4, continued; Due: Physical Education/Health
Philosophy
Friday, February 4
Observation Day
Monday, February 7
Catch up day; Review for Exam #1
Wednesday, February 9 Exam #1
Friday, February 11
Health Topic
Monday, February 14
Chapter 5: How Adolescents Learn; Due: Pro/Con Paper
Wednesday, February 16 Chapter 6: Including Students with Disabilities
Friday, February 18
Monday, February 21
Chapter 7: Effective and Reflective Teaching
Wednesday, February 23 Health Topic
Friday, February 25
Observation Day
Monday, February 28
Chapter 8: Teaching Styles in Physical Education
Wednesday, March 2
Chapter 9: Creating a Positive Learning Environment
Friday, March 4
Catch up day; Review for Exam #2
Monday, March 7
Exam #2
Wednesday, March 9
Chapter 10: Developing Your Curriculum
Friday, March 11
Observation Day
Monday, March 14
Wednesday, March 16
Friday, March 18
Monday, March 21
Health Topic
Wednesday, March 23
Chapter 11: Planning Units and Lessons Due: Curriculum
Map
Friday, March 25
Chapter 12: Assessment and Grading
Monday, March 28
Chapter 13: Be Ready for the Unexpected
Wednesday, March 30
Health Topic
Friday, April 1
Observation Day
Monday, April 4
Chapter 14: Challenges and Roles of the Teacher-Coach
Wednesday, April 6
Chapter 15: Legal Issues Associated with Teaching Physical
Education Due: Performance Assessment
105
Friday, April 8
Monday, April 11
Wednesday, April 13
Friday, April 15
Monday, April 18
Wednesday, April 20
Friday, April 22
Monday, April 25
Wednesday, April 27
Friday, April 29
Monday, May 2
Wednesday, May 4
Friday, May 6
Week of May 9
Catch up Day; Review for Exam #3
Exam #3
Observation Day
Health Topic
Chapter 16: Designing Your Physical Activity Center
No Class—Good Friday
No Class—Easter Break
Chapter 17: Emerging as a Teacher Leader; Due: Pedometer
Intervention
Teach Lesson?
Teach Lesson?
Chapter 18: Keeping Up to Date—Learner for Life Due: Unit
Plan
Catch up Day; Review for Final Exam Due: Field Experience
Hours
Final Exam
XIII. Curriculum Guide:
106
**Campbellsville University offers a combined Health and Physical Education program that
utilizes the same curriculum contract.
CAMPBELLSVILLE UNIVERSITY SCHOOL OF EDUCATION
TEACHER EDUCATION PROGRAM
CURRICULUM GUIDE
P-12 Certification in Health and Physical Education 8/28/11
Name
Advisor___________________ Ethnicity_______
Gender: M/F
Address _______________________________________________
ID#________________________ Telephone Number
E-Mail Address ________________ Semester/Year admitted to TEP
____________
CAP I_____ CAP II/Portfolio_____ CAP III/Portfolio_____ CAP IV/Portfolio________
PRAXIS II Health & P.E.
(0856) _____ (156 passing)
Date Taken____________
PRAXIS II P.E.
(0092) _____ (151 passing)
PRAXIS II PLT Exam (0522, 0523, 0524) _____ (161 passing)
Praxis II Disclaimer: Kentucky educator certification requirements are subject to change. Before registering for the test(s), please check the
Education Professional Standards Board website at www.epsb.ky.gov for current test requirements and current cut scores. You may also contact
502-564-4606 or toll free at 888-598-7667.
Reminder: *A minimum overall GPA of 2.75 is required for admission to the TEP.
*A CAP IV Portfolio meeting all KY Teacher Standards is required for program completion.
Foundation Coursework: 12 hours
Professional Courses
33 Hours
Pedagogy Coursework: 9 hours
Sem/Year Grade
_______ _______ ED 102 Introduction to Education (3) _______
_______ ED 210 Basic Concepts and Phil. of Ed(3) _______
_______ ED 300 Human Dev. & Learn. Theory(3) _______
_______ ED 310 Instructional Technology(3)
Sem/Year
_______
_______
_______
Grade
_______ ED 325 Teaching Diverse Learners(3)
_______ ED 390 Assess. & Instr. Strategies (3)
_______ ED 416 Curriculum and Methodology(3)
Clinical Practice: 12 hours
_______ _______ ED 450 Student Teaching (12)
P-12 Health and Physical Education Courses
56 Hours
a.
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Health and P.E. Courses:
_______ HP 200 Healthful Living (3)
_______ HP 201 History of Health. P.E. & Sport (3)
_______HP 212 Intro. to Rhythmic Movement (2)
_______ BIO 221 Anat. & Phys.(BIO110 pre-req) (4)
_______ HP 251 Teaching Sport Skills I (2)
_______HP 252 Teaching Sport Skills II (2)
_______ HP 234 Safety in Sport and P.A. (2)
_______ HP 300 Prin. of Strength Train (3)
_______ HP 302 Test & Meas (MTH 130 pre-req) (3)
_______ HP 310 Nutrition (3)
_______HP 311 Drugs and Society (3)
_______ HP 320 Human Sexuality (3)
_______HP 321 School Health & P.E. (3)
_______ HP 380 Motor Learning (3)
_______ HP 390 Kinesiology (BIO 221 pre-req) (3)
_______HP 391 Adapted Physical Education (3)
_______HP 411 Teaching Health & P.E. 5-12 (3)
_______ HP 430 Psychology of Sport (3) OR
_______ HP 360 Gender and Diversity (3)
b.
_______
_______
_______
_______
_______
_______
_______
_______
_______
c.
_______
_______
_______
_______
_______
_______
Electives (choose one course from the following):
_______ HP 250 Care and Prev. of Athletic Inj. (3)
_______ HP 305 Comm. & Cons. Health (3)
_______ HP 340 Water Safety (HP 121 pre-req) (3)
_______ CHS 351 Christian Coaching (3)
_______ HP 375 Curr. Issues & Trends in Sports (3)
_______ HP 400 Phys. of Exer. (HP 230 pre-req) (3)
_______ HP 420 Exer. Test & Presc. (HP 230) (3)
_______ HP 444 Sport & Governance (3)
_______ HP 480 Special Topics (3)
Total: 3 Hours
Electives (choose one course from the following):
_______ HP 312 Coaching Theory of Baseball (2)
_______ HP 322 Coaching Theory of Basketball (2)
_______ HP 335 Coaching Theory of Volleyball (2)
_______ HP 342 Coaching Theory of Football (2)
_______ HP 345 Coaching Theory of Softball (2)
_______ HP 365 Coaching Theory of Tennis (2)
Total: 2 Hours
Grand Total with Gen. Ed.: 133 Hours
General Education: 44 hours
Professional Ed : 33 hours
Health Field: 56 hours
My signature below indicates I hereby recognize it is my responsibility to review and ensure I complete the
above requirements for successful continuation in and exit from the Teacher Education Program.
______________________________________________________________
__________________________
Student Signature
Date
_____________________________________________________________
__________________________
Advisor Signature
Date
Total: 51 Hours
107

SCHOOL OF EDUCATION - Campbellsville University

Transcription

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