2018-HPE-Teacher-Education-Handbook

Program Areas within HARK Department The Health and Physical Education PK-12 HPE program is one of several degree options offered within the HARK Department.. Physical and Health Educat

Department of Health, Athletic Training, Recreation, &

This handbook is specific to the HPE PK-12 Program and supplements information found

in the Longwood University Undergraduate Catalog

Table of Contents

Welcome……… 3

Beginning Teacher Standards……… 4

Teacher Preparation in Virginia……… 6

Applying to Program……… 7

Retention ……… 13

Student Teaching……… 15

Appendix A – Professional Dispositions……… 20

Appendix C - Course Sequence ……….……….……… 21

Appendix D – Professionalism and Professional Dress……….… 22

WELCOME

It is a pleasure to welcome you to our department and to acquaint you with the many opportunities you will have in your academic major It is important to take advantage of these offerings during your time with us as they provide an important foundation for

helping you to attain success and to achieve your career goals

The handbook has been developed to assist you with planning your academic course work in the Department of Health, Athletic Training, Recreation, and Kinesiology (HARK) This information will enable you to choose the proper sequence and scheduling of your major classes As you become familiar with your degree requirements, you and your advisor will be able to develop the most effective degree plan of study during your time at Longwood University Your success is important to us and we look forward to working with you

Mission Statement of Department- “Empowering and Inspiring Citizen Leaders to Promote Health, Leisure, and Performance”

The Department of Health, Athletic Training, Recreation, and Kinesiology is committed to the preparation of highly qualified and innovative professionals in the disciplines of athletic training, exercise science, physical and health education, and therapeutic

recreation Students are encouraged to develop reflective, professional beliefs and practices that build upon empirical and experiential knowledge Faculty incorporates student-centered approaches to learning and development that encourage personal and professional growth in academic, clinical, and laboratory settings, as well as field experiences

The department also provides opportunities for the University and the local communities to enhance their physical, mental, and social well-being To this end, faculty offer health education, human movement, and leisure opportunities designed to enhance the quality of life

Program Areas within HARK Department

The Health and Physical Education PK-12 (HPE) program is one of several degree options offered within the HARK Department The HARK Department offers programs of study leading to a Bachelor of Science Degree in Health and Physical Education PK -12

Students in both of these areas are considered kinesiology majors The Department also offers a degree program leading to the

Bachelor of Science in Therapeutic Recreation and a Bachelor of Science degree in Athletic Training

Students must understand that required courses are unique to each program Students wishing to change from one area to another should consult their advisor Although courses common to each area may facilitate a change, students should be aware that changing concentration areas or majors will often add additional time to the completion of degree requirements

Health and Physical Education PK-12 Program

A Physical and Health Education PK-12 Program Objectives

To prepare beginning physical education and health teachers who possess knowledge, skills, and dispositional characteristics

necessary to impact student learning in physical education and health (SHAPE/CAEP, 2015)

 To prepare individuals capable of teaching physical & health education to a diverse group of students in an ever changing society

 To prepare individuals who are reflective leaders in the field of physical & health education, capable of planning and effecting appropriate changes in their communities and schools

B 2017 SHAPE/CAEP Standards for Beginning Physical Education Teachers

2017 National Standards for Initial Physical Education Teacher Education

Standard 1: Content and Foundational Knowledge Physical education candidates demonstrate an understanding of common and

specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program Components – Candidates will:

1.a Describe and apply common content knowledge for teaching preK-12 physical education

1.b Describe and apply specialized content knowledge for teaching preK-12 physical education

1.c Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness for

Standard 2: Skillfulness and Health-Related Fitness*

Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness

Components – Candidates will:

2.a Demonstrate competency in all fundamental motor skills, as well as skillful performance in a minimum of four physical education content areas (e.g., games and sports, aquatics, dance and rhythmic activities, fitness activities, outdoor pursuits, individual-

performance activities)

2.b Achieve and maintain a health-enhancing level of fitness throughout the program

Standard 3: Planning and Implementation Physical education candidates apply content and foundational knowledge to plan and

implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students

Components – Candidates will:

3.a Plan and implement appropriate (e.g., measureable, developmentally appropriate, performance-based) short- and long-term plan objectives that are aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education

3.b Plan and implement progressive and sequential content that aligns with short- and long-term plan objectives and that addresses the diverse needs of all students

3.c Plan for and manage resources to provide active, fair and equitable learning experiences

3.d Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students

3.e Plan and implement learning experiences that require students to use technology appropriately in meeting one or more short- and long-term plan objective(s)

3.f Plan and implement learning experiences that engage students in using metacognitive strategies appropriately to analyze their own performance results

Standard 4: Instructional Delivery and Management Physical education candidates engage students in meaningful learning

experiences through effective use of pedagogical skills They use communication, feedback, and instructional and managerial skills to enhance student learning

Components – Candidates will:

4.a Demonstrate verbal and nonverbal communication skills that convey respect and sensitivity across all learning experiences

4.b Implement demonstrations, explanations and instructional cues that are aligned with short- and long-term plan objectives

4.c Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress 4.d Implement transitions, routines and positive behavior management to create and maintain a safe, supportive and engaging learning environment

4.e Analyze motor skills and performance concepts in order to provide specific, congruent feedback to enhance student learning

Standard 5: Assessment of Student Learning Physical education candidates select and implement appropriate assessments to monitor

students’ progress and guide decision making related to instruction and learning

Components – Candidates will:

5.a Select or create authentic, formal assessments that measure student attainment of short and long-term objectives

5.b Implement formative assessments that monitor student learning before and throughout the long-term plan, as well as summative assessments that evaluate student learning upon completion of the long-term plan

5.c Implement a reflective cycle to guide decision making specific to candidate performance, student learning, and short- and term plan objectives

long-Standard 6: Professional Responsibility Physical education candidates demonstrate behaviors essential to becoming effective

professionals They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional

development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals

Components – Candidates will:

6.a Engage in behavior that reflects professional ethics, practice and cultural competence

6.b Engage in continued professional growth and collaboration in schools and/or professional organizations

6.c Describe strategies for the promotion and advocacy of physical education and expanded physical activity opportunities

Teacher Preparation in Virginia

The Virginia State Board of Education must approve all teacher preparation programs at colleges and universities within the

Commonwealth of Virginia As such, students should understand that the Commonwealth mandates many of the requirements of our teacher preparation program Students who complete teacher preparation in a state-approved program are eligible to apply for a

Virginia teaching license In Virginia, licensure is earned to teach both health and physical education from pre-kindergarten through

grade 12 There is no separate certification to teach only Physical Education or only Health Education

Policies, Procedures, and Academic Standards

The Health and Physical education Faculty may make changes in the policies, procedures, and academic regulations during the

academic year Students within the HPE program must adhere not only to the policies, procedures, and academic standards within the Health and Physical Education Handbook, but also to any changes which may occur during the academic year Policies and

procedures in the university catalog of the year in which they enter Longwood University are binding, unless the student successfully petitions to be under a different catalog Academic advisors inform and help guide students in Health and Physical Education and university course work However, it is the Health and Physical Education major's responsibility to be familiar with the university's General Education goals, Bachelor of Science degree requirements, the Health and Physical Education program of required courses, as well as any other additional requirements

Students who are not admitted into teacher education by the beginning of their junior year will not be able to complete the

program within four years Transfer students (and change of majors) can expect their post-secondary education to exceed four years The Health and Physical Education course sequence has been carefully planned (See Appendix C) to provide the best

possible preparation for Health and Physical Education Majors Students will adhere to all requirements concerning

pre-requisites and co-pre-requisites No exceptions will be made unless there are extreme extenuating circumstances and the approval of the Health and Physical Education Faculty has been obtained

Applying to Program

Admission and retention in the HPE Program is not automatic Longwood University’s HPE Program prepares committed young professionals who meet academic standards and possess the appropriate dispositions to be successful teachers in the profession To that end, this handbook will provide the steps needed for admission, retention, and exit from the HPE Program

Students who are admitted into the teacher education program on or before the beginning of their junior year will be able to graduate within four years However, admission application must be completed during the spring semester of the sophomore year Please note that the HPE courses are offered in a very specific sequence Deviating from that sequence will delay graduation In addition, transfer students and students who change their major should complete their application to teacher education as soon as all requirements are met A minimum of one additional year in college is to be expected Waivers for pre-requisites and co-requisites will not be granted unless there are extreme extenuating circumstances and a successful appeal is made to the HPE Faculty Not achieving standardized test scores or the required GPA in a timely manner does not constitute extreme extenuating circumstances

Admission to Teacher Education –Health & Physical Education

Checklist for Admission to Teacher Education:

Complete 30 hours of college work which includes at

least one full semester at Longwood University

Obtain a positive recommendation from a Health and Physical Education faculty member as well as the

information to OPS CANVAS site Complete two of the following: HPEP 201, HPEP

202, HPEP 203, & HPEP 205

HPEP 201, 202, HPEP 205, & 280 OR successful interview with Health and Physical Education Committee Successfully complete background check

The above MUST be completed by the beginning of the junior year to ensure on-time graduation However,

application MUST be made in the sophomore year

I Academic Requirements & Required Pre-requisite Courses

Students should apply to the Teacher Education Program through MyLongwood as soon as he/she knows this is his/her major of choice (more information: http://www.longwood.edu/assets/professionalservices/Revised_Application_Process.pdf) This application will enroll you in the Office of Professional Services (OPS) Canvas course and ensure that the student receives reminders from OPS Before the candidate can be admitted to teacher education, he/she must have completed at least 30 hours of college work and have a grade point average of at least 3.0 (Students with a 2.5-2.99 will be placed on a wait list for admission.) Longwood University does not round off when considering minimum GPAs In addition, the candidate must:

Complete:

 English 160 with a grade of at least a “C-”

 Two of the following: HPEP 201, HPEP 202, HPEP 203, HPEP 205

 Apply for admission to teacher education

II Standardized Test Scores

To apply to the Teacher Education Program, the candidate must document his/her ability to meet specific standards in mathematics, reading, and writing Please upload successful scores to the appropriate assignment on the OPS Canvas site (You must have applied

to teacher education in order to be enrolled in the OPS Canvas course You may do this through MyLongwood.) The passing scores are established by the Virginia Department of Education and are necessary for admission to all colleges of education within the

Commonwealth of Virginia Students may meet this requirement by:

 SAT (combined score of 1100 from verbal and mathematics, with at least 530 on each section) OR

 ACT (composite score of at least 24; a math score of at least 22; and a combined English and reading score of 46) OR

 Praxis Core Academic Skills for Educators Tests – Praxis CASE (Reading test – 156; mathematics – 150; and writing 162) You have to pass all three of these tests to use this standardized test for admission

The other way to meet the standardized testing requirements in mathematics is to achieve a 150 on the Praxis Core Academic Skills for Educators: Mathematics (5732) exam

The candidate will meet reading and writing requirements by:

 Taking the Virginia Communication and Literacy Assessment (VCLA) and achieving a COMBINED score of 470 for the writing and the reading The VCLA test is available through the Pearson Vue company It has offices in Lynchburg, Newport News, Richmond, Roanoke, and Vienna You sign up through the website: www.vcla.nesinc.com Successful completion of the VCLA is REQUIRED before being admitted to teacher education.

PRAXIS CASE Information:

To complete the Praxis CASE, teacher candidates will complete the computer-based versions of the exams

VA Board of Education Approved Passing Score

CODE

Raw Scores

Scaled Scores Praxis Core Academic Skills for Educators:

MOST Health and Physical Education majors end up taking the Core Academic Skills for Educators (CASE) in mathematics (Test # 5732) You need a score of 150 to pass The CASE test is computer-based and available in many locations around Virginia Go to

www.ets.org for more information and to register (Test takers who are hearing impaired can call TTY 800-529-3590 The

candidate should have a credit card available when the call is made ) It will cost approx $100 to take the test There is

information about the test on the website AND for $17 more you can have access to an on-line version that you may take as many as

10 times to practice We recommend this highly. Books to help you prepare are on reserve in the Longwood Library

Scores are sent electronically to the student approximately one month after the test Please check the “junk mail” section of your email as the scores may be filtered The test results are linked for one year Once the link is removed, the student is charged an

additional $40 to retrieve the scores The student should make a copy of scores from EVERY Praxis Core test he/she completes AND upload them to the OPS Canvas course You may also elect to provide a copy to your advisor too

NOTE: If you do not achieve a passing score on the Praxis Core Academic Skills for

Educators OR the VCLA, you must wait 30 days before attempting either test again

Scheduling tests can be problematic, plan ahead

A list of all Prometric Test Centers in Virginia and their phone numbers are as follows:

PROMETRIC TEST CENTER

Alexandria, VA 22301

Phone: 703-671-4860 Site Code: 5114

4401 Ford Avenue Suite 200

PROMETRIC TEST CENTER

Bristol, VA 24202

Phone: 276-696-0172 Site Code: 5174

2426 Lee Highway Suite 100

PROMETRIC TEST CENTER

Chesapeake, VA 23320

Phone: 757-277-9877 Site Code: 4709 or 0059

660 Independence Parkway Battlefield Corporate Park Suite 300

PROMETRIC TEST CENTER

Phone: (804) 346-8777 Site Code: 5115 or 5112

PROMETRIC TEST CENTER

However, registering through www.ets.org is the preferred way

Over-all Grade Point Average Information:

Beginning in 2016-2017, Longwood University requires that the cohort average GPA of students being admitted to Teacher Prep in any given semester be at least 3.0 (overall) Individual applicants with an overall GPA of at least 3.0 will be immediately eligible for admission to Teacher Prep and will have their applications to the program processed after the March 1st deadline in advance of the following advising and registration period Prospective teacher candidates who have an Overall GPA ranging from 2.5 to 2.99 will be placed on a waitlist by the OPS and admitted in descending GPA order such that the cohort average GPA remains at 3.0 for that

semester The OPS will admit as many other students as mathematically possible while maintaining the cohort’s average GPA at the 3.0 required by the Council for the Accreditation of Education Preparation (CAEP) These calculations will not be completed for students placed on the waitlist until the end of the semester of application, so any improvements in the GPA during that semester would improve students’ chances of admittance at the semesters’ end In the event that students cannot be admitted as part of the semester’s cohort, they will be expected to work with their academic advisors to develop a plan for improving their overall GPA, which may include course retakes and/or tutoring services Students will remain on the waitlist until such time as they have the 3.0, can be admitted as part of a future cohort, or request that OPS cancel their application to the Teacher Preparation Program

III Admission to Teacher Preparation Program and to the Health and Physical Education PK-12 program

Admission to the Teacher Preparation Program

A Items to upload to the OPS CANVAS site:

a) COPY OF STANDARDIZED TESTS

b) BACKGROUND CHECK - also upload to OPS CANVAS site

c) Competition of all modules for Teacher Preparation