| Author |
Message |
Steve Jefferies (Admin)
Board Administrator
Username: Admin
Post Number: 112
Registered: 1-2008
| | Posted on Saturday, May 28, 2011 - 3:18 pm: |       |
AREA C: PE2020 Physical Education Teacher Education
Clearly, the changes imagined as part of PE2020 for K-12 physical education in the future can only be successfully implemented through cooperative efforts with teacher education programs responsible for preparing tomorrow’s physical educators. “Poor placements during student teaching are detrimental to quality teacher education.” How to effectively prepare the next generation of physical educators with the skills and knowledge they need to teach in the present and yet be prepared to change programs to meet the needs of tomorrow needs to be addressed. The following recommendations attempt to reconcile these sometimes conflicting responsibilities:
1. Alert the PETE 2012 conference planning committee to the visions and common themes that emerged in PE2020 essays and in the PE2020 forum, with the suggestion that the focus of the 2012 PETE conference should revolve around professional preparation for the future. Sample topics might include:
• Changing role of the physical education teacher
• What does the Director of Physical Activity or C-DPA mean for PETE?
• Are we creating culturally responsive teachers?
• Consider residency and medical models
• Online classes to build a customized degree
• School-university partnership to implement LMIS
• Urgency of reform – (Quote from Forum participant - If PETE does not respond and change candidate preparation to reflect topics addressed today, not only will we keep creating Gym Teachers we will be standing alone watching students (K-12/16) move away from us.)
• How to individualize/differentiate lessons using data and how to teach others to do so
2. Develop a “national supervisor certification” program for cooperating teachers.
• Develop effective strategies with supporting technology to connect PETE students with quality physical education teachers and programs.
• Develop a protocol and practical examples of interconnected PETE and K-12 programs
3. Develop a position statement on Physical Education Teacher Development and Professional Development related to technology.
• Address fears about technology replacing the development of social relationships and the interrelationship.
4. Create a national certification process for PETE faculty that will allow them to host student teachers or online students from other universities. This would be the first step in developing a national network of approved training sites for placement of pre-service teachers and/or mentoring of new teachers (i.e., study abroad/international for physical education).
5. Create video toolkits and webinars for PETE programs to use during instruction. Similar to the master teacher videos, these resources should provide authentic examples of how instructional strategies can be enacted. These should be free for any PETE program to go online and use
• Experts explain curriculum models, instructional models, and provide sample lessons that utilize these strategies
• Strategy to develop professionalism and lifetime commitment to professional organization.
• Strategies and practical examples from K-12 settings of ways to integrate physical education with other curricular subject matter.
• Marketing and advocacy strategies with online illustrations of working examples |
melondash (Unregistered Guest)
Unregistered guest
| | Posted on Thursday, June 09, 2011 - 9:27 am: | |
I am new to AAPHERD. I'm impressed with the progressive thinking in this document. My school has a core curriculum for teachers that covers the future of teaching in virtually all topics (understatement). It is core knowledge of learning and how to present progressions in a way that virtually guarantees learning. We've used it without exception for 28 years with 4000 students without one failure. We're in the private sector. It can be reviewed at www.5CirclesTeachingMethod.com.
The method is understood when it's seen in person.
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TerriLahr (Unregistered Guest)
Unregistered guest
| | Posted on Thursday, June 09, 2011 - 9:39 am: | |
Formative and Summative assessments beyond the basic fitness testing. |
Joe Smith (Unregistered Guest)
Unregistered guest
| | Posted on Friday, June 10, 2011 - 7:30 am: | |
PETE concepts mentioned here are good. Higher Ed and the PE community at large needs to collaborate these reforms to reflect the schools which PE specialists and health educators are working. Elementary teachers have children for 6-7 years in elementary settings. Middle school settings tend to be 3 years and currently high schools continue to have 1-unit of health and 1-unit of PE, which might be a semester or a year for the lucky teens. Higher ed has clung to the sport skills of secondary schools being much of the curriculum, while in public practice the students getting instruction are in elementary and middle schools. That is a MAJOR DISCONNECT in teacher prep-progams. The lack of adequate facilities beyond a larger gym space is an obstacle nationwide for most schools/PE specialists. The high school students currently have a 1-unit credit for graduation and waivers are everywhere due to sports and marginal physical activity classes. LIFETIME WELLNESS needs to become the focus of instruction and leave the majority sport skills in coaching programs. Today parents and children seek out specialized sport skills/teams to travel with or play in community recreation leagues. Quality movement programs in elementary schools are the foundation for all sport skills, dance, lifetime activities let alone the sensory-motor-perceptual abilities needed for learning. Emphasis needs to address Laban's dance vocabulary; human development in regards to body to brain connections (sensory-motor-perceptual); Gallahue levels of basic movement patterns in the elementary levels, while the scope and sequence of local physical activities found in the various geographic & demographic areas of the country can expand in middle and high school settings to reinforce the 6-National Standards. |
Doug Garner (Unregistered Guest)
Unregistered guest
| | Posted on Monday, June 27, 2011 - 8:29 am: | |
Research demonstrates that many physical education teachers do not feel prepared to provide quality programs for students with disabilities, especially in mainstream classes. Disability specific focus and language in physical education teacher education areas would help the organization be vigilant in providing quality physical education services for ALL students. |
PE Teacher (Unregistered Guest)
Unregistered guest
| | Posted on Monday, June 27, 2011 - 9:24 am: | |
I am very concerned about any PE teachers being hired out of college. With all the budget cuts and non hiring in place.
I think that regular classroom teachers will be moved to PE positions because the district are so hard up for money. I feel
so badly for those new PE teachers. There are not even enough jobs for those that presently teach. I plan on possibly retiring in one year, and I know that the PE teachers existing in our district will either be moved to my spot or a high school PE teacher will be moved
down to it. I have heard that PE will not be required at the high school level eventually and that it will be elective. is that correct?
If so, all those PE teachers will need to be placed. There won't be positions for the new PE college graduates. Please correct me
if I am wrong. I know so many classroom teachers who want to be moved to teach PE. Alot of the open jobs will be filled from
within. Bud Turner has workshops in February that teach all teachers how to teach PE.
With our huge state budget cuts, I feel that PE teachers and other specialists have a grim future. Sorry to say that. |
Gerry Cernicky (Pingeyez2)
Junior Member
Username: Pingeyez2
Post Number: 14
Registered: 2-2005
| | Posted on Monday, June 27, 2011 - 5:57 pm: | |
Nothing would be better to have people like Bud Turner help pE teachers in their classes. But, the main problem is to get those who are apathetic to join in . This includes talking to the PTA , making a PE web site at your school to demonstrate what we do and informing the public with invitations to come and view your class . Or have a school demonstration. During my tenure , I invited the (all)Principals and parents to view my class during a two week segment of time.There are so many PE teachers who have no clue about the NEW PE , standards, accountability and advocacy. These are the ones who are an easy mark for a negative perception of PE .Even when some of these teachers go to conferences, they tend to go back to the easy way out because the NEW PE is just too much work .Yes, the jobs aren't there in abundance anymore and how much money can be saved in the elementary when the classroom teachers do PE, which will end up water and potty break time to minute contractural minutes . Been there and have seen both the apathetic and clasroom teacher using potty breaks and dodgeball /kickball as their "GYM" class. E live in a different time and if (we) don't wake up soon , I would hate to think what will happen to PE . I retired in 2002 and still in the trenches fighting the fight with advocacy and sharing with others in our PE1 and PE Central Facebook groups along with Sportime Discussion group. We need a new set of leaders, pronto. |
Elizabeth Tropia (Unregistered Guest)
Unregistered guest
| | Posted on Monday, June 27, 2011 - 7:51 pm: | |
I strongly support the claims that a network of teachers working together is step in the right direction. It's so hard to get different perspectives when you're hearing the same thing from the same professors year in and year out. I feel that some sort of network or working with teachers from a different university would be beneficial for everyone involved. It would give young teachers, like myself a way to hear new and different ideas than the ones you've already heard. I also like the idea of online tool kits and webinars to help young teachers get started. I think this would allow different ideas and concepts to spread through out our network of professionals at a faster rate. |
Carol Krueckeberg (Unregistered Guest)
Unregistered guest
| | Posted on Wednesday, June 29, 2011 - 8:52 am: | |
Mrs. Obama has started the initiative of the importance of physical activity and nutrition. I don't think the message is getting to states and school boards. I think PETE should include classes in advocacy! I have just retired at the end of the school year and plan to do some advocacy in my state, county and city. We also need a way to stress the importance of staying up to date with best practices. I have been a member of AAHPERD since 1978. It has kept me up to date and informed of all new initiatives. The online webinars and tool kits are extremely important for new teachers. Physical Education sites such as PE Central have helped teachers stay focused on professionalism. If we don't act like professionals we will not be treated as professionals. Every physical educator needs to establish themselves as a respected teacher in his/her school. That comes with accepting new changes in education(academics) because we are REAL teachers if we show them we are!! The job is so rewarding if you put forth the effort of learning new things even if they are old things presented in a new fashion. These are good ideas, especially national guidelines so everyone can be on the same page. |
Gary Bohl (Unregistered Guest)
Unregistered guest
| | Posted on Thursday, June 30, 2011 - 8:00 am: | |
The change in PE starts with us the PE teachers! As long as some people still commit to "rolling out the ball" our profession is in trouble. As the old school thought moves aside and newer teachers come in the quality of PE programs have gone up. The important thing is for young teachers to not fall into the trap of reverting back to the old ways because it's easy. My student teaching was valuable to me not because I had teachers that pushed the limit, but because I had teachers who were stuck in the old school gym. I learned what NOT to do and made my passion for PE even more. Not everybody will make this connection some may fall into the trap of the easy way; that's why I really like point #4. If a teacher is required to go above and beyond just to have a student teacher then you will know that they will generally be a higher quality teacher that will provide a positive experience for their student teacher. On the other hand, this may limit the number of placements and make it harder for the growing number of PE student teachers to get their student teaching experience. |
kevin.hauck (Unregistered Guest)
Unregistered guest
| | Posted on Friday, July 01, 2011 - 7:17 am: | |
I believe that the change in physical education also begins with us as teachers. To aid P.E teachers in this endeavor, I feel technology plays a huge role in the development of our field. P.E is so far behind other subject areas in terms of incorporating technology in the curriculum. Whether it be something as small as heart rate monitors or pedometers, to something more extensive as personal ipad's or personal devices to track fitness. Technology can make a connection with our students in a new interactive way. Being a physical education teacher in the city of Rochester, I know that budgets are tight to even non-existent. However this is way a motiviated, driven P.E. teacher can make a difference. There are thousands of grants and programs that are avaiable if the work is willing to be done on our part. The opportunities we can provide through technology can be a great tool in motiviation and new cutting edge ideas!! |
