EDUC 458
Student Teaching

Syllabus

Spring 2002

INSTRUCTOR:

	Dr. Donna Woolard		100 Carter Gymnasium
	893-1366 Office		Home Information - password protected
			Email address
	www.pepraxis.com		PE Praxis Exam Information
	www.drwoolard.com		Dr. Woolard's Home Page
	webpages.charter.net/woolard		The Attic - more stuff from Dr. Woolard
	www.drwoolard.net		Making Web Page Interactive

CLASS INFORMATION:

	educ458		Class User Name
	pe4me		Class Password
	www.edline.net		Class Grades and Attendance Reports

TEXT:

Randall, Lynda E. (1992). The Student Teacher's Handbook for Physical Education. Champaign, IL: Human Kinetics. (The book is currently out-of-print.)

RELATIONSHIP TO UNIVERSITY MISSION:

This class aids in achieving the University Statement of Purpose by:

	Transferring knowledge and values related to exercise science and exercise pedagogy to students;
	Equipping students with needed skills and insights related to teaching physical education, and by encouraging students to grow professionally and develop a strong sense of personal and professional integrity;
	Preparing future sport, fitness and physical education professionals to live purposeful lives through undergraduate professional preparation and education;
	Providing services to the general community through research, professional service, continuing education, publications, presentations, and collaboration with the public schools.

GENERAL DESCRIPTION:

The student teacher observes, aids, and ultimately assumes charge of regularly scheduled classes in a school. Each student teacher participates in planning and evaluative sessions with the education faculty, the specialty area faculty and others. Members of the education faculty, subject matter specialists, and cooperating teachers work together in the assignment and supervision of the student teacher.

PROBLEM-SOLVING EMPHASIS:

The student is expected to use problem solving and systematic supervision in the student teaching situation. Assignments from The Student Teacher's Handbook for Physical Education are included to promote the growth of prospective teachers.

SPECIFIC COMPETENCIES:

The student teaching experience is specifically designed to meet the North Carolina State Department of Public Instruction Guidelines and Competencies in Professional Education and Physical Education. See page 24-30 of the Campbell University Handbook for Cooperating School Personnel and Student Teachers.

ASSIGNMENTS:

Each student is expected to complete the following assignments from The Student Teacher's Handbook for Physical Education. Note that the systematic observations are to be done on your teaching not the teaching of your supervising teacher! Strategies for having systematic observations performed are covered in the assignments and readings. These assignments are to be turned into Dr. Woolard, not to your School of Education Supervisor. Turn in these assignments by the last day you student teach. Dr. Woolard will not evaluate your performance until the systematic observations and assignments have been turned in and completed satisfactorily. It is also important to note that these systematic observation can be helpful in producing the student teaching portfolio. Just make a professional looking copy of your results and your analysis into the portfolio. These assessments are aimed at guiding your self-improvement efforts. Use them to your best advantage.

	Components 1, 2, 3, 4, 5, 9, 10, and 11.
	Two (2) additional components of your choice.
	You should complete one (1) component a week. By the end of the student teaching experience you should have completed ten (10) of the fifteen (15) components.
	The characteristics of your individual student teaching assignment will determine the specific methods you use to complete the components.

EVALUATION:

See the Campbell University Handbook for Cooperating School Personnel and Student Teachers for further information regarding student teaching requirements and evaluation.

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