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SENIOR PORTFOLIO REQUIREMENT Department of Health and Exercise Science Gustavus Adolphus College |
Majors in Physical Education and majors in Health Education are required to complete a senior portfolio prior to graduation. The e-portfolio is designed to:
1) assist students in assessing their own learning;
2) help the department assess the quality of its programs;
3) aid students in assembling materials that can be used during the job search and/or application to graduate school.
Work included within the portfolio is linked to the Minnesota Board of Teaching and NCATE-NASPE/NCATE-AAHE professional competencies for undergraduate teacher education majors within the disciplines of physical education and health education. Both the department of Health and Exercise Science and the Education Department require a senior portfolio. The portfolio created in HES 237 is used to satisfy the portfolio requirement for both departments but there are clear guidelines and standards created by EACH department (MN Bd of Teaching-Standards for Effective Practice-see Education Department website; HES Senior Portfolio Guidelines-AAHE/NASPE-this document).
The rest of this document relates ONLY to the requirements set by the HES department for its portfolio.
(Go to this link to see the requirements set by the Education Department:
http://gustavus.edu/academics/education/progreq/portfolios.php
You will learn more about the Education department requirements when you complete EDU 399.)
HES E-Portfolio Requirements
Students must select examples of projects completed within required courses that show evidence of mastery for at least 8 NASPE standards, and at least 8 AAHE Standards. Some projects will be a "required" part of the portfolio while students may choose other assignments completed in HES department courses that show mastery of additional NASPE/AAHE standards. For example, all students will include:
1. a philosophy statement for each major,
2. examples of lesson and unit plans for each major,
3. at least two examples of technology projects, and
4. a vita or resume.
Other projects to be included within the portfolio may be selected by the individual student and matched to the appropriate standard. It is possible that a project may satisfy more than one standard. For example, a unit plan written for health education will show mastery of one of the AAHE standards and one of the MN Board of Teaching Standards for Effective Practice (Education Department).
Process of Developing the E-Portfolio
The portfolio project will be introduced at the initial advising meeting when a student decides to declare a major in physical education and/or health education. Students will be given a description of the portfolio project. The electronic portfolio will be created and formatted in HES 237, Information Literacy in Health and Physical Education, a course required for majors in Health Education and Physical Education. (These majors are exempt from a parallel course within the Education Department, EDU 241.) A Web Quest, Newsletter, and other technology-based projects will be completed and included within the e-portfolio when students take HES 237. Students then add additional projects/assignments to the e-portfolio as they complete required courses within their major(s). It is imperative that students add these projects as they progress through the sophomore, junior, and senior year to avoid having to finish the entire portfolio senior year! Remember that you will take EDU 399 in the education department during your senior year and be completing all the sections of their portfolio in that course. We begin the portfolio when you take HES 237 so you have at least a couple of years to "build" your HES portfolio.
The e-portfolio will be reviewed by Bonnie Reimann when physical education majors complete HES 316, The Physical Education Program Model, and by Dr. Herman/Dr.Larson when health education majors complete HES 397, Senior Seminar in Health Education. Dr. Herman, your advisor, will also check progress on the portfolio during fall of your senior year during an advising appointment.
Presenting the HES E-Portfolio
Finally, the senior e-portfolio for the two majors will be formally presented to departmental faculty during HES 396, Student Teaching Reflection. This course is completed during the student teaching experience. Departmental faculty will determine whether the required elements are included within the portfolio and whether it is acceptable. If the portfolio is not presented or is unacceptable, the student will receive an incomplete in HES 396. If further work is needed on the portfolio, it is the student’s responsibility to complete the work and resubmit the portfolio to the faculty member who teaches HES 396. Once the portfolio is accepted, a grade change from Incomplete to Pass will be recorded. Satisfactory completion of the e-portfolio is a requirement for graduation.
Students majoring in physical education and/or health education but not completing teacher licensure will present their portfolio to a group of departmental faculty at a meeting to be arranged during the semester prior to graduation. All criteria described above apply.
PHYSICAL EDUCATION MAJORS
Physical Education Competency Areas and Examples of Projects
2001 INITIAL STANDARDS – PREPARATION OF PE TEACHERS
NASPE Standard 1: Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.
1.1 Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purpose of improving learning.
1.2 Demonstrate competent motor skill performance in a variety of physical activities.
1.3 Describe performance concepts and strategies related to skillful movement and physical activity (e.g., fitness principles, game tactics, skill improvement principles).
1.4 Describe and apply biophysical (anatomical, physiological, and biomechanical) and social-psychological concepts to skillful movement, physical activity, and fitness.
1.5 Understand and debate current physical education/activity issues and laws based on historical, philosophical, and sociological perspectives.
1.6 Demonstrate knowledge of approved state and national content standards, and local program goals.
Standard 2: Growth and Development. Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.
2.1 Monitor individual and group performance in order to design safe instruction that meets student developmental needs in the physical, cognitive, and social/emotional domains.
2.2 Understand the biological, psychological, sociological, experiential, and environmental factors (e.g. neurological development, physique, gender, socio-economic status) that influence developmental readiness to learn and refine movement skills.
2.3 Identify, select, and implement appropriate learning/practice opportunities based on understanding the studentdef, the learning environment, and the task.
Standard 3: Diverse Students. Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences.
3.1 Identify, select, and implement appropriate instruction that is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g., cultural, personal, family, community).
3.2 Use appropriate services and resources to meet diverse learning needs.
Standard 4: Management and Motivation. Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. This standard is concerned with teacher candidate’s use of a variety of strategies to Outcomes - Teacher candidates will:
4.1 Use managerial routines that create smoothly functioning learning experiencf and environments.
4.2 Organize, allocate, and manage resources (e.g., students, time, space, equipment, activities, teacher attention) to provide active and equitable learning experiences
4.3 Use a variety of developmentally appropriate practices to motivate students to participate in physical activity in and out of the school.
4.4 Use strategies to help students demonstrate responsible personal and social behaviors (e.g., mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment.
4.5 Develop an effective behavior management plan.
Standard 5: Communication. Physical education teachers use knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings. Teacher candidates demonstrate sensitivity to all students, and model appropriate behavior. Outcomes - Teacher candidates will:
5.1 Describe and demonstrate effective communication skills (e.g., use of language, clarity, conciseness, pacing, giving and receiving feedback, age appropriate language, non- verbal communication).
5.2 Communicate managerial and instructional information in a variety of ways (e.g., bulletin boards, music, task cards, posters, Internet, video).
5.3 Communicate in ways that demonstrate sensitivity to all students (e.g., considerate of ethnic, cultural, socio-economic, ability, gender differences).
5.4 Describe and implement strategies to enhance communication among students in physical activity settings.
Standard 6: Planning and Instruction. Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards. This standard deals specifically with pedagogical knowledge and application. The core of this standard will be a series of sequential and progressive field experiences that allow teacher candidates to refine, extend, and apply their teaching skills. Outcomes - Teacher candidates will:
6.1 Identify, develop, and implement appropriate program and instructional goals.
6.2 Develop long and short-term plans that are linked to both program and instructional goals, and student needs.
6.3 Select and implement instructional strategies, based on selected content, student needs, and safety issues, to facilitate learning in the physical activity setting.
6.4 Design and implement learning experiences that are safe, appropriate, relevant, and based on principles of effective instruction.
6.5 Apply disciplinary and pedagogical knowledge in developing and implementing effective learning environments and experiences.
6.6 Provide learning experiences that allow students to integrate knowledge and skills from multiple subject areas.
6.7 Select and implement appropriate (i.e., comprehensive, accurate, useful, safe) teaching resources and curriculum materials. 6.8 Use effective demonstrations and explanations to link physical activity concepts to appropriate learning experiences.
6.9 Develop and use appropriate instructional cues and prompt to facilitate competent motor skill performance.
6.10 Develop a repertoire of direct and indirect instructional formats to facilitate student learning (e.g., ask questions, pose scenarios, promote problem solving and critical thinking, facilitate factual recall).
Standard 7: Student Assessment. Physical education teachers understand and use assessment to foster physical, cognitive, social, and emotional development of students in physical activity. Teacher candidates will use various forms of authentic and traditional assessment to determine achievement, provide feedback to students, and guide instruction. Critical to this process will be an analysis of the appropriateness of various assessments. Outcomes - Teacher candidates will:
7.1 Identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability, and bias.
7.2 Use a variety of appropriate authentic and traditional assessment techniques (including both self and peer assessments) to assess student understanding and performance, provide feedback, and communicate student progress (i.e., for both formative and summative purposes).
7.3 Involve students in self and peer assessment.
7.4 Interpret and use learning and performance data to make informed curricular and/or instructional decisions.
Standard 8: Reflection. Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally. This standard can be met through evidence that demonstrates effective self-reflection on the part of teacher candidates. Outcomes - Teacher candidates will:
8.1 Use a reflective cycle involving description of teaching, justification of teaching performance, critique of the teaching performance, the setting of teaching goals, and implementation of change.
8.2 Use available resources (e.g., colleagues, literature, professional organizations) to develop as a reflective professional.
8.3 Construct a plan for continued professional growth based on the assessment of personal teaching performance.
Standard 9: Technology. Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity. The intent of this standard is to ensure that teacher candidates develop knowledge of and ability to implement current technologies in order to enhance learning. Outcomes – Teacher candidates will:
9.1 Demonstrate knowledge of current technologies and their application in physical education.
9.2 Design, develop, and implement student learning activities that integrate information technology.
9.3 Use technologies to communicate, network, locate resources, and enhance continuing professional development.
Standard 10: Collaboration. Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students' growth and well-being. This standard encompasses teacher candidates’ opportunities to interact and advocate for physical activity both in school and the larger community. Inclusion of learning experiences that involve teacher candidates with community agencies would be appropriate. Outcomes - Teacher candidates will:
10.1 Identify strategies to become an advocate in the school and community to promote a variety of physical activity opportunities.
10.2 Actively participate in the professional physical education community (e.g., local, state, district, national) and within the broader education field.
10.3 Identify and actively seek community resources to enhance physical activity opportunities.
10.4 Establish productive relationships with parents/guardians and school colleagues, to support student growth and well-being.
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Required Projects (Artifacts) For Majors in Physical Education
Professional Vita/Resume
Well-written philosophy of Physical Education
A unit plan for elementary age students
A unit plan for secondary level students
At least two lesson plans
At least one technology project
*Students will decide which standards each of the above assignments matches and develop a reflection to explain what they learned from the assignment and how it matches the standard.
Other Assignments Completed Within Required Courses that Match a NASPE Standard
Remember that you must have assignments (called artifacts) and reflections for each that match no fewer than 8 NASPE standards.
*The student may choose to add additional materials to the electronic portfolio.
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HEALTH EDUCATION MAJORS
Health Education Competencies and Examples of Projects
AAHE/NCATE Health Education Standards and Key Elements, 2009
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.
Standard II: Needs Assessment. Candidates assess needs to determine priorities for school health education.
Key Element A: Candidates access a variety of reliable data sources related to health.
Key Element B: Candidates collect health-related data.
Key Element C: Candidates infer needs for health education from data obtained.
Standard III: Planning. Candidates plan effective comprehensive school health education curricula and programs.
Key Element A: Candidates design strategies for involving key individuals and organizations in program planning for School Health Education.
Key Element B: Candidates design a logical scope and sequence of learning experiences that accommodate all students.
Key Element C: Candidates create appropriate and measurable learner objectives that align with assessments and scoring guides.
Key Element D: Candidates select developmentally and culturally appropriate strategies to meet learning objectives.
Key Element E: Candidates align health education curricula with needs assessment data and the National Health Education Standards.
Key Element F: Candidates analyze the feasibility of implementing selected strategies.
Standard IV: Implementation. Candidates implement health education instruction.
Key Element A: Candidates demonstrate multiple instructional strategies that reflect effective pedagogy and health education theories and models that facilitate learning for all students.
Key Element B: Candidates utilize technology and resources that provide instruction in challenging clear and compelling ways and engage diverse learners.
Key Element C: Candidates exhibit competence in classroom management.
Key Element D: Candidates reflect on their implementation practices, adjusting objectives, instructional strategies and assessments as necessary to enhance student learning.
Standard V: Assessment. Candidates assess student learning.
Key Element A: Candidates develop assessment plans.
Key Element B: Candidates analyze assessment instruments.
Key Elements C: Candidates develop instruments to assess student learning.
Key Element D: Candidates implement plans to assess student learning.
Key Element E: Candidates utilize assessment results to guide future instruction.
Standard VI: Administration and Coordination. Candidates plan and coordinate a school health education program.
Key Element A: Candidates develop a plan for comprehensive school health education (CSHE) within a coordinated school health program (CSHP).
Key Element B: Candidates explain how a health education program fits the culture of a school and contributes to the school’s mission.
Key Element C: Candidates design a plan to collaborate with others such as school personnel, community health educators, and students’ families in planning and implementing health education programs.
Standard VII: Being a Resource. Candidates serve as a resource person in health Education.
Key Element A: Candidates use health information resources.
Key Element B: Candidates respond to requests for health information.
Key Element C: Candidates select educational resource materials for dissemination.
Key Element D: Candidates describe ways to establish effective consultative relationships with others involved in Coordinated School Health Programs.
Standard VIII: Communication and Advocacy. Candidates communicate and advocate for health and school health education.
Key Element A: Candidates analyze and respond to factors that impact current and future needs in comprehensive school health education.
Key Element B: Candidates apply a variety of communication methods and techniques.
Key Element C: Candidates advocate for school health education.
Key Element D: Candidates demonstrate professionalism.
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Required Projects (Artifacts) for Health Education Majors
Professional Vita/Resume
Well-written philosophy of Health Education
A unit plan for middle school or high school age students
At least two lesson plans
At least one technology project
Other Assignments Completed Within Required Courses that Match a NASPE Standard
Remember that you must have assignments (called artifacts) and reflections for each that match no fewer than 8 AAHE standards.
*The student may choose to add additional materials to the electronic portfolio.
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HEALTH FITNESS MAJORS
There are no specific competencies for completion of a major in Health Fitness but you still must create a section within your e-portfolio for this major if you are completing it.
Required Projects (Artifacts) for Health Fitness Majors
Professional Vita/Resume
Well-written Philosophy of Health Education/non-teaching focus
Health Fitness Module
Lay Article
Two additional examples of writing projects
One technology project
Other Assignments Completed Within Required Courses
You must include at least THREE additional examples of your work (artifacts and reflections on what you learned).
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ARTIFACT AND REFLECTION - AN EXAMPLE
*This artifact and reflection shows mastery of ONE AAHE standard (STD 2, Elements B,C,D).
You would need no fewer than five additional artifacts/reflections then within your portfolio for the Health Education major section.
AAHE Standard 2: Candidates plan effective health education programs.
Element A: Candidates recruit school and community representatives to support and assist in program planning.
Element B: Candidates develop a logical scope and sequence plan for a health education program.
Element C: Candidates formulate appropriate and measureable objectives.
Element D: Candidates design educational strategies consistent with specified learner objectives.
Artifacts: The three artifacts included under Health Education on my Majors page were written during my junior year when I completed the School Health Program course and the Methods and Materials of Health Education courses. Artifact one is a 10-day scope and sequence for a unit on Weight Management designed for 10th graders, and Artifacts 2 and 3 are lesson plans within the unit. The first lesson plan is titled: Healthy Ways to Lose Weight, and the second lesson plan is titled: Evaluating Media Messages About Weight and Body Image. These lesson plans include objectives, teaching activities, and assessments. In the spring of my junior year I also had the opportunity to teach these two lessons to 10th graders in a public school setting.
Reflection: By creating these artifacts, and several other units and lesson plans, I learned how to plan an effective well-sequenced curriculum for health education. We also designed a cycle plan for the entire health education curriculum that showed the complexity of limitations such as time, teaching staff, and resources and how to ensure that the national standards are embedded within the curriculum even though there are time and other limitations. By actually teaching lesson plans I developed, I also had the opportunity to see how well the lessons and activities worked, and to assess whether objectives were met. Being able to actually see students engaged in the learning activities taught me a lot about how teens learn, classroom management, and ways to modify activities and objectives for students with special needs. Additionally, feedback from both the course instructor and the supervising teacher during practicum were invaluable ways to further improve my program planning skills. After teaching, we wrote reflections and shared these in class and then created a class summary of ways to further improve the planning process. I feel confident that I can write effective curricula and design effective lessons for health education instruction.
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FINAL COMMENTS
To expedite creation of an excellent portfolio, all majors should begin keeping copies of outstanding projects, teaching video clips, and other assignments on your Home Directory. Create two folders – one for Health Education and one for Physical Education.
Review the required elements listed above and begin to think about examples of projects that show mastery of the competencies.
For example, in HES 209 you write a Physical Education Philosophy statement. Keep a copy in your "Physical Education Portfolio" file since this would clearly show mastery of Competency 1, Element 1.5. (This assignment is also one of the required artifacts within the P.E. section of your e-portfolio.)
Another example... in HES 224, PE Methods I, you create lesson plans. Keep two or three examples in your “Physical Education Portfolio” file since this clearly shows mastery of Competency 12 under Physical Education.
Or, after completing HES 355 place a copy of your Health Education Philosophy in your Health Education Portfolio file since this assignment shows mastery of Health Ed. Competency #2.
If you are majoring only in PE or only in Health Ed. then you will be asked in HES 237 to create a second portfolio for Coaching Minor or some other second major if you declare one. For example, if you are a double major in Health Ed. and Health Fitness, then in your Home Directory have these two files. Add projects that showcase your skills and work from those two majors.
Your HES Advisor, Dr. Herman will be happy to answer questions and assist with your choice of projects. Since the e-portfolio is a departmental graduation requirement, it is critical that you begin this process as early as possible, preferably during fall of your sophomore year. Remember, you formally present the e-portfolio during your final semester at Gustavus/or during student teaching so be well prepared and be PROUD of your work!