Physical Education Tchg - Coaching (K-12) BS
Program Purpose
Jesus taught and ministered to people from diverse cultures and languages, treating them with compassion and equity (see Alma 9:26). He also encouraged His disciples to teach others in their native languages. In the TESOL K-12 minor, you will follow His example by supporting multilingual learners from immigrant families in realizing their divine potential.
Through this program, you will learn to:
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Recognize the divine identity of multilingual students and their families while fostering a sense of belonging in your classroom, school, and community.
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Design lessons that build English proficiency while integrating subjects such as literacy, math, history, science, literature, and the arts.
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Connect classroom learning to students' backgrounds, experiences, and identities, helping them see their capabilities and value their own ideas.
This program equips you with the knowledge and skills to uplift and empower multilingual learners, enabling them to thrive academically, socially, and culturally.
The Physical Education Teaching - Coaching (K-12) BS in the Teacher Education Department is based on the aims of a BYU education and the conceptual framework for professional preparation programs of the McKay School of Education (MSE). The MSE has adopted the Utah Effective Teaching Standards (UETS) as its primary framework. In addition to adopting UETS, the PETE Program has embraced the accreditation standards of its respective professional association, the National Association for Sport and Physical Education (NASPE), which generally align with UETS. This program prepares entry-level teachers who: (1) understand and apply the BYU-Public School Commitments to Our Future (Civic Preparation and Engagement, Engaged Learning Through Nurturing Pedagogy, Access to Academic Knowledge and Achievement, Stewardship in School and Community, and Commitment to Renewal), (2) understand and apply the Utah Effective Teaching Standards (UETS), (3) demonstrate academic excellence, (4) act with social competence, and (5) engage in meaningful collaboration.
The objectives of the Physical Education Teaching - Coaching (K-12) BS are to:
1. Provide a university experience consistent with the mission and aims of Brigham Young University.
2. Develop a sound professional knowledge and skill base, and promote positive dispositions in our education professionals.
3. Prepare undergraduate students for licensure in Grades K-12 from the Utah State Office of Education. Many states have reciprocal agreements with Utah, where few or no additional courses, tests, or other requirements are necessary for the license to be recognized.
Connections between University and Educator Preparation Program (EPP) Aims.
- Spiritually strengthening. We understand that to serve others and to collaborate well with others requires spiritual strength, which can be gained through faith, prayer, personal sacrifice, service, and worship. We seek to create an environment that encourages candidates to explore and strengthen their spirituality. Our hope is that our candidates will be able to use their spiritual strength to engage in nurturing pedagogy and to create supportive learning environments that take into consideration the unique and varied needs of all learners.
- Intellectually enlarging. We understand that teachers must first seek knowledge, understanding, and wisdom in preparation for helping others to learn and grow. Thus we seek to create environments that are intellectually enlarging and support the academic excellence of our candidates. Indeed, we endeavor to support teacher candidates' development as inquiring and knowledgeable problem solvers who strive for personal and professional distinction. Furthermore, we expect our candidates to create opportunities for all students to access knowledge through high quality teaching.
- Character building. We understand that in order for our candidates to teach and collaborate well they must develop moral character that underpins social competence. Furthermore, we seek to help our candidates understand that teaching is a "moral endeavor" (Goodlad, 1990). We embrace and strive to help our candidates understand and embrace the moral dimensions of teaching as outlined by John I. Goodlad and others. Finally, we hope that our candidates will prepare youth for participation in a social and political democracy.
- Lifelong learning and service. We understand that teaching is a profession that requires lifelong learning and service; indeed, every teacher is continually in the service of children, schools, and communities. Furthermore, any teacher is capable of becoming a better teacher. Therefore, we seek to foster in candidates habits of reflective practitioners and to help them understand their responsibility to support, improve, and defend the principles of public education and to advocate for children. As our candidates embrace the notions of lifelong learning and service, they will be in a better position to serve as stewards of public education.
Curricular Structure
The Physical Education Teaching - Coaching (K-12) BS requires completion of a program entrance form. To be admitted, students must meet the following criteria:
- Complete SFL 210, NDFS 100, and PETE 227
- Complete a background check and be fingerprinted
- Supply information on previous experience working with children and youth
Once a student enters the program (after completing these three prerequisite courses) they will need to complete an additional 63.5 total credit hours in the major to be able to qualify for graduation and licensure. Students wishing to take a teaching minor, which is strongly recommended, must take additional hours to meet specific minor requirements. Students must take the PRAXIS national licensure exam in the semester prior to completing student teaching. In addition to classroom learning experiences, students will also have many field-based experiences in the public schools, culminating in the coaching internship and student teaching. All courses must be completed before the student teaching experience. The program takes at least four semesters. See program MAP and Catalog for additional details:
Learning Outcomes
The goals of the PETE Program are directly related to the Aims of a BYU Education, the UETS Standards and the NASPE Standards.
1. Skill and Fitness Based CompetencePhysical education teacher candidates have the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K-12 Standards.
The candidate demonstrates (through planning & instruction) a sound understanding of cognitive, linguistic, social, emotional and physical areas of student development.
The candidate deonstrates (through planning & instruction) an understanding of individual learner differences and cultural and linguistic diversity.
The candidate works with learners to create environments that support individual and collaborative learning, positive social interaction, active engagement in learning, and self-motivation.
The candidate demonstrates a sound understanding of the central concepts, tools of inquiry, and structures of the discipline.
The candidate uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
The candidate plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context.
The candidate uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.
The candidate is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.
The candidate is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.
The candidate demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.
Evidence of Learning
The PETE program has established four transition points (admission to the program, preclinical phase, post-clinical phase, and alumni) for assessing teacher candidates. At each of these transition points, teacher candidates are evaluated on multiple, common assessments developed and established by the faculty. These assessments include, but are not limited to, evaluations of academic performance (unit plans, lesson plans, teacher work samples, etc.), professional and interpersonal behavior measures, dispositional measures, and clinical practice measures, all of which are linked and tied to the program aims and UETS standards.
Data for major assessments are collected through the use of Educator as the unit data management system, which facilitates the creation, sharing, saving, and storing of information, assignments, assessments and other artifacts to be used as evidence of candidate performance. Candidate work samples are stored on Educator as well. Data are exportable to display software such as FileMaker Pro and Excel for program and unit reports.
Direct Measures
Performance Assessment and Evaluation System (PAES)
Praxis Performance Assessment of Teachers (PPAT)
PRAXIS II Subject Assessment: Physical Education Teacher Education (Test 5091)
1. Skill and Fitness Based Competence
- PAES Standard 4
- PRAXIS II, Exam 5091
2. Learner Development
- PAES Standard 1
- PPAT Task #1, #2, #3
3. Learning Differences
- PAES Standard 2
- PPAT Task #1, #2, #3
4. Learning Environments
- PAES Standard 3
- PPAT Task #1, #2, #3
- Prior to admission, candidates successfully complete the Technology Skills Assessment (TSA)
5. Content Knowledge
- PAES Standard 4
- PRAXIS II, Exam 5091
6. Assessment
- PAES Standard 5
- PPAT Task #2, #3, & #4
7. Instructional Planning
- PAES Standard 6
- PPAT Task #2, #3, & #4
8. Instructional Strategies
- PAES Standard 7
- PPAT Task #3 & #4
9. Reflection and Continuous Growth
- PAES Standard 8
- PPAT Task #4
10. Leadership and Collaboration
- PAES Standard 9
11. Professional and Ethical Behavior
- PAES Standard 10
Indirect Measures
Successful completion of the following courses under each program outcome.
1. Skill and Fitness Based Competence
PETE 230, PETE 231, PETE 274, PETE 276, PETE 301, PETE 335, PETE 342, PETE 344, PETE 345, PETE 346, PETE 347, PETE 364, PETE 377, PETE 399R, ScEd 476R, ScEd 496R, RECM 123, EXSC 365, EXSC 366
2. Learner Development
SFL 210, ScEd 350, PETE 274, PETE 276, PETE 377, ScEd 476R, ScEd 496R, CPSE 402
3. Learning Differences
PETE 461, PETE 274, PETE 276, PETE 377, PETE 399R, ScEd 353, ScEd 476R, ScEd 496R, CPSE 402
4. Learning Environments
PETE 274, PETE 276, PETE 377, PETE 399R, ScEd 476R, ScEd 496R, PETE 461
5. Content Knowledge
All program courses.
6. Assessment
PETE 274, PETE 276, PETE 377, ScEd 476R, ScEd 496R, PETE 461
7. Instructional Planning
PETE 274, PETE 276, PETE 377, ScEd 476R, ScEd 496R, PETE 461, PETE 399R
8. Instructional Strategies
PETE 274, PETE 276, PETE 377, ScEd 476R, ScEd 496R, PETE 461, PETE 399R
9. Reflection and Continuous Growth
PETE 274, PETE 276, PETE 377, ScEd 476R, ScEd 496R, PETE 461, PETE 399R
10. Leadership and Collaboration
PETE 274, PETE 276, PETE 377, ScEd 476R, ScEd 496R, PETE 461, PETE 399R
11. Professional and Ethical Behavior
PETE 274, PETE 276, PETE 377, ScEd 476R, ScEd 496R, PETE 461, PETE 399R
Learning and Teaching Assessment and Improvement
Faculty members and administrative leaders in the Department of Teacher Education analyze and evaluate the generated data and assessment outcomes at regular intervals associated with the four major transition points. This analysis takes place with reports generated by and through the Assessment Team. These reports are prepared at the end of each semester, providing summaries of student performance as well as access to the artifacts and assessments that produced the data. These summaries are reviewed by administrative leaders and the faculty at large in identifying program strengths and weaknesses. Through thoughtful discussion and debate, consensus is reached, targets/goals for change are identified, and procedures are put in place to achieve the goals. When and if necessary, proposals are forwarded to the University Council on Teacher Education and the University Curriculum Committee for approval.
Unit level analysis, evaluation, and improvement occur on a systematic basis. Under the direction of the Educator Preparation Program Executive Committee, assessment instruments are developed, tested, implemented, evaluated, and revised for the EPP. Data are aggregated and reported to the respective programs. Comparisons are made within and between programs.
Assessment Scales
PAES Scale: 3- Presevice Effective, 2- Developing, 1-Beginning, 0- Not Effective
Praxis Performance Assessment of Teachers (PPAT): Cut score: 36 or higher
PRAXIS II Exam 5091: Cut score:152
GPA Scale: 4.00