PE Teaching - Coaching MIN

Program Purpose


The Physical Education Teaching - Coaching Minor 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 Minor are to:

1. Provide a university experience consistent with the mission and aims of Brigham Young University.

2. Develop a professional knowledge and skill base, and promote positive dispositions in our education professionals.

3. Prepare undergraduate students for licensure in Grades 6-12 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.

Curricular Structure

The Physical Education Teaching - Coaching Minor requires that students have a teaching major. 

Students will need to complete 26.5 total credit hours in the minor to be able to qualify for graduation and licensure. In addition to classroom learning experiences, students will also have 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. See program MAP and Catalog for additional details:

Minor Academic Plan

Undergraduate Catalog

Learning Outcomes


The goals of the Physical Education - Coaching Minor are directly related to the Aims of a BYU Education, the UETS Standards and the NASPE Standards.

1. Skill and Fitness Based Competence

Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K-12 Standards.

Courses that Contribute: None
Linked to BYU Aims: Competence, Lifelong service
2. Learner Development

The candidate understands cognitive, linguistic, social, emotional and physical areas of student development.

Courses that Contribute: None
Linked to BYU Aims: Human knowledge, Competence
3. Learner Differences

he candidate understands individual learner differences and cultural and linguistic diversity.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Competence
4. Learning Environments

The candidate works with learners to create environments that support individual and collaborative learning, positive social interaction, active engagement in learning, and self-motivation.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Competence
5. Content Knowledge

The candidate understands the central concepts, tools of inquiry, and structures of the discipline.

Courses that Contribute: None
Linked to BYU Aims: Competence, Lifelong service
6. Assessment

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.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Competence
7. Instructional Planning

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.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Competence
8. Instructional Strategies

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.

Courses that Contribute: None
Linked to BYU Aims: Competence, Lifelong service
9. Reflection and Continuous Growth

The candidate is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Competence
10. Leadership and Collaboration

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.

Courses that Contribute: None
Linked to BYU Aims: Lifelong learning, Lifelong service
11. Professional and Ethical Behavior

The candidate demonstrates the highest standard of legal, moral, and ethical conduct.

Courses that Contribute: None
Linked to BYU Aims: Lifelong learning, Lifelong service

Evidence of Learning


Teacher candidates are evaluated on common assessments developed and established by the faculty. These assessments include, but are not limited to, evaluations of academic performance (e.g. lesson plans, exams) and clinical practice measures (UPTOP), both of which are linked and tied to the program aims and UETS standards.

Data for assessments are collected through the use of MYLink 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. Data are exportable to display software such as FileMaker Pro and Excel for program and unit reports.

Direct Measures

Utah Preservice Teacher Observation Protocol (UPTOP)

 

1. Skill and Fitness Based Competence

2. Learner Development

3. Learning Differences

4. Learning Environments

5. Content Knowledge

6. Assessment

7. Instructional Planning

8. Instructional Strategies

9. Reflection and Continuous Growth

10.  Leadership and Collaboration

11.  Professional and Ethical Behavior

 

Indirect Measures

Successful completion of the following courses under each program outcome.

1. Skill and Fitness Based Competence

PETE 230, PETE 276R, PETE 301, PETE 330R, PETE 364, PETE 399R, PETE 477R, EXSC 366

2. Learner Development

PETE 276R, PETE 399R, PETE 477R, CPSE 402, ScEd 350

3. Learning Differences

PETE 276R, PETE 399R, PETE 477R, CPSE 402, Sc Ed 350

4. Learning Environments

PETE 276R, PETE 399R, PETE 477R, CPSE 402

5. Content Knowledge

All program courses.

6. Assessment

PETE 276R, PETE 399R, PETE 477R

7. Instructional Planning

PETE 276R, PETE 477R, PETE 399R

8. Instructional Strategies

PETE 276R, PETE 477R, PETE 399R

9. Reflection and Continuous Growth

PETE 276R, PETE 477R, PETE 399R

10.  Leadership and Collaboration

PETE 276R, PETE 477R, PETE 399R

11.  Professional and Ethical Behavior

PETE 276R, PETE 477R, PETE 399R 

Learning and Teaching Assessment and Improvement


Faculty members and administrative leaders in the Department of Teacher Education annually analyze and evaluate the generated data and assessment outcomes. This analysis takes place with reports generated by and through the Assessment Team. These reports provide 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.