University of Maine at Farmington 2020-2021 Catalog

 
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School Health Education: Physical Education Concentration
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Degree Earned
Bachelor of Science: School Health Education: Physical Education Concentration

Wellness and life long health habits are established in childhood.  Physical activity, nutrition, access to healthcare, avoiding unhealthy behaviors are all key to maximizing the quantity and quality of life for oneself and the greater community.  Well children learn better. Comprehensive health education, physical education and activity K-12 provide learning experiences that improve student wellness, academic success, and an overall better quality of life. Teaching and learning by doing is what School Health Education with a concentration in Physical Education offers. Students completing this program will be prepared to participate in every aspect of the coordinated school health model.   The program is delivered by faculty with a broad range of specialties including teaching methods in both School Health and  Physical Education. Additionally students are exposed to an array of coursework that includes but is not limited to; Child and adolescent health, Stress management, Substance abuse prevention, Human sexuality, Disease prevention, Curriculum design and implementation, Teaching students with special needs, Motor learning, Physiology of exercise and Biometrics. 

Professional Requirements in Education (46 credits)

EDU 102 Experiences of Schooling   2
EDU 103 Foundations of Diversity/Knowledge in American Ed 2
EDU 222 Learning with Technology in Secondary Education 1
EDU 223 Curriculum, Instruction and Assessment 3
EDU 224 Practicum Field Experience/Seminar    4
EDU 490 Student Teaching 16
SHE 330 Foundations of School Health 4
SHE 433 Methods in School Health Education 4
SED 360 Teaching Students with Learning and Behavior  
  Problems in the Regular Classroom 4
OR    
SED 361 Teaching students with Disabilities and At-Risk  
  Conditions in the Secondary 4
     
PHE 267 Teaching Elementary PE UMPI 3
PHE 302 Teaching Secondary Physical Education    UMPI 3

Major Requirements (46 credits)

HEA 120 Emergency Medical Response                                                     4
HEA 123 Introduction to Community Health Education 4
HEA 211 Substance Abuse Prevention 2
HEA 212 Stress Management  2
HEA 231 Child and Adolescent Health Education   2
HEA 241 Nutrition and Exercise 4
HEA 262 Human Sexuality 2
HEA 303 Physiology of Exercise 4
HEA 310 Disease Prevention and Health Promotion 4
PHE 265 Motor Learning UMPI 3
PHE 385 Adaptive Physical Education  UMPI 3
PHE 277 Topics in PE  (Students will take 3 2-credit skills courses) 6
PEC100 Foundations of Coaching 2
PEC 225 Physical Training Theory and Biomechanics 4

Required Supporting Courses* (12 credits):

BIO 150N Human Anatomy and Physiology I                                                               4
MAT 120M Introductory Statistics 4
PSY 225S Child and Adolescent Development 4

*May be used to satisfy general education requirements

Total Credits for the Major:  104 credits

GENERAL EDUCATION REQUIREMENTS

For specific information about general education requirements and expectations, see the General Education Requirements in the Academic Programs section of this catalog.

 

MINIMUM TOTAL OF CREDITS FOR THE DEGREE: 128

 

FINGERPRINTING

Students entering ALL UMF Teacher Education programs (ECH, ECS, ELE, SEC/Middle, SED, and School Health)  must be fingerprinted and have a Criminal History Record Check prior to their first practicum.

PRAXIS CORE ACADEMIC SKILLS FOR EDUCATORS TEST

    Praxis Core Academic Skills for Educators Test is a standardized test of basic skills required by the State of Maine for teacher certification. The test consists of three parts (reading, writing, mathematics) and may be taken in paper and pencil (PPST) or computerized (CBT) form. PPST may be taken at UMF on specified days throughout the year; CBT may be taken at commercial testing centers at any time by appointment. Students must pass all three parts of Praxis I at the level established by the state of Maine in order to enroll in professional education courses at the 200-level or above. Transfer students with more than 30 credits must provide proof of passing all three Praxis I exams, have a GPA of 2.500 or higher, and complete the change of major form by the appropriate deadline.

     

CANDIDACY
 
Students are eligible to apply for Candidacy upon the completion of Candidacy requirements. Applications for Candidacy are completed in Tk20. Only students who have been approved for Candidacy are eligible to continue in their professional education program. Candidacy requirements are:
 
Completion of the Candidacy application
  1. Passing Praxis Core with scores determined by the state of Maine (certification programs only)
  2. Cumulative GPA of 2.750 or higher
  3. Grade of B- or better in all professional education courses. ( A student may have one exemption, although the student must earn a grade of C- or higher in that particular course. Practicum courses are not eligible for exemption.)
  4. Grade of C or better in English 100 (AP credit is accepted, as is an equivalent English course transferred with a grade of C or higher.)
  5. Successful completion of practicum/practica with a grade of B- or higher
  6. Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment. 

PRAXIS Subject Assessment

Students must pass the Praxis Subject Assessment test for their concentration area at or above the level set by the state of Maine prior to pre-registration for the semester they anticipate Student Teaching.

     

STUDENT TEACHING
 
    Prior to beginning student teaching, students must meet these additional criteria:
  1. Complete all required professional education courses with a minimum grade of B- or higher. A student may have received one exemption for extenuating circumstances    
  2. Achieve a cumulative GPA of 2.750 or higher    
  3. Pass the appropriate Praxis Subject Assessment at the level established by the State of Maine.    
  4. Complete 80% of all required coursework

     

GRADUATION

    To graduate with a Community Health Education: Teaching Concentration major, students must have:

1. Grades of B- or higher in all professional education courses, with the possibility of one exemption for extenuating circumstances (with the exception of practicum);

2. Grades of B- or higher in all major courses, with the possibility of one exemption for extenuating circumstances;

3. A cumulative GPA of 2.750 or higher.

Learning Goals

Philosophy, Purposes and Goals

Our candidates will become the educational leaders of the 21st century who are caring teachers, competent educators and confident professionals (C3TEP). These guiding principles and beliefs reflect the ideals we hold for ourselves, our candidates, and the students and communities with whom they will work.

Caring Teachers:
  • Build respectful relationships
  • Create communities of learners
  • Support and encourage successful learning for all students
  • Honor and respond to differences
  • Utilize knowledge of human development
Competent Educators:
  • Design, plan, implement and evaluate instruction
  • Use best practices for instruction and assessment
  • Know content and strategies for integration
  • Communicate clearly and effectively
  • Solve problems creatively and constructively
  • Use the tools of a changing world
Confident Professionals:
  • Collaborate effectively with families, communities, and colleagues
  • Practice reflective, self-directed, life-long learning
  • Demonstrate a commitment to ethical and legal responsibilities
  • Contribute to and lead in diverse societies

Maine Standards for Initial Teacher Certification

Our essential goals and purposes are embodied in the Maine’s Common Core Teaching Standards:

Learner Development

Standard 1.) Learner Development:

The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2.) Learning Differences:

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his or her full potential.

Standard 3.) Learning Environments:

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

Content

Standard 4.) Content Knowledge:

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.

Standard 5.) Innovative Applications of Content:

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard 6.) Assessment:

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.

Standard 7.) Planning for Instruction:

The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

Standard 8.) Instructional Strategies:

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.

Professional Responsibility

Standard 9.) Reflection and Continuous Growth:

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.

Standard 10.) Collaboration:

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

     Technology

      Standard 11.) Technology Standards for Educators:

Educators model and apply the International Society for Technology in Education (ISTE) Standards for Educators as they leverage technology to explore best practices and evolving pedagogies to enrich professional practices, and support and deepen student learning.

Assessment Criteria

Within the context of each program, candidates are evaluated based on important knowledge,

skills and dispositions in the areas of:

  • Content Knowledge
  • Effective Planning
  • P-12 Learning
  • Diversity
  • Dispositions
  • Technology
  • Curriculum Planning, Instruction, and Assessment as demonstrated in Student Teaching or Internship
  • Achievement of Standards

All teacher education candidates must demonstrate that they meet Maine’s Standards for Initial Teacher Certification.

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