Program Description

A new program starts each summer. The next program start date is July 7, 2008.

During this summer session an intensive two-week experience (July 7-18) will be provided on campus as an introduction to the program. The teachers will be oriented to the structure and expectations of the program, their roles and responsibilities during the distance components of the program.

Strategies such as peer and small group supervision will be used to develop a community of learners that will work collaboratively via distance education during the course of the program of studies. The ultimate objective is for teachers to become reflective practitioners committed to career-long learning.

Technological Delivery System

The technological delivery system that will be used will be the web/internet. All courses designed to be delivered as distance education courses will be developed as web/internet-based courses using WVU eCampus. Course materials, class notes, assignments and instructional activities, and evaluation strategies will be included in the web/internet-based course. In addition, all teachers will be in constant contact with the course instructor via e-mail throughout the semester. Deadlines for all assignments will be well-established and teachers will be provided with feedback vis-à-vis their performance on an ongoing basis. A key instructional strategy will be to build a community of learners by pairing and grouping teachers with a variety of their colleagues for various assignments. For example, teachers will exchange evaluations of curricula, videotapes of their teaching, position papers, etc. during the program. Teachers will be required to access established websites for physical education, such as PE CENTRAL, during all courses to augment the course content. Finally, the courses will emphasize the use of technology in the delivery of physical education to children.

6 credits

The teachers will take two courses during the first summer session; Motor Development and Curriculum. These courses will provide an introduction to issues in motor development and current content knowledge regarding the principles of effective teaching.

3 credits

During the first Fall semester teachers will take three credits from the PETE Masters program via distance education:  Research Methods.  The purpose of this segment of the program is to provide teachers with applied research methodologies that will enable them to become consumers of available research and conduct action research projects focusing on the application of programmatic coursework to improving school-based curriculum & instruction.

3 credits

During the first Spring semester teachers will take three credits from the PETE Masters program via distance education: Principles of Effective Instruction.  The purpose of this segment is to provide students with current content knowledge regarding design and evaluation of quality curricular programming in physical education.

3 credits

Applied Motor Learning will be taken via distance education during the first session of the Summer semester. The purpose of this segment of the program is to provide students with a thorough knowledge of principles of learning in physical education contexts. It is expected that teachers will be able to design developmentally appropriate task and practice structures and provide feedback to students that will facilitate skill development.

6 credits

During the second session of the Summer semester, the teachers will return to campus for two weeks in July to complete 6 credits from the PETE Masters program:  Operant Principles and Theories of Fitness Education. These courses are designed provide teachers with current knowledge regarding behavioral principles related to effective teaching and current theories and programs regarding fitness education. Teachers will also take a comprehensive exam covering the first year of the MS program.

3 Credits

During the second Fall semester the teachers will take 3 credits via distance education; Motor Development. The purpose of this segment of the program is to provide students with a thorough knowledge of principles of motor development and the application of this knowledge to skill analysis.

Spring II

3 credits

During the second Spring semester the teachers will take 3 credits via distance education; Supervision techniques in Physical Education. The course will prepare teachers to engage in a variety of supervision projects during the subsequent year that will involve peer and small group supervision of teaching. The teachers will also use this time to begin their individual and group applied research projects that will be included in their Master Practicum presentation. It is expected that teachers will be engaged in exciting action research projects focusing on such areas curricular evaluation, self-analysis and teacher reflectivity, students* conceptual change in physical education, integrating health-related physical education into the curriculum, and teaching/reinforcing academic content in physical education.

Summer III (May-June)

3 credits

During the first session of the Summer semester the teachers will take 3 credits via distance education: Motor Development for Special Populations. Teachers will be provided with current theoretical and practical knowledge focusing on strategies for providing inclusive and equitable learning environments for students. It is expected that teachers will be engaged in exciting action research projects focusing on such areas curricular evaluation, self-analysis and teacher reflectivity, students* conceptual change in physical education, integrating health-related physical education into the curriculum, and teaching/reinforcing academic content in physical education.

Summer III (July)

6 credits

Finally, the program will culminate with 2 weeks on campus with the final summer session. Teachers will take Professional Issues and the Master Teaching Practicum. During this final semester teachers will have the opportunity to consolidate the content knowledge obtained in the program and prepare for continued professional development throughout their career. Teachers will be required to demonstrate mastery of the content in the Masters Practicum. The teachers will present before a faculty and peer audience evidence of the application of knowledge in their teaching settings. The results of their action research projects will be a major part of this final presentation. They will also specify their future plans for continued professional development based on their reflective assessments of their own strengths and weaknesses. The issues class will provide the teachers with content regarding significant issues/problems in physical education and strategies for change and innovation. The supervision class will also enable teachers to continue their professional development by employing a variety of supervision instruments to assess their own teaching and the teaching or peers and student teachers.