Office of Field Experiences
Program:
The Office of Field
Experiences (OFE) supports the mission of the School of Education
and Professional Studies in the preparation of professionals for the early
childhood, elementary, secondary, special education, and K-12 settings. In order to accomplish this mission, the OFE
must work collaboratively with CCSU faculty/departments to ensure that Teacher
Candidates are prepared to:
Serve in the region, the state, and the nation;
Apply principles of learning and assessment
through a variety of technologies to guide our own best practice and that of
practitioner in the professions;
Develop knowledge, skills, and dispositions
necessary for professional practice and community service through learning
experiences that are rich in diversity of perspectives, values, attitudes, and
beliefs and that are enhanced by active reflection.
In addition, guided by
the purpose of preparing leaders for service in our communities the OFE must
work closely with state-wide school districts as well as the State Department
of Education to secure appropriate placements for Teacher Candidates to put
theory into practice in a classroom setting.
Goals and Outcomes
The goals of the OFE are
tied directly to our work with CCSU departments, State Department of Education,
and statewide school districts. Our
goals include:
1. Continue to develop relationships with
districts and facilitate student teaching placement opportunities.
1.1 District
Visits: During the 2006-2007 academic year, the Director
visited 57 school sites. The purpose of
the visits is to continue to encourage communication between the district and
the university, encourages future placements, learn about district initiatives,
and look for ways for our students to support these initiatives.
2. Continue to develop clear procedures for the
application-to-placement process for all student teaching programs.
2.1 Application Seminars: Additional application seminars have been
conducted in order to serve our students.
Additional times were added prior to the end of each semester as well as
sessions at the start of the semester. In addition, the Director, when invited
by program coordinators, visited with students in their methods course to
discuss the placement and application process.
87% of the students who applied to student teach during the 2006-2007 academic
year attended an application seminar. Currently, this meeting is not mandatory.
3. Analyze data collected and begin to make
appropriate changes.
4. Continue ongoing communication with all
departments regarding students’ placements, student “issues,” as well as new
procedures that are in place.
4.1 Orientation:
All
academic disciplines with the exception of physical education, art education,
and business education attend orientations conducted by the Office of Field
Experiences. The other departments named
conduct their own orientations. The OFE
has collaborated with these departments and have had the opportunity to speak
to the students in these disciplines.
4.2 Communication: The OFE has continued From the Field. This once-a-semester newsletter contains important
placement data as well as current issues and trends out in the field. In addition, the OFE hosts a Cooperating
Teacher Forum at the beginning of each semester. The purpose of this gathering is to engage in
an open dialogue about our students and how we can better serve the schools in
which our students are placed.
5. Continue
to address the ongoing concern about student teaching placements with
departments and State Department of Education BEST coordinators.
5.1 Professional Collaboration: Ongoing
collaboration has occurred between CCSU, University of Hartford,
and St. Joseph College.
Together we host an annual district facilitators meeting. This forum allows districts to share district
initiatives as well as allow us to work collaboratively to meet the district
goals. The meeting, which is in its 6th year, has been
well-attended. Additionally, U of H is seeking a grant to support on-going
professional development for university supervisors. Should the funding be secured, the OFE will
provide the site for the conference, which will be attended by university
supervisors from all three institutions.
5.2
University Placement Office Consortium:
Spearheaded by the Director for of the OFE, coordinators and directors
of student teaching placement offices gather twice a year to discuss
procedures, placement challenges as well as share successful strategies.
6. Collect
data on the student teaching placement process, including number of attempts
made in order to secure placements and factors that may influence a student’s
acceptance or denial of placement within a district.
6.1 Placements: During the 2006-2007 academic year, the Office of Field Experiences
sought 134 elementary student teacher placements, 13 early childhood, 17
special education, 198 all level, and 112 at the secondary level in 76 Connecticut school
districts. Twenty-two students did not start their student teaching semester;
twenty-four did not complete.
7. Increase
the number of eligible teachers who may host students by conducting BEST
trainings throughout the year.
7.1 BEST Training: The OFE is committed to
supporting the BEST program. In doing so, the OFE has continued to provide Core
Training. During the 2006-2007 academic
year, 102 additional teachers were trained and became eligible to host student
teacher as well as serve mentors to districts first year teachers. Using the feedback from district
facilitators, the OFE will be consistently hosting two trainings a year. We have conducted training in conjunction
with 4 different school districts during the academic year, in addition to a
CCSU-sponsored training.
8. Review
of student transcripts to ensure all students slated for student teaching have
met the SEPS grade requirements and coursework.
9. Continue
ongoing collaboration with all departments.
9.1 The Director participates
in the conversations hosted by the Chair of Teacher Education with the
secondary and all-level programs.
9.2 The Director participates
in the program interviews for the elementary program and history program.
9.3 The Director participates
in committees as directed by the Dean of the School of Education
and Professional Studies.
Community Engagement
CCSU student teachers
provided the community with 165,000 hours of direct teaching and support to Connecticut students
during the 2006-2007 academic year.
Updated handbooks were provided to all
supervisors, cooperating teachers, and student teachers. The Cooperating Teacher handbook has proven
to be a useful resource for our cooperating teachers. Feedback from classroom teachers was
positive. Feedback and suggestions from supervisors as well as cooperating
teachers will be included in our revised 2007-2008 edition. The Student
Teaching Handbook can be viewed online at www.ccsu.edu/ofe.
The OFE website has been created to be resources
for student in field placements, applying to student teach, current student
teachers as well as members of the K-12 community.
- University Supervisor Orientation
At the start of each semester, supervisors are
required to attend an orientation. In
order to meet the schedules of those who supervise this orientation is offered
on a variety of days and times.
Information covered during the orientation includes supervisor
responsibilities as well as a professional conversation on a specific topic
chosen by the Director.
Future
Directions
- Conduct at least two meetings of the Student
Teaching Steering Committee made up of faculty members, cooperating teachers,
supervisors, district facilitators, and building administrators in
conjunction with the Department of Teacher Education.
- Work with the Department of Teacher Education
and the Dean of the School
of Education to
redefine the PDS network and partnerships and its role in developing
future educators.
- Plan a recognition event for cooperating
teachers who have hosted our students repeatedly.
On-Going Goals
- Student Teacher Evaluation Document –
Continuing work with departments to ensure that discipline-specific
information is included in this document. A Grade Profile Update group has
been formed to review the document further. The committee has met twice in the
academic year.
- Worked closely with the Special Education
Department as new regulations are adopted. A Special Education Student
Teacher Handbook as well as an evaluation tool was developed in
conjunction with the department.
- The Student Teaching Observation form was
revised to allow for greater collection of data to support the evaluation
document.
- Continue work on the OFE website that
provides support to the students we serve as well as the cooperating
teachers who host us.
- Continue to work closely with the Department
of Teacher Education as it aligns program expectations with secondary and
all-level departments.
- Work closely with the Department of Teacher
Education to increase student success rate during the student teaching
semester.
- Work with the Dean of the School of Education
as well as the Chair of Teacher Education to create a committee to support
students prior to student teaching who may experience difficulty and
creating a remediation plan.
Department of Counseling and Family Therapy
PROGRAMS
I. Counselor Education:
School Counseling Specialization
- The School Counseling Program admitted 25
applicants to the master’s program and 2 applicants to the post master’s
program. We currently have 24 students in internships at various schools
around Connecticut
- The School Counseling Program continues to
prepare for CACREP accreditation visit
- The School Counseling program hosted a
Program Advisory and Internship meeting
- The School Counseling Program revised the
program of study to drop MFT 541 (Theories of Family Systems) and add CNSL
568 (Alcohol and Drug Counseling)
Professional and Rehabilitation
Counseling:
The Professional and Rehabilitation Counseling program
prepares students to pursue employment in a variety of rehabilitation, mental
health, and drug and alcohol recovery agencies.
- The program celebrated its 25th
year anniversary and CORE accreditation.
The program received its accreditation by the Commission on
Rehabilitation Education (CORE). Nationally recognized by the
Council for Higher Education Accreditation (CHEA), CORE is a member of the
Association of Specialized and Professional Accreditors (ASPA), and
accredits graduate programs in Rehabilitation Counselor Education (RCE)
- The Professional and Rehabilitation
Counseling Program admitted 31 applicants to the master’s program and the
Official Certificate Program
- This Program has begun a research and
training project regarding clinical supervision with the Connecticut
Bureau of Rehabilitation Services
- Developed and implemented a Drug and Alcohol
Professional Advisory Committee
Student Development in Higher
Education:
- This program admitted 22 applicants
- No major curricular changes were made in the
program this year
- All graduating students attended one or more
national conventions
- One student is serving on both the Ethics
Committee and the Social Justice Commission of the American College
Personnel Association
- The first survey of graduates was conducted
and an alumni list is currently being compiled
- A meeting of the Professional Advisory
Committee was held in which students discussed the hiring process and
characteristics of good employees with the members of the committee
II. Marriage and Family Therapy
- Submitted AAMFT/COAMFTE accreditation Annual
Report
- Increased diversity of new admissions into
the program, including attracting an international student from Japan
- Executed new agreement with Klingberg Family
Centers to house a new family therapy training clinic for the Master’s
program in Marriage and Family Therapy
- Provided administration and coordination
of the Internal Family Systems Therapy professional training program with
Richard C. Schwartz, Ph.D. (nationally-recognized program) in
collaboration with Continuing Education
- Graduated 20 Master’s degree candidates for
the M.S. in Marriage & Family Therapy
- Placed and coordinated the training of 30
practicum students and 24 interns in mental health and social services
settings across the state, providing 25,000 hours of pro bono service to
the community. Over 60 agencies
enlisted to place MFT students.
Conducted annual Placement Fair in January, 2007
- CSU-AAUP Research Grant awarded to support
the continuing production and publication of the Journal of Self
Leadership
- Published and disseminated Volume 2 of the
Journal of Self Leadership
- Presented two workshops at the 2006 Annual
Internal Family Systems Therapy Conference
- Awarded a Summer Curriculum Grant to develop
a new course in Research Methods in Marriage and Family Therapy with Dr.
Joan Calvert
- Implemented Alumni Survey to track graduate
outcomes (i.e., employment, licensing, professional memberships, etc
- Convened two professional advisory committee
(PAC) meetings (Fall and Spring)
- Established a MFT Curriculum Committee to
examine the program’s compliance with AAMFT Core Competencies
- Created and received approval for two (2) new
program courses (MFT 542 – Ethical, Legal, and Professional Issues in
Marriage and Family Therapy; MFT 598 – Research Methods in Marriage and
Family Therapy)
STUDENTS
·
220 students
in the Marriage and Family Program
·
120 students
in the School Counseling Specialization
·
110 students
in the Professional and Rehabilitation Counseling Specialization
·
75 students
in the Student Development & Higher Education Specialization
·
Many of our
students choose to become a member of the Department Central Counseling which
is a professional organization that supports Counseling graduate students and
provides professional workshops and speakers
The
officers are:
Valerie
Nettleton: President
Kathryn
Crisostorno: Vice President
Laurie
Middleton: Treasurer
- Nadine Oliveri, Marriage & Family
Therapy, was awarded the Outstanding Scholar Award
- Michelle Ciak, Marriage & Family Therapy, was awarded the
Connecticut Association for Marriage & Family Therapy Outstanding
Student Award
- Magdalena Wawrzyniak was awarded the
Connecticut Association for Marriage & Family Therapy Diversity Award
- Pat Sigel, Professional and Rehabilitation
Counseling, was awarded the Graduate Academic Award
- Many of our students are members of the
Connecticut Counseling Association, the Connecticut School Counseling
Association, and the Connecticut Marriage & Family Association
Other Department Initiatives
- Dr. Cohen provides administration and
coordination of the Internal Family Systems Therapy training in
collaboration with Continuing Education as an entrepreneurial endeavor
- Dr. Rosenberg ahs received grant funding for
the past six years from the Department of Mental health and Addiction
Services (DMHAS) to continue Central Access and Student Development CASD)
as supported education program for CCSU students.
- Dr. Rosenberg, Dr. Malley, and Dr. Sankar
offered a one day seminar CEU course in Mindfulness Practice for
counselors
- The Department faculty participate in
Graduate Studies Open House to recruit potential students
- Each program/specialization send out an
alumni satisfaction survey
PLANNING FOR 2007-2008
A. Context
The need for qualified
and certified counselors remains a growth area and the Department of Counseling
and Family Therapy remains committed to providing the needed programs to meet
the need.
B. Mission
The mission of the
Department of Counseling and Family Therapy is to prepare students for
professional careers in counseling and family therapy. As human service
practitioners, our graduates will use their knowledge and skills to promote
healthy individuals, families, schools, and communities according to the
ethical codes and standards of practice of their profession. Their work will be
based on respect for human dignity and diversity, a commitment to human rights
and freedoms, and a passion for working for a sustainable community that
provides for the well being of all its citizens.
C.
Planning and Goals for the 2007-2008 Academic Year
·
Arrange for a
CACREP accreditation site visit for the School Counseling Program
·
Create a
competency based mid-point assessment for students in the Counselor Education
Program
·
Participate
in statewide clinical supervision trainings for professional counselors
·
Collaborate
with Counseling and Wellness
Center to hold a
campus-wide suicide prevention program
·
Continue
campus meetings and discussions on campus violence and mental health issues
·
Continue
discussions with the Dean on implementing a 6th year certificate for
the School Counseling Program
·
Continue
discussions with the Dean on the Professional and Rehabilitation Counseling
Program Official Certificate Program (OCP)
·
Pursue
establishing internships with the Counseling and Wellness Center
for the Student Development in Higher Education Program and the Professional
and Rehabilitation Counseling Program
·
Continue
establishing and refining the partnership with Klingberg Family
Center and the Marriage
and Family Program
·
Improve
efforts to mentor, support, and evaluate part-time faculty
Department of
Educational Leadership
PROGRAMS
There are four principal
programs that the department offers. The
Ed.D. in educational leadership, the Sixth Year program in educational
leadership, the Master’s degree program in educational leadership, and the
Master’s degree program in educational technology. The Ed.D. program will submit its own annual
report. The new initiatives for the department
involved community outreach, international programs, and assessment
methods. These initiatives will be
addressed in the appropriate sections below.
One major accomplishment is that we successfully hired four new faculty
members (before December 15) who will join us next year.
PLANNING FOR 2007-2008
A. Context:
For more than 150 years,
since 1849 when Henry Barnard inspired some of his civic-minded friends to
raise the funds needed to establish the New Britain Normal School, this
institution and the people who work in it have been leaders for education in
Connecticut and beyond. Today, the
Department of Educational Leaders is proud to have the reputation for carrying
on Henry Barnard’s tradition of leadership in service to the community. We are the academic home for two important
centers (the Center for Multicultural Research and Education and the Center for
Teaching and Technology); a new and
innovative -- and already highly-regarded -- doctoral program; a sixth year
certificate program to prepare educators to be licensed as leaders for
Connecticut’s schools; an official certificate program leading to the school
superintendent’s license; master’s degrees programs in educational technology
and educational leadership; undergraduate teacher preparation courses in
technology; and graduate-level service course in research and curriculum.
Although we could date our departmental
history back nearly to the time when teachers first came to campus for graduate
study in summer 1955, our modern era began in the late 80’s when our program
for preparing school administrators underwent a radical redesign. What resulted was a new sixth year
certificate (30 credit hours) with a more stringent application process, strong
coursework representing best practices, rigorous mid-point assessments, and an
internship that embedded performance assessment. This first iteration of our sixth year
program, in tandem with the recruitment and retention of an excellent and diverse
faculty, led us to national recognition from the Educational Leadership
Constituent Consortium and regional recognition as a place where leaders learn.
B. Mission: The department mission statement
is directly related to the University’s mission and strategic plan. Specifically, our department will continue to
offer high quality programs to students, we will continue to internationalize
our offerings for students and we will continue to work on assessment
practices. Educational Leadership programs at the master’s and sixth year level
seek to prepare well-educated and competent practitioners who are capable of
improving the quality of education for Connecticut's
children. The master’s program is an entry-level program for teacher leaders
and educators who work in positions such as grade-level leader, middle school
team leader, and department head. The
sixth-year certificate leads to state of Connecticut
licensure as an intermediate administrator or supervisor (092). The department
also offers an official certificate program (15 semester hours) that leads to
the superintendent’s license (093). Programs emphasize leadership for valuing diversity
and achieving equity, school improvement and systemic change, reflective
processes, and action research as a basis for decision-making.
As a complement to the Educational Leadership Programs,
the Educational Technology division provides an applied curriculum for
pre-service teachers and educational technology master’s degree. Blending theory, research and technology
applications, the programs and service functions of the division are partnered
with the Center for Innovation in Teaching and Learning (CITT) located in
Barnard 335. Using the hospital model,
the classroom as learning environment is linked to the CITT lab as the
experiential setting where students and faculty perform and experience what
they have learned. Undergraduate
students develop skills to use technology for instruction; graduate students
use systematic instructional design procedures and develop leadership skills
for integrating technology into the classroom; and faculty become more
proficient in using technology to improve pedagogy, research, and instructional
management.
Additionally, the Center for Multicultural Research and Education,
housed in the Department of Educational Leadership, serves as a resource in
providing professional development support and technical assistance for
university and school faculty and administrators in individual and systemic
change for education that is multicultural.
C. Planning:
We are in the planning stages of
offering an international program for graduate students and in-service
professionals. In this program we will
offer courses at Central and abroad for participants to learn about educational
programs in different cultures. We will
hold a mini-retreat early in the academic year as a way of integrating our new
faculty into the department’s initiatives.
We will be identifying an Advisory Board for the department. This will be accomplished next year.
Department of
Nursing
PROGRAM
The
Department of Nursing currently has a Registered Nurse to Baccalaureate Degree
in Nursing for individuals with an Associate of Science Degree or Diploma
graduates who are Registered Nurses.
This program received official notice from the Commission on Collegiate
Nursing Education (CCNE) that it was approved and accredited for 10 years in
the fall of 2007. In December 2006 there
were 7 graduates of the Nursing Program and 15 graduates in May 2007.
In
summer 2006 a 4 year baccalaureate in nursing program proposal was developed by
the SEPS Dean’s office in conjunction with Carol Williams. Once the program proposal was refined, it was
approved by Curriculum committees in the School of Education
and Professional Studies, School
of Arts and Sciences, and
the University. In April, 2007 the
proposal was approved by the University Senate.
Currently, Provost Carl Lovitt is evaluating it. It will then be sent to the Department of
Higher Education for approval. Dr.
Lovitt and President Miller have announced that the program will open in fall,
2008.
PLANNING FOR 2007-2008
A. Context
There
is a profound shortage of qualified and skilled nurses in Connecticut, New
England and throughout the United States. Central’s Department of Nursing is committed
to providing the needed programs to help address the aforementioned nursing
shortages and quality of care issues through its existing program and by
expanding program offerings.
B. Mission
Statement
The mission of the Nursing Department is to train
and educate nurses and educate students to assist individuals, families and
groups to achieve optimal levels of health and wellness. The Nursing faculty
believes that, in a dynamic society, education for membership in a profession
includes the development not only of expertise in the field of nursing but also
of social awareness. In contemporary times, this social awareness includes the
development of an increasingly global perspective and the impact the global
community has on delivering care to families and patient care. The professional
nurse with a liberal education thinks critically and provides a level of care
that research shows is substantively better than nurses not so trained, e.g.,
lowers the mortality rate for patience under care.
C. Planning and Goals
In
the coming year the Department of Nursing will: 1) seek approvals to offer a
generic BSN program, 2) seek to hire a senior faculty member in nursing and 3)
explore a broad array of marketing and program options to fully enroll its
existing BSN completion from for RNs.
Department of Physical Education and Human Performance
PROGRAMS
BSED program
1. Significant Curriculum
revisions were implemented
· To introduce the teacher candidate to learning
theory at an earlier point in their program
· to collaborate with teacher education department
· provide consistency of progression within the
program
2. NCATE committee work
to establish the 6 assessments for accreditation.
3. Individual faculty
training with skill performance rubrics needed for NCATE.
4. Creation of digital
data collection formats that enable accurate and thorough record keeping for
NCATE report.
Exercise Science and
Health Promotion Program
1. Completion of
self-study for accreditation site visit in 2007-2008.
2. Course revisions for
Anatomy and Physiology Level I and II.
3. Curriculum revision
for recognition by the National Strength and Conditioning Association.
Athletic Training
Program
1. Completed a self-study
and hosted site visitors from the Commission on Accreditation of Athletic Training
Education.
Dance Program
The Dance Program
continues to grow. At this time all
courses are in place to support the CT Dance Teacher Certification with the
addition of Dan 477 Dance Methods on May 2, 2007.
STUDENTS
Students
Fall 2006 Spring
2007
Number of Majors 454 Number
of Majors 438
Student Credit Student
Credit
Hours Taught 236 Hours Taught 233
Athletic
Training Student Chantelle Bowden received the President’s Citation Award; she
also won an East Coast Athletic Trainers Association undergraduate scholarship
and was the winner of the CCSU Undergraduate Research Award.
All
of the junior and senior Athletic Training students presented at the CCSU
Undergraduate Research Day.
The
Athletic Training club will work with the NFL at an inner city youth camp over
the summer.
Athletic
Training students Lemuel Figueroa won the Krein and Pirog scholarships and
Larry Discenza won the Huntington
scholarship.
Physical
Education student Sarah Roberts received the AAHPERD Outstanding Future
Professional Award at the National AAHPERD Conference in Baltimore, MD.
PLANNING FOR 2007-2008
A. Context
As countless research and
news reports indicate, health and fitness remain challenges for the American populace,
e.g. obesity is at epidemic proportions in the United States. With that in mind, the CCSU Department of Physical Education and
Human Performance is committed to providing professionals to help educate and
prepare people for healthy and active lives.
B. Mission
Statement
As
an academic department within the School
of Education and
Professional Studies, the Department of Physical Education and Human
Performance is dedicated to the achievement of the missions of the School and
the University. The mission of the Department of Physical Education and Human
Performance is multifaceted and is guided by the following principles:
·
Providing coursework and experiences which enable students
to become qualified, dedicated physical educators for the elementary and
secondary schools in Connecticut.
·
Providing coursework and experiences which enable students
to become qualified, dedicated, exercise and fitness professionals for the
corporate sector.
·
Providing coursework and experiences which enable students
to become qualified, dedicated athletic trainers which service the public
schools as well as private and professional organizations in the community.
·
Providing coursework and experiences in the general
education program which enable students to develop and maintain optimal levels
of physical health, wellness and lifetime activity skills.
·
Values education in the physical, social, and psychological
realms. A physically educated person has learned skills necessary to perform a
variety of physical activities, is physically fit, does participate regularly
in physical activity, knows the implications of and benefits from involvement
in physical activity, and values physical activity and its contributions to a
total healthy lifestyle.
Guided by these principles and values, the department aspires to excellence
in its programmatic thrusts.
C. Plans and Goals
BSED Strategic Plan
The BSED Program aspires
to:
- be the premier comprehensive university PETE
(Physical Education Teacher Education) program in Connecticut
- be a significant resource for professional
development for Connecticut Physical Education teachers
- be widely respected as a department dedicated
to innovative, activity-based and learner-centered education
The program identifies
several themes to guide our focus over the next 5 years:
1. Collaboration
The department will continue and seek to increase its collaboration
across the University. Programs such as
Teacher Education, Educational Leadership, Educational Technology will continue
to be the focus of this collaboration.
2. Needs of the Community
The
department will continue to provide volunteers for such non-profit agencies
such as Special Olympics, Unified Sports, and Hikes and Biking with the
Blind. Students will continue to provide
assistance to physical education teachers in the surrounding communities during
CT Fitness Testing. Faculty will
continue to provide workshops and program evaluations for physical education
programs within the state.
3. Professional Development
The
department provides continuous professional development for physical education
teachers throughout the state in the MS graduate program. The department will evaluate the graduate
program as it serves the specific needs of Physical Education teachers in the
state of Connecticut
and look to a cohesive program of courses to meet these needs. Faculty are called on to present professional
development workshops for teachers in the state. Department faculty members hold leadership
positions in CTAHPERD and some faculty present at the CTAHPERD conference on a
annual basis. Department faculty
present on both the regional and national levels as well. BSED students also present professional
development sessions on an annual basis at the CTAHPERD Fall Conference. These are endeavors that the department will
continue.
4. Technology
The
department will continue to provide student with a technology base to their
course work. Heart rate monitors and
pedometers will be required purchases for our majors. Digitized video, use of computer assisted
learning experiences and technology assisted authentic assessment strategies
will be utilized in a more consistent manner in the future. Faculty will utilize the Smart Classrooms
that are available in Kaiser and we will seek all our classrooms to be equipped
with this state of the art technology.
The department will incorporate the Biomechanics Lab as a technology
resource instructional area in more of the BSED courses.
The focus of the PK-12 BSED Program and graduate
certification program in Physical Education is the preparation of candidates
for licensure as Physical Education teachers in Connecticut based on NASPE National
Standards and Connecticut Standards. The
standard that guides this program is the NCATE/NASPE certification.
Our
priorities over the next 5 years are: 1. to infuse technology in each class,
2.utilize authentic assessment strategies, 3. plan and organize our assessment
strategies for the next NCATE/NASPE review, 4. collect data and exemplars for
this review, 5. to continue the mid-point planning task administration and
scoring as a perquisite for student teaching, 6. to continue the student
teaching exit portfolio as a requirement for endorsement for licensur
