216 Jerry and Vickie Moyes College of Education • As an alternative to presenting at one of the professional conferences listed above, an Honors student may choose to register for and earn an A- grade or better in PEP 4830 Directed Readings in Physical Education. 6. Demonstrate and model physical fitness and active healthy living by passing at least 4 of the 5 fitness components of the Presidential Fitness Test at the Presidential Level or the Fitnessgram Fitness Test above the Healthy Zone or other approved fitness test used in the PEP 3290 - Skill Development and Methods of Teaching Fitness for Life course; 7. Demonstrate exceptional skills in at least 3 team sports/activities and 3 individual sports/activities; 8. Keep an activity journal for 6 months with an average of four days of moderate to vigorous physical activity per week as prescribed by the American Heart Association and/or the Centers for Disease Control and Prevention and/or the American College of Sports Medicine; 9. EITHER serve as a new student mentor when the mentor program is in place, OR volunteer in the community in a setting such as Boys and Girls Clubs or an After School Program, spending at least 20 hours coaching or teaching a physical activity. Secondary Physical Education Teachers for Elementary School Dual Certification For individuals holding a secondary physical education certificate who desire to work in the elementary schools, dual certification is available. See the director of physical education (see Department of Health Promotion and Human Performance) for more information. Department of Teacher Education Department Chair: Jack May hew Location: McKay Education Building, Room 224 Telephone Contact: Lynda L. Olmstead 801-626-7171 Advisement Contact: Kristin Radulovich 801-626-6309 Professors: Frances Butler, Michael Cena, Forrest Crawford, Linda Gowans, Vicki Napper; Associate Professors: Melina Alexander, Ann Ellis, Kristin Hadley, Jack May hew, Louise Moulding, Richard Pontius, Peggy Saunders, Pene'e Stewart, Natalie Allen Williams; Assistant Professors: Vincent Bates, David Byrd, Anette Melvin, Kristin Nelson, Clay Rasmussen, Sue Womack The major purpose of the professional education programs in teacher education is to prepare candidates for teaching in elementary and secondary schools. Preparation is also provided for teachers of students with mild to moderate disabilities with the special education mild/moderate license. The department prepares students for endorsements in Mathematics, ESL (English as a Second Language), Basic Reading (graduate level only), and Education of the Gifted (graduate level only). All programs are approved by the Utah State Board of Education and the National Council for Accreditation of Teacher Education (NCATE) and Northwest/ North Central Associations. The preparation for teaching falls academically within four major categories: University General Education, support courses, subject specialization, and professional education. 1. University General Education requirements — In selecting courses to satisfy the general education requirements, candidates should note the general education courses recommended and/or required in their major and/or professional education requirement sheets available in the Teacher Education Advisement Center (ED 230). 2. Support courses 3. Specializations are required of all elementary candidates. Elementary education majors select one 9-hour content area specialization. The professional education program outlines acceptable subject specialization areas and requirements. Special Education majors choose one 9-hour specialization or a teaching minor. Secondary school candidates completing a teaching major may be required to complete a teaching minor (refer to the teaching major program requirements). The teaching major and teaching minor must be in subjects taught in Utah public secondary schools. Either the major or minor must be a subject which Utah secondary schools are required to teach. 4. Professional Education courses help the prospective teacher learn about children, the nature of the learning process, and how to provide desirable learning experiences. To meet licensure requirements, secondary school candidates are required to complete a minimum of 24 semester hours of professional course work; 43 semester hours are required of the prospective elementary school teacher. Professional course work in the program is organized into sequential levels. As students move through the program, they are required to demonstrate in a variety of ways the knowledge, skills and dispositions that embody the department's organizing theme and program model. It is important that interested students contact the Teacher Education Advisement Center (ED 230) as quickly as they decide to become a teacher. Specific program admission requirements, required courses, and recommended general education course work are available. Teacher Education Conceptual Framework The Department of Teacher Education's conceptual framework theme is "Student Achievement: Students, Teachers, & Communities Working Together." The model that illustrates the program's purposes, philosophy, outcomes and evaluation is represented by an easel, at the center of which are three overlapping components: Reflecting, Engaging, and Collaborating. The program standards are performance- based: that is, they describe what teachers should know and be able to do in order to be awarded a license. Course outcomes and objectives are geared around the conceptual framework. Students may view the conceptual framework, INTASC Standards and the critical performances for each level on the teacher education Web site (http: //departments, weber. edu/teachereducation). Admission to Teacher Education Admission to the Teacher Education Programs is a separate process from general university admission. The Teacher Education programs maintain a competitive admissions process. A specific number of applicants are provisionally admitted each semester after having made application and Weber State University 2012-2013 Catalog