ÿÈÕ´óÈüÈë¿Ú ÿÈÕ´óÈüÈë¿Ú †.™s Physical Education Teacher Education Program is designed to prepare students to teach physical education in PK-12 public and private schools.
Successful completion of this program fulfills the academic requirements of the Connecticut initial educator certificate for pK-12 physical education. The Physical Education Teacher Education Program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and fulfills all standards established by the Society of Health and Physical Education (SHAPE) America.
The program is designed to help future teachers achieve their potential and succeed as educators of healthy, active lifestyles. The program provides quality educational experiences for students related to the field of teaching Health and Physical Education. This is accomplished through:
- Implementing curricula and coursework that meets Health and Physical Education Teacher Education standards,
- Providing outreach and student service activities to PK-12 schools and communities in Connecticut,
- Hosting events and learning experiences for current and future educators,
- Sending future professionals to state, regional, and national conferences / professional development programs,
- Providing opportunities for student engagement and leadership in professional organizations, and
- Providing opportunities for student engagement in collaborative research with faculty.
The program includes multiple opportunities to gain real-life field experience throughout the student ÿÈÕ´óÈüÈë¿Ú †.™s matriculation, including 16 weeks of full-time teaching during the culminating student teaching experience. Course instruction is provided by experienced, dynamic faculty who have a sincere interest in each student ÿÈÕ´óÈüÈë¿Ú †.™s development.
Topics Covered
The Physical Education (preK-12 teacher certification) Teacher Education program curriculum is aligned with the Society of Health and Physical Educators (SHAPE America) National Standards for Initial Physical Education Teacher Education (2017) and the Society for Public Health Education (SOPHE) 2019 Health Education Teacher Preparation Standards. Program completers meet the following standards:
Standard 1: Content and Foundational Knowledge
Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.
Standard 2: Skillfulness and Health-Related Fitness
Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.
Standard 3: Planning and Implementation
Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.
Standard 4: Instructional Delivery and Management
Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, and instructional and managerial skills to enhance student learning.
Standard 5: Assessment of Student Learning
Physical education candidates select and implement appropriate assessments to monitor students ÿÈÕ´óÈüÈë¿Ú †.™ progress and guide decision making related to instruction and learning.
Standard 6: Professional Responsibility
Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.
Standard 1: Functional Knowledge
Candidates possess functional health education knowledge about effective curricula, health behavior theories, health education standards, the whole child approach, risk and protective factors, ways to prevent chronic and communicable diseases, and the multidimensionality of health plus the literacy skills of an informed consumer that helps them create meaningful learning experiences.
Standard 2: Assessing Needs
Candidates assess needs and assets of learners, learning, and the learning community in order to inform their practice.
Standard 3: Planning
Candidates use needs assessment data, health education standards, and principles of learning to plan cohesive, sequential lessons and units that include ways to accommodate students ÿÈÕ´óÈüÈë¿Ú †.™ differing strengths and needs and that use 21st Century technology in order to support students ÿÈÕ´óÈüÈë¿Ú †.™ acquisition of functional health knowledge, health-related skills, and health beliefs.
Standard 4: Implementation
Candidates employ a variety of research/theory-based instructional strategies in a well-managed classroom that encourages all learners regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English-language proficiency, and physical or cognitive ability to adopt healthy behaviors and to interact positively with others; candidates reflect on their practice and adapt practice in order to meet students ÿÈÕ´óÈüÈë¿Ú †.™ and instructional needs.
Standard 5: Evaluation
Candidates use multiple assessment methods that are aligned with standards and learning objectives to measure students ÿÈÕ´óÈüÈë¿Ú †.™ achievement, document their progress and guide instructional practice.
Standard 6: Professionalism
Candidates demonstrate professionalism and ethical practices; make the case for the value of health education to academic success as well as wellness; advocate for both programs and students ÿÈÕ´óÈüÈë¿Ú †.™ welfare; make appropriate referrals; engage students ÿÈÕ´óÈüÈë¿Ú †.™ families regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency and physical or cognitive ability; engage colleagues within the school and community as well as the community at large using a variety of media including social media; and demonstrate a lifelong learner disposition.
Accreditation
The Physical Education Teacher Education Program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and fulfills all standards established by the Society of Health and Physical Educators (SHAPE America). Additional certification to teach School Health Education is available as an option for students.
Concentrations
Physical Education PK-12, B.S.
The bachelor's degree program in Physical Education is designed to prepare students to teach physical education in grades Pre-K to 12. Successful completion of this program fulfills the academic requirements of the Connecticut initial educator certificate for preK-12 physical education. Graduates are employed in public and private schools, and related fields in physical fitness, coaching, outdoor recreation, and physical activity leadership.
Additional certification to teach school health education is available as an option for students.
Physical Education PK-12, B.S. - School Health Education M.S. Accelerated Pathway
The accelerated BS Physical Education / MS School Health Education pathway program is designed to have students earn degrees in both Physical Education and School Health Education in five years. Upon completion of the program, graduates will meet the necessary requirements of the Connecticut initial educator certificate for preK-12 physical education and a cross-endorsement for School Health Education. This is the only program of its kind in New England.
Graduates are prepared to teach physical education and school health in private and public schools and work in related fields such as physical fitness and health education in private/public agencies.
Careers
Graduates have the opportunity to apply for their Connecticut initial educator certificate for preK-12 physical education and work full-time in preK-12 public or private school settings as physical education teachers.
Graduates of our program have the option to apply for a cross-endorsement in health education to add to their initial educator certificate. This allows graduates to work full-time in preK-12 public or private school settings as health education teachers.
Graduates may also go on to work in related fields, such as physical fitness, physical activity leaders, athletic coaches, outdoor recreation, summer sports camps, and provide physical activity/sports opportunities at summer camps.
The Accelerated Program enhances the competitiveness of professionals with graduate-level experience upon entering the workforce.
Typical Job Titles
- Health and Physical Education Teacher
- Athletic Coach
- Recreation and Summer Camp Director
- Fitness Instructor
- Sports Instructor
Highlights
Field Experiences
A staple of the SCSU Physical Education Teacher Education Program is providing teacher candidates with real-life field experiences from the moment they enter the program. Teacher candidates participate in over 300 hours of field experience before their student teaching semester.
Physical Education Club
An SCSU student organization managed by an executive board of student leaders; The club offers events and activities related to Physical Education, Health, and Athletic Coaching, and provides a welcoming, inclusive, and cooperative group environment for all students.
Experienced, Dynamic, Dedicated, and Engaged Faculty
Our program thrives on the expertise and commitment of our dedicated faculty, ensuring students receive the highest quality education and mentorship. View Faculty
The PE Program at SCSU more than prepared me to enter my dream job of being a physical education teacher! The program did an outstanding job of giving me hands-on experience, getting us into gymnasiums teaching students early in the program, giving us the opportunity to apply our learning. This experience was invaluable, allowing me to apply my lesson plans as I wrote them, practice behavior management techniques, and receive feedback for my teaching. The tight-knit PE Program made me feel welcome and offered numerous opportunities to get involved on campus and in the community. One of my favorite parts of the program is how helpful and caring the professors are. The professors truly make the PE Program at SCSU unique.
Steven Samela, '20
Physical Education (pK-12 teacher certification), B.S.
Physical Education (pK-12 teacher certification), B.S.
School / College
College of Health & Human Services
Department
Health and Movement Sciences
Contact
Dr. Catherine P. Abel-Berei