The Physical Education program will prepare you to pursue a career in teaching Physical Education in schools for grades pre-K through high school. Graduates earn the Bachelor of Science degree and are prepared for K-12 school licensure process.
Students entering the program must be able and willing to devote themselves to a program requiring a minimum of 110 hours of daytime field experiences in schools. These school-based clinical hours are completed in conjunction with methodology courses. In addition, the student must spend a minimum of 10 weeks in full-time student teaching during their last quarter in the program.
The program includes five distinctive features:
- Becoming a teacher is viewed as a developmental process continuing at least through the first year of teaching;
- Multiculturalism is infused throughout the curriculum;
- Field experiences are an integral part of the curriculum;
- Students are exposed to a variety of educational theories;
- The program includes a research component as a basis for further professional development.
The program in K-12 education prepares students to teach children in a variety of urban and suburban educational settings, including public and private elementary and high schools. In all cases, appropriate field experience plays an integral role.
Students should meet early and regularly with their advisor to design and monitor their program of study.
Please make sure you consult the Liberal Studies Requirements, Major Requirements, Concentration Requirements, and College Core Requirements for full degree requirements.
Licensure
Illinois Professional Educator License with endorsement in Physical Education (kindergarten-grade 12), an Illinois State Board of Education (ISBE) approved program.
| Program Requirements | Quarter Hours |
|---|---|
| Liberal Studies Requirements | 80 |
| Major Requirements | 96 |
| Open Electives | 16 |
| Total hours required | 192 |
Learning Outcomes
Students will be able to:
- Demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective Pre-K-12 physical education program for all students in a varies of context or setting.
- Use physical literacy to demonstrate skillful performance in physical education content and areas, and health-enhancing levels of fitness.
- 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 an effective use of resources, accommodations and/or modifications, technology, and metacognitive strategies to address the diverse needs of students.
- Engage students in meaningful learning experiences through effective use of pedagogical skills that incorporate feedback, technology, and instructional and managerial skills to enhance student learning.
- Select and implement appropriate assessments to monitor students' progress and guide decision making related to instruction and learning.
- Demonstrate ethical and culturally competent behaviors essential to becoming effective professional physical education teacher.
- Seek opportunities for continued professional development.
- Demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.
College Core Requirements
Dispositions
The College of Education expects its students to demonstrate the following dispositions and competencies across coursework, field experiences, clinical placements, and professional interactions. These competencies reflect professional, ethical, and inclusive practice aligned with state licensure requirements, accreditation standards, and our Vincentian mission to prepare effective and socially responsible professionals. We recognize that some concepts can be interpreted subjectively and have at times disproportionately impacted marginalized communities. Accordingly, our dispositions are applied with attention to equity, transparency, and cultural responsiveness. Faculty, staff, and students are encouraged to consult the standards of relevant professional organizations and accrediting bodies for specific expectations within their fields and engage in ongoing dialogue about these dispositions to raise questions, address concerns, and ensure fair and equitable implementation.
Justice and Ethical Responsibility
Student acts with integrity, ensuring their decisions and actions promote justice in all academic and professional standards.
Measures:
- Follows all ethical, legal, and professional standards, including confidentiality and mandated reporting requirements.
- Demonstrates accountability in academic and professional decisions and actions.
- Advocates for and enacts equitable and just practices that protect the dignity, safety, and well-being of others.
Diversity and Cultural Responsiveness
Student respects diverse identities, cultures, and experiences to foster equitable and inclusive interactions in all learning and professional settings.
Measures:
- Reflects on personal values, biases, and assumptions.
- Adapts learning and practice to meet the needs of diverse individuals and communities.
- Promotes respect and equity in interactions across classroom and professional settings.
Leadership and Professional Growth
Student takes ownership of their learning and professional growth and applies knowledge thoughtfully to address challenges, improve practice, and support positive learning and professional environments.
Measures:
- Seeks opportunities to advance knowledge, skills, and professional growth.
- Reflects on experiences and feedback to improve and innovate practice.
- Applies knowledge and skills to solve problems or to improve outcomes in academic, professional, and field settings.
Collaboration and Professional Relationships
Student builds positive relationships and collaborates effectively in all academic and professional settings.
Measures:
- Communicates respectfully and professionally with peers, staff, faculty, supervisors, and community partners.
- Incorporates feedback to improve collaborative work and interactions.
- Maintains interpersonal and professional boundaries.
Professionalism and Communication
Student models professionalism by engaging responsibly and communicating respectfully within all learning and professional contexts, recognizing that professional norms may vary across cultural, community, and institutional contexts.
Measures:
- Demonstrates professional behavior, including preparedness, punctuality, and attire and language.
- Communicates clearly, respectfully, and effectively in verbal, nonverbal, and written forms.
- Follows guidelines, policies, and procedures in classrooms, professional, and field settings.
Skill Building Courses
Upon admission, students must take the DePaul placement tests to determine if their skills are at the college level for math and writing. If placement indicates students need to build additional skills in these areas, the courses must be completed before taking higher level courses, ideally in the first year at DePaul. Students must consult with their advisor regarding placement test results and any required classes.
Modern Language Requirement
Students pursuing a Bachelor of Arts degree in the College of Education are required to demonstrate a measure of competence in a modern language, as defined by the college.
Such competence may be demonstrated in one of several ways:
- completing two years of a language sequence in high school
- completing the last course in the first-year college sequence of any language
- completing a college course beyond the first-year level in any language
- achieving a satisfactory score on any of the Modern Language placement examinations administered at DePaul
- achieving a satisfactory rating in a proficiency examination accepted by DePaul
- achieving a score of 3 or higher on the Advance Placement (AP) test for any language
- achieving a score of 5 or higher in the Language B assessment from a Standard or Higher Level International Baccalaureate (IB) program
- achieving a satisfactory score on the CLEP examination
- credit awarded for the Seal of Biliteracy
Please note: Modern Languages courses with an E-designation are taught in English and may not be applied to the Modern Language Requirement. Modern Languages courses with an E-designation are taught in English and may not be applied to the Language for Liberal Studies Option.
For further information regarding satisfactory scores and possible credit from the DePaul placement, AP, CLEP, or IB examinations, please contact the Office of the University Registrar.
Students who complete an Inter-College Transfer (ICT) to the College of Education will abide by the COE Modern Language Requirement in place on the effective date of the ICT.
B.A. students who meet College requirements and wish to pursue further work in the language may elect the Language for Liberal Studies Option of the Liberal Studies Program. While B.S. students are not required to demonstrate competency in a modern language, the Language for Liberal Studies Option is available to them for language study at any level.
Teacher Preparation
Field Experience
Each student pursuing licensure in the College of Education must complete structured Field Experiences in schools and sites aligned with their area of licensure in conjunction with designated education courses. Field Experience hours must be completed across a variety of settings and grade levels, include work with diverse student populations, and involve experiences in special education settings. Field Experiences must be completed during the quarter in which the course is taken and align with the completion of required course assignments. In addition to the requirements above, students must complete the minimum total Field Experience hours required by their program to be eligible for Student Teaching. All hours must be submitted by the student and approved by faculty in the Field Experience Hours Log upon completion each quarter and verified by the Field Experience & Student Teaching Office before final approval for Student Teaching.
Student Teaching Requirements
Student Teaching is the culminating course for teacher candidates. It is an onsite experience in classrooms. The course requires candidates to be in schools and sites full-time. As the culmination of their teacher preparation program, it requires candidates to demonstrate their preparedness to teach, including reflecting the skills and sensibilities set out by the various professional organizations and the Illinois State Board of Education (ISBE). A capstone course is required in the same quarter as student teaching.
All students in teacher preparation programs must meet the following requirements prior to enrollment in Student Teaching and the capstone course:
Academic & Clinical Requirements
- Complete all courses required for the degree (including Liberal Studies, Learning Domains, major coursework, concentration/content area courses, minors, and electives)
- Complete all program-required Field Experience hours
- Achieve a minimum overall cumulative GPA of 2.50
- Meet all other program requirements (e.g., modern language requirement, residency requirement, OPI test)
- Attempt the required Illinois licensure content area test in the primary licensure area and grade level*
- Demonstrate satisfactory professional dispositions
*Secondary Education students placed in a middle grades classroom for Student Teaching must pass the middle grades content-area exam prior to Student Teaching and attempt the secondary content-area exam. Both exams must be passed to be eligible for licensure.
Student Teaching Preparation and Deadlines
- Attend a Mandatory Student Teaching Informational Session approximately 2-3 quarters prior to expected quarter of Student Teaching
- Meet with an Academic Advisor to confirm academic eligibility and timeline
- Submit Student Teaching Application after meeting with an Academic Advisor, approximately 2-3 quarters prior to Student Teaching; application includes site preferences, resume, unofficial transcripts, FERPA release form, and writing sample
- Submit and complete any additional placement school/district application materials and/or clearance requirements by the noted deadlines
- Meet all academic requirements and professional disposition expectations by the quarter preceding Student Teaching, and continue to meet them through that quarter
- Attempt content area test(s) no later than 2 months prior to student teaching start date
- Attend Student Teaching Orientation in the weeks prior to the start of the Student Teaching experience
Students are expected to meet all stated requirements, procedures, and associated deadlines related to their Student Teaching placement. An eligibility review will be conducted approximately one month prior to the start of Student Teaching to confirm that all requirements and timelines have been satisfied. Failure to comply with these expectations within the established timelines may result in removal from the current placement or Student Teaching deferral to a future quarter. In cases where these expectations are not met, the Field Experience & Student Teaching Office may determine that continuation in the current placement is not appropriate. Decisions will be made at the discretion of the Field Experience & Student Teaching Office, following review of relevant information and, when feasible, communication with the student regarding the deficiency. The Field Experience & Student Teaching Office reserves the right to reassign or remove a student from their placement, considering the specific situation and any documented efforts to comply with requirements.
If a student or the program determines that the student will not complete Student Teaching but intends to finish the degree, the student must consult with the Program Director or Department Chair to identify appropriate substitute coursework. Approval of substitution courses is at the discretion of the Program Director or Department Chair, and such coursework will be equivalent in credit hours to the Student Teaching requirement. Completion of the capstone course remains mandatory as a university requirement. In these cases, a notation will be added to the student’s transcript stating: “Completion of degree requirements did not lead to eligibility for licensure.”
Licensure
Requirements for licensure include completion of a full educator preparation program, all licensure content tests (including OPI for world language endorsements), and an awarded bachelor’s degree. Student teaching must be passed with a minimum grade of B- or higher and the capstone course with a minimum grade of C or higher.
Upon finishing all requirements, DePaul sends notifications to ISBE to verify completion of requirements. Then students must submit an application in the ISBE system (ELIS). Application requirements include an application form, application fee, official transcripts, and registration fee.
All individuals must meet ISBE requirements in place at the time of application for the license. Requirements are subject to change at the discretion of ISBE.
Individuals seeking subsequent (additional) endorsements after applying for licensure must contact a College of Education Licensure Officer to determine next steps. Additional courses, tests, and fees may be required as per ISBE requirements.
Licensure Tests
All individuals pursuing a Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE) are required to pass a content area exam specific to their primary teaching area. Students wishing to add endorsements to their license will also be required to pass any additional content area exams in the desired endorsement area. The Academic Success Center can provide tutoring, workshops, online resources, and practice tests.
Endorsements
An endorsement is a credential on a Professional Educator License (PEL) that identifies the specific subjects or grade level that the license holder is authorized to teach.
The Illinois State Board of Education (ISBE) issues endorsements in various subject areas. To view the full list and requirements, visit the ISBE website.
Please note that the Illinois State Board of Education (ISBE) may change the licensure and endorsement requirements at any time and without prior notice. Individuals are bound by the requirements in place when applying for the license or endorsement, not the requirements in place when they began the program.
Teacher Performance Assessment
A Teacher Performance Assessment (TPA) is a subject-specific, performance-based assessment for teacher candidates designed to demonstrate their ability to plan, teach, assess, and reflect on instruction. A TPA is designed to measure an educator’s knowledge, skills, and preparedness in a real-world teaching context. A teacher performance assessment requirement for Illinois licensure is waived until September 1, 2029. Illinois will develop and pilot a state-developed teacher performance assessment between 2026 and 2029 (see Public Act 104-0128.)
Beginning in the 2026-2027 academic year, the College of Education may participate in the ISBE pilot program for a new Illinois Teacher Performance Assessment (ILTPA). If the college participates, the ILTPA will be required as part of the Student Teaching course. Additional information about pilot requirements and procedures will be provided to Student Teaching instructors and students when it is received from ISBE.
The new Illinois TPA may require a fee to complete. In addition, candidates may be required to earn a minimum passing score in order to successfully complete the assessment and be eligible for licensure.
Non-Licensure Programs: Exercise Science
Field Experience & Observations
Each Exercise Science student in the College of Education must complete structured Field Experiences & Site Observations in sites aligned with their concentration in conjunction with designated KNES courses. Field Experience hours must be completed across a variety of settings and include work with diverse populations. Field Experiences must be completed during the quarter in which the course is taken and align with the completion of required course assignments. In addition to the requirements above, students must complete the minimum total Field Experience hours required by their program to be eligible for their internships. All hours must be submitted by the student and approved by faculty in the Field Experience Hours Log upon completion each quarter and verified by the Field Experience & Student Teaching Office before final approval for internship.
Internship Requirements
Internship is the culminating course for Exercise Science students. It is an onsite experience. The course requires candidates to be in sites full-time. As the culmination of their program, it requires candidates to demonstrate their Exercise Science knowledge, including reflecting the skills and sensibilities set out by the program. A capstone course is required in the same quarter as the internship.
All students in internship programs must meet the following requirements prior to enrollment in internship and the capstone course:
Academic & Clinical Requirements
- Complete all courses required for the degree (including Liberal Studies, Learning Domains, major coursework, concentration/content area courses, minors, and electives)
- Complete all program-required Field Experience hours
- Achieve a minimum overall cumulative GPA of 2.50
- Meet all other program requirements (e.g., modern language requirement, residency requirement)
- Demonstrate satisfactory professional dispositions
Internship Preparation and Deadlines
- Attend a Mandatory Internship Informational Session approximately 2-3 quarters prior to expected quarter of internship
- Meet with an Academic Advisor to confirm academic eligibility and timeline
- Submit Internship Application after meeting with an Academic Advisor, approximately 2-3 quarters prior to Internship.
- Submit and complete any additional placement application materials and/or clearance requirements by the noted deadlines
- Meet all academic requirements and professional disposition expectations one quarter by the quarter preceding Internship, and continue to meet them through that quarter
- Attend Internship Orientation in the weeks prior to the start of the internship experience
Students are expected to meet all stated requirements, procedures, and associated deadlines related to their Internship placement. An eligibility review will be conducted approximately one month prior to the start of the internship to confirm that all requirements and timelines have been satisfied. Failure to comply with these expectations within the established timelines may result in removal from the current placement or Internship deferral to a future quarter. In cases where these expectations are not met, the Field Experience & Student Teaching Office may determine that continuation in the current placement is not appropriate. Decisions will be made at the discretion of the Field Experience & Student Teaching Office, following review of relevant information and, when feasible, communication with the student regarding the deficiency. The Field Experience & Student Teaching Office reserves the right to reassign or remove a student from their placement, considering the specific situation and any documented efforts to comply with the requirements.
If a student or the program determines that the student will not complete Internship but intends to finish the degree, the student must consult with the Program Director or Department Chair to identify appropriate substitute coursework. Approval of substitution courses is at the discretion of the Program Director or Department Chair, and such coursework will be equivalent in credit hours to the Internship requirement. Completion of the capstone course remains mandatory as a university requirement.
Degree Conferral & Graduation
The awarding of a degree is not automatic. The student must submit an application to be considered for the degree. The university awards and posts degrees at the end of each regular academic term (autumn, winter, spring, summer).
It is the student’s responsibility to initiate the degree conferral process by submitting an online application. Submitting an application indicates the student’s intent to complete all degree requirements by the end of the term for which the application is submitted.
Undergraduate students must be approved for student teaching and complete student teaching and capstone to be cleared for the degree. Students must submit a graduation application for the quarter that corresponds with term in which Student Teaching is completed.
Once the application has been submitted, the student may not register for any term after the one selected in the application.
To apply for degree conferral, log on to Campus Connect. Select “Advising, Progress & Graduation,” then “Apply for Graduation.” The on-screen instructions will take you through the application process.
Provided that all requirements and financial obligations are met, degrees are posted 30 days after the official end of the term. Official dates are listed on the Academic Calendar.
DePaul holds one commencement ceremony each year in June. To participate, the student must first apply for degree conferral for the current academic year and then submit a cap and gown order.
Eligibility for the June Commencement ceremony is limited to students who complete the entirety of their program requirements, including student teaching, within the same academic year (prior to the ceremony). Students scheduled to complete student teaching in the fall quarter immediately following the ceremony may be granted special consideration to participate and graduate with their cohort, subject to program approval.
Additional information about degree conferral and graduation can be found on the Commencement website at https://resources.depaul.edu/commencement/Pages/default.aspx
Liberal Studies Requirements
Honors program requirements can be found in the individual Colleges & Schools section of the University Catalog. Select the appropriate college or school, followed by Undergraduate Academics and scroll down.
| First Year Program | Hours | |
|---|---|---|
| Chicago Quarter | ||
| LSP 110 or LSP 111 | DISCOVER CHICAGO or EXPLORE CHICAGO | 4 |
| Focal Point | ||
| LSP 112 | FOCAL POINT SEMINAR | 4 |
| Writing | ||
| WRD 103 | COMPOSITION AND RHETORIC I 1 | 4 |
| WRD 104 | COMPOSITION AND RHETORIC II 1 | 4 |
| Quantitative Reasoning | ||
| MAT 120 | QUANTITATIVE REASONING 2 | 4 |
| Sophomore Year | ||
| Race, Power, and Resistance | ||
| LSP 200 | SEMINAR ON RACE, POWER, AND RESISTANCE | 4 |
| Junior Year | ||
| Experiential Learning | ||
| Met by successful completion of required field experience hours | ||
| Senior Year | ||
| Capstone | ||
| KNES 384 | PHYSICAL EDUCATION CAPSTONE | 4 |
- 1
Students must earn a C- or better in this course.
- 2
Readiness for MAT 120 is determined by the math placement test taken online after admission. Students may need to take developmental coursework prior to MAT 120. Students who complete MAT 120 and both a Computational Reasoning course and a Statistical Reasoning course in the Math and Computing Learning Domain take one less Learning Domain course. Students may not apply the course reduction to any Domain where only one course is required, and cannot be applied to the Scientific Inquiry Learning Domain. The MAT 120 requirement may be waived by passing a dedicated proficiency exam or it may be fulfilled by credit for advanced math coursework earned in-residence at DePaul (MAT 135, MAT 136, MAT 147, MAT 148, MAT 149, MAT 150, MAT 151, MAT 152 MAT 155, MAT 156, or equivalent) or earned externally either as transfer credit from another college/university or as test credit through AP, CLEP, IB, or International A and A/S Level exams. Calculus course(s) may be used to fulfill any of the three QR/MCD requirements.
- 3
This must be taken along with student teaching. Students must earn a C or better in this course.
Learning Domains
Arts and Literature (AL)
- 3 Courses Required
Historical Inquiry (HI)
- 2 Courses Required
(Note: One must be US History)
Math and Computing (MC)
- 1 Course Required
[1 CR Course or 1 SR Course]
Philosophical Inquiry (PI)
Religious Dimensions (RD)
- 2 Courses Required
Scientific Inquiry (SI)
- 2 Courses Required:
- 1 CHE/ENV/GEO/PHY
- 1 SWK Course
Social, Cultural, and Behavioral Inquiry (SCBI)
- 2 Courses Required
- PSC 120
- 1 Additional Course
Notes
Specified required courses within Liberal Studies may have grade minimums (e.g. C- or better). Please consult your advisor or your college and major requirements.
Courses offered in the student's primary major cannot be taken to fulfill LSP Domain requirements. If students double major, LSP Domain courses may double count for both LSP credit and the second major.
In meeting learning domain requirements, no more than one course that is outside the student’s major and is cross-listed with a course within the student’s major, can be applied to count for LSP domain credit. This policy does not apply to those who are pursuing a double major or earning BFA or BM degrees.
Major Requirements
Course Requirements
Biology Foundations: 8 quarter hours required
| Course | Title | Quarter Hours |
|---|---|---|
| BIO 201 | HUMAN ANATOMY | 4 |
| BIO 202 | HUMAN PHYSIOLOGY | 4 |
Introductory Courses: 8 quarter hours required, grade of C or better required
| Course | Title | Quarter Hours |
|---|---|---|
| SCU 207 | SOCIAL AND HISTORICAL ISSUES IN EDUCATION | 4 |
| SCU 336 | ADOLESCENT AND ADULT GROWTH AND DEVELOPMENT | 4 |
| or SCU 337 | HUMAN GROWTH AND DEVELOPMENT | |
Introductory Activity Core: 4 quarter hours required, grade of C or better required
| Course | Title | Quarter Hours |
|---|---|---|
| KNES 121 | SWIMMING | 2 |
| KNES 213 | FOLK & SOCIAL DANCE | 2 |
Introductory Activity Electives: 10 quarter hours required, grade of C or better required
| Course | Title | Quarter Hours |
|---|---|---|
| Select five of the following: | 10 | |
| KNES 181 | FLAG FOOTBALL | |
| KNES 182 | VOLLEYBALL | |
| KNES 183 | SOCCER | |
| KNES 185 | SOFTBALL | |
| KNES 186 | TRACK AND FIELD | |
| KNES 187 | BASKETBALL | |
| KNES 276 | TENNIS | |
| KNES 277 | GOLF | |
Physical Education Core: 18 quarter hours required, grade of C or better required
| Course | Title | Quarter Hours |
|---|---|---|
| KNES 311 | MOTOR DEVELOPMENT THROUGHOUT THE LIFE SPAN | 4 |
| KNES 206 | PERSONAL AND COMMUNITY HEALTH | 4 |
| KNES 302 | FIRST AID: RESPONDING TO EMERGENCIES | 2 |
| KNES 303 | ATHLETIC INJURIES | 4 |
| KNES 341 | HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF PHYSICAL EDUCATION | 4 |
Advanced Courses: 36 quarter hours required, grade of C or better required
| Course | Title | Quarter Hours |
|---|---|---|
| KNES 317 | PHYSICAL EDUCATION AND CLASSROOM MANAGEMENT IN THE ELEMENTARY SCHOOL | 4 |
| KNES 325 | LANGUAGE AND LITERACY IN THE PHYSICAL EDUCATION SETTING | 4 |
| KNES 372 | METHODS AND MATERIALS FOR PHYSICAL EDUC CURRICULUM/INSTRUCTION-SECONDARY SCHL | 4 |
| KNES 346 | ORGANIZATION/ADMINISTRATION OF PHYSICAL EDUCATION, SPORTS & FITNESS PROGRAMS | 4 |
| KNES 351 | KINESIOLOGY | 4 |
| KNES 352 | PHYSIOLOGY OF EXERCISE | 4 |
| KNES 360 | EDUCATIONAL PSYCHOLOGY AND MEASUREMENT OF LEARNING | 4 |
| KNES 374 | ADAPTED PHYSICAL EDUCATION | 4 |
| KNES 390 | PSYCHO-SOCIAL ASPECTS OF EXERCISE AND SPORT | 4 |
Open Electives: 16 quarter hours are required
Open elective credit also is required to meet the minimum graduation requirement of 192 hours. The following cannot be used to fulfill an open elective: WRD 98, MAT 94, MAT 95.
Student Teaching: 12 quarter hours required, grade of B- or better required
Registration in student teaching requires completion of all requirements and procedures above. EDU 95 indicates to the Illinois State Board of Education that all field experience hours are complete. All students also take KNES 384 during the spring of the senior year (listed in the Liberal Studies section).
| Course | Title | Quarter Hours |
|---|---|---|
| KNES 378 | PHYSICAL EDUCATION STUDENT TEACHING IN ELEMENTARY EDUCATION | 6 |
| KNES 379 | PHYSICAL EDUCATION STUDENT TEACHING IN SECONDARY EDUCATION | 6 |
| EDU 95 | CLINICAL EXPERIENCE WITH CHILDREN AND YOUTH (non-credit, non-tuition, PA grade required ) | 0 |
Licensure Tests
All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license. Physical Education majors must complete the following tests:
- Physical Education Content Area Test (test #144) – assesses knowledge of health-related physical fitness, movement and skill acquisition, the role of physical education in promoting development, and the physical education program in schools. Test is required before Student Teaching (deadlines apply).
- EdTPA - assessment conducted during the student teaching experience including video clips of instruction, lesson plans, student work samples, analysis of student learning and reflective commentaries. Students will submit an electronic portfolio to an outside agency for independent evaluation and a fee will be imposed by that agency as part of the assessment.
Field Experiences
Each student seeking licensure from the College of Education / Professional Education Unit must complete supervised field experiences in appropriate settings in conjunction with education courses. The field experiences must include a variety of grade levels, multicultural experiences, and a minimum of 10 hours in special education settings. All field experiences must be completed prior to final approval for student teaching. Field experience hours should be entered by the student into the FEDS system when completing courses with field experience requirements. For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.