Department of Health, Physical, and Secondary Education

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The primary goal of the Department of Health, Physical, and Secondary Education is to offer quality programs leading to the Bachelor of Science degree, the Master of Arts in Teaching degree, and post-baccalaureate licensure in Middle Grades, Secondary, Health and Physical Education and Special Education, and a Minor in Health. In support of the mission of the university and the School of Education, the department is committed to preparing students as facilitators of learning with 21st century knowledge and skills to teach in middle grades education, secondary education, health and physical education, and special education.

Candidates for the initial teaching license (Bachelor of Science [B.S.] degree, non-degree Licensure Only programs, and Master of Arts in Teaching [M.A.T.] degree) will complete a series of evidence requirements to demonstrate their competence in North Carolina Professional Teaching, Graduate (if applicable) and National or Professional Standards and Indicators. These evidences must be completed during course work and field experiences (if required), and candidates must achieve a minimum rating of Proficient (score of 3.0) on each indicator on the scoring rubrics for course credit and recommendation for licensure. These evidences include: Unit Plan, Case Study, Content Project and Leadership and Collaboration Project. In addition, candidates who are required to student teach must also achieve a rating of Met on all parts of the final Certification of Teaching Capacity form.

Learning Outcomes

Secondary, and Health/Physical Education

1. Teacher candidates will know their content based on the Common Core State Standards, NC Essential Standards, and CAEP.
2. Teacher candidates will know how to teach based on the Common Core State Standards, NC Essential Standards, and CAEP.
3. Teacher candidates will implement practices that reflect the cognitive, mental and physical development of K-12 students.
4. Teacher candidates will know how to utilize technology to enhance instruction, learning, research, assessment, and data management.
5. Teacher candidates will demonstrate leadership skills through the establishment of a safe, orderly, and positive environment.
6. Teacher candidates will provide appropriate accommodations and implement teaching strategies for diverse learners.
7. Teacher candidates will integrate 21st century knowledge and skills in instruction.
8. Teacher candidates will be able to communicate effectively, analyze data, and be a reflective practitioner.

Special Education - Initial

1. Candidates will be able to demonstrate their understanding of the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society.
2. Candidates will be able to produce evidence of their knowledge and analysis of the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs.
3. Candidates will be able to exhibit their depth of understanding, research and strategies related to how the experiences of individuals with exceptional learning needs can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community.
4. Candidates will be able to create products of learning that show activity and resourcefulness in seeking to understand how primary language, culture, and familial backgrounds interact with an individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options.
5. Candidates will be able to facilitate learning for their students through a repertoire of evidence-and research based instructional strategies and technologies used to individualize instruction for individuals with exceptional learning needs.
6. Candidates will be able to lead in their profession by creating learning environments for individuals with exceptional learning needs that foster a school cultural of understanding, safety and emotional well being, positive social interactions, and active engagement of all individuals.
7. Candidates will be able to reflect and use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as collaborate with specialist in order to adjust instruction in response to ongoing learning progress.

Health and Physical Education Non-Teaching Community Health Concentration

1. Student will be able to assess the needs, resources and capacity of the community.
2. Student will be able to plan health and wellness programs and activities for the community.
3. Student will be able to implement and manage community health and wellness programs and activities.
4. Student will be able to evaluate community health and wellness programs and activities.
5. Student will be able advocate for individual and community health and wellness resources and policies to promote good health and wellness.

Health and Physical Education Non-Teaching Sport Management Concentration

1. Students will demonstrate knowledge and understanding of the management, marketing, public relations, financial, psycho-social, and legal concepts relevant to effective practice for those preparing for careers in the sport management field.
2. Students will apply personal ethics and ethical theory to issues in the business aspect of sport.
3. Students will display critical thinking skills related to effective decision-making in sport organizations.
4. Students will explore the theoretical framework and concepts of issues relating to diversity in sport.
5. Students will demonstrate effective communication skills through the use of oral, written and interpersonal skills associated with current trends in sport management.

Post-Baccalaureate Non-Degree Licensure Only Programs

Students interested in post-baccalaureate licensure only programs (including lateral entry licensure) in Middle Grades (6-9), Secondary (9-12), Health/ Physical Education, and Special Education: General Curriculum (K-12) should consult the Graduate Catalog and a program advisor.

Licensing Requirements

The following PRAXIS II Exams are required to receive a North Carolina Teaching License in the following areas: Health and Physical Education, Middle Grades Language Arts, Middle Grades Mathematics, Middle Grades Science and Middle Grades Social Studies.

Notes:

• In general, test codes that begin with “5” are delivered in computer format; codes that begin with “0” are delivered on paper.
• “CDT” refers to computer-delivered tests. “PDT” refers to paper-delivered tests.

Health and Physical Education

Middle School Education

Programs

• Biology, Teaching Licensure Concentration (Secondary Education 9-12), B.S.
• Health and Physical Education, B.S.
• Health and Physical Education, Non-Teaching Community Health Concentration, B.S.
• Health and Physical Education, Non-Teaching Sport Management Concentration, B.S.

• Health Minor

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