Current through Register Vol. 48, No. 39, March 25, 2024
Subpart 1.
Scope of practice.
A teacher of physical education is authorized to provide to
students in prekindergarten through grade 12 instruction that is designed to
enhance physical growth and development through learning to move and learning
through movement.
Subp. 2.
Licensure requirements.
An applicant seeking a license to teach physical education
must meet the requirements for a license pursuant to parts
8710.0311 to
8710.0314 and Minnesota Statutes,
sections 122A.181 to
122A.184.
Subp. 2a.
Initial licensure program.
A candidate completing a board-approved initial licensure
program for physical education must demonstrate the content standards set forth
in subpart 3 and the standards for
effective practice in part
8710.2000.
Subp. 2b.
Additional licensure program.
A candidate completing a board-approved additional licensure
program for physical education must demonstrate the content standards set forth
in subpart 3.
Subp. 2c.
Licensure via portfolio.
An applicant seeking an initial license via portfolio
pursuant to part 8710.0330
must submit a content portfolio aligned to the standards set forth in subpart
3 and a pedagogy portfolio
aligned to the standards for effective practice in part
8710.2000.
Subp. 3.
Subject matter standards.
A candidate for licensure as a teacher of physical education
must demonstrate the knowledge and skills in items A to E.
A.
Skills.
The candidate must demonstrate competency in:
(1) fundamental motor skills, including a
minimum of at least two skills in each of the following categories: locomotor,
nonlocomotor, and manipulative; and
(2) a skill representing at least four of the
following physical activity categories: games and sports; aquatics; dance and
rhythmic activities; fitness activities; outdoor pursuits; and
individual-performance activities.
B.
Foundational knowledge.
The candidate must describe and apply content and
foundational knowledge , including:
(1) common content knowledge for teaching
students physical education, including developmentally appropriate motor
skills, movement concepts, and movement patterns; situational-specific tactics,
strategies, and correct techniques of skill-based performances in a
developmentally appropriate manner; and rules and etiquette of activities,
games, and sports;
(2) specialized
content knowledge for teaching students physical education, including skill
cues, identifying critical elements, and predicting common errors; planned and
developmentally appropriate task progressions; and observed performance as the
basis for adjusting learning tasks;
(3) anatomical and physiological concepts
related to skillful movement, physical activity, and fitness for
students;
(4) motor learning theory
and principles related to skillful movement, physical activity, and fitness for
students;
(5) motor development
theory and principles related to fundamental motor skills, skillful movement,
physical activity, and fitness for students;
(6) organization and administration of
physical education programs, including the role and alignment of district,
school, and department missions and goals in program planning and how to
develop curriculum goals and purposes based on the central concepts of physical
education;
(7) components of a
quality physical education program;
(8) individualized instruction for diverse
student needs, adding specific accommodations or modifications for all
students, including developmental adapted physical education
programs;
(9) an understanding of
how to achieve a health-enhancing level of fitness; and
(10) CPR and first aid training.
C.
Planning and instruction.
A teacher of physical education must be able to apply content and
foundational knowledge to plan and implement developmentally appropriate
learning experiences aligned with state standards and benchmarks through the
effective use of resources, accommodations or modifications, technology, and
metacognitive strategies to address the diverse needs of all students. The
candidate must:
(1) design developmentally
appropriate short- or long-term plans that are aligned with state academic
standards, including plans for assessments;
(2) design progressive and sequential
learning experiences that align with short- or long-term objectives and that
address the diverse needs of all students;
(3) plan for and manage resources to provide
active, fair, and equitable learning experiences;
(4) design developmentally appropriate,
engaging instructional strategies and materials that foster a physically and
emotionally safe learning environment;
(5) design individualized instruction for
diverse student needs, adding specific accommodations or modifications for all
students, including developmental adapted physical education
programs;
(6) design short- or
long-term lessons that use demonstrations, explanations, and instructional cues
that are aligned with short- and long-term plan objectives;
(7) design short- or long-term plans that
illustrate transitions, routines, and positive behavior management to create
and maintain a safe, supportive, and engaging learning environment;
and
(8) design short- or long-term
plans that include supports for common errors and strategies for
feedback.
D.
Assessment and reflection.
The candidate must:
(1) select or create authentic, formal
assessments that measure student attainment of short- or long-term objectives
in physical education;
(2)
administer formative assessments that monitor student learning;
(3) complete a reflective cycle to guide
decision making based on short- or long-term objectives, student learning, and
teacher performance;
(4) engage in
continued professional growth and collaboration in schools or professional
organizations; and
(5) describe
strategies for the promotion and advocacy of physical education and expanded
physical education activity opportunities.
E. a candidate for licensure as a teacher of
physical education must understand the content and methods for teaching reading
including the ability to use a wide range of instructional practices,
approaches, methods, and curriculum materials including electronic resources to
support reading and writing instruction including:
(1) selection and implementation of a wide
variety of before, during, and after reading comprehension strategies that
develop reading and metacognitive abilities;
(2) the ability to develop and implement
effective vocabulary strategies that help students understand words including
domain-specific words; and
(3) the
ability to identify instructional practices, approaches, methods, and match
materials to the cognitive levels of all readers, guided by an evidence-based
rationale, which support the developmental, cultural, and linguistic
differences of readers.
Subp. 3a.
Placements for candidates
completing an initial licensure program.
Across the combination of student teaching and other field
experiences, candidates completing an initial licensure program must have
experiences teaching physical education at three levels: prekindergarten and
primary level (prekindergarten through grade 4), middle level (grades 5 through
8), and high school level (grades 9 through 12).
Subp. 3b.
Placements for candidates
completing an additional licensure program.
A candidate completing an additional licensure program must
have experiences teaching at three levels: prekindergarten and the primary
level (prekindergarten through grade 4), middle level (grades 5 through 8), and
high school level (grades 9 through 12). The candidate must complete a
practicum teaching physical education in at least one of the levels:
prekindergarten and the primary level (prekindergarten through grade 4), middle
level (grades 5 through 8), or high school level (grades 9 through
12).
Subp. 5. [Repealed,
L
2015 c 21 art 1
s
110]