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Minnesota Legislature

Office of the Revisor of Statutes

8710.4700 TEACHERS OF PHYSICAL EDUCATION.

Subpart 1.

Scope of practice.

A teacher of physical education is authorized to provide to students in kindergarten 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.

A candidate for licensure to teach physical education to students in kindergarten through grade 12 shall:

A.

hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B.

demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C.

show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of physical education.

Subp. 3.

Subject matter standard.

A candidate for licensure as a teacher of physical education must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to D.

A.

A teacher of physical education understands and applies the skills necessary to perform varied physical activities including:

(1)

essential elements and sequencing of basic motor skills;

(2)

individual, dual, and team activities; lifetime fitness activities; fundamental gymnastics; rhythms and dance, for example, singing games and folk, square, ballroom, creative, contemporary, and modern dance; low organization, lead up, and cooperative games; aquatics; aerobics, body mechanics, conditioning exercises, and strength training;

(3)

appropriate instructional cues and prompts for basic motor skills and physical activity; and

(4)

how to support and encourage learner expression through movement.

B.

A teacher of physical education understands disciplinary knowledge of physical activities and well-being, including:

(1)

the organic, skeletal, and neuromuscular structures of the human body and how these structures adapt and contribute to physical activity, motor performance, fitness, and wellness;

(2)

concepts and strategies related to physical activity and fitness;

(3)

disciplinary concepts and principles to skillful movement and physical activity;

(4)

interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from multiple subject areas;

(5)

organization and administration of physical education programs;

(6)

etiquette, sportsmanship, and officiating;

(7)

selection and use of appropriate supplies and equipment;

(8)

safety issues to consider when planning and implementing instruction;

(9)

appropriate emergency procedures;

(10)

safety, CPR, first aid procedures, and prevention and care of injuries;

(11)

the relationship among physical activity, fitness, and health including developmental adaptive physical education programs;

(12)

historical, philosophical, sociological, and psychological factors associated with varied physical activities; and

(13)

health-related concepts, concerns, assumptions, debates, processes of inquiry, and personal hygiene central to the study of physical activity.

C.

A teacher of physical education must demonstrate an understanding of the teaching of physical education that integrates understanding of physical education with the understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of physical education to children, preadolescents, and adolescents must:

(1)

understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents;

(2)

understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle and high school education;

(3)

understand the benefits and implications of, and how to, promote lifelong physical recreation;

(4)

develop curriculum goals and purposes based on the central concepts of physical education and know how to apply instructional strategies and materials for achieving student understanding of this discipline;

(5)

understand the role and alignment of district, school, and department mission and goals in program planning;

(6)

understand the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;

(7)

know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities; and

(8)

understand the role and purpose of cocurricular and extracurricular activities in the teaching and learning process.

D.

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.

Student teaching and field experiences.

A candidate for licensure to teach physical education must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4.

Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

Statutory Authority:

MS s 122A.09; 122A.18

History:

23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Published Electronically:

August 21, 2017