CLEVELAND  STATE  UNIVERSITY

 

The teacher as a responsive, reflective professional: A partner in learning

 

PED 328 (4 semester hours)

LEGAL & ADMINISTRATIVE ASPECTS OF PHYSICAL EDUCATION & SPORTS

 

Instructor: Eddie T. C. Lam, Ph.D.

 

Office: PE 218
Office Hours: 11:00 a.m. - 12:40 p.m. MWF or by Appointment

Office Phone: (216) 687-5051

 

E-mail: t.lam@csuohio.edu

 

Class Location: PE 203

 

Class Time: 9:45 - 10:50 a.m. MWF

 

Department of HPERD Main Number: (216) 687-4870

 

COURSE DESCRIPTION

 

An overview of the legal and administrative aspects in the sector of physical education.  The legal domain includes liability, intentional torts, contracts, American with Disabilities Act, selected components of the Occupational Health & Safety Act, and risk management.  The administrative domain comprises of organizational theory and management, budgeting and finance, and program planning and evaluation.  Students will be provided with hands-on experience in the application of computer skills in various administrative aspects of physical education and sports.

 

COURSE OBJECTIVES

 

A.  Knowledge

The student will:

§      Become acquainted with a wide range of administrative roles in a learning environment and the duties and responsibilities of each. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM)                                                                                                              

§      Know various leadership styles. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM)

§      Understand the role of the administrator in the learning environment. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM, PARTNERSHIP, TECHNOLOGY)

§      Know and understand tort and contract laws, and the Americans with Disabilities Act. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM, TECHNOLOGY)

§      Understand the differences between sport, fitness, athletic and physical education programs. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM, TECHNOLOGY)

§      Compare and contrast sport, fitness, athletic and physical education programs. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM, PARTNERSHIP, TECHNOLOGY)

§      Understand the concepts of financial management. (INQUIRY, CONTEXTUALISM, TECHNOLOGY)

§      Understand the importance of human resource management. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM)

§      Understand risk management. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM, TECHNOLOGY)

§      Understand program planning for a facility. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM, TECHNOLOGY)

 

B.  Skills

The student will demonstrate the following skills:

§      Develop policies, procedures, and evaluation systems. (INQUIRY, CONTEXTUALISM, DIVERSITY)

§      Develop and design a curriculum that can fit into different settings. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM)

§      Know and understand purchasing, inventory, maintenance, and control of equipment. (INQUIRY, CONTEXTUALISM, DIVERSITY, TECHNOLOGY)

§      Know how to provide plans for the construction or renovation of a facility. (INQUIRY, CONTEXTUALISM, DIVERSITY, TECHNOLOGY)

§      Be able to market, promote, and develop public relations essential to administration of programs. (INQUIRY, CONTEXTUALISM, DIVERSITY, TECHNOLOGY)

§      Be able to apply computer skills in various aspects of the physical education environment. (INQUIRY, CONTEXTUALISM, TECHNOLOGY)

 

C.  Dispositions

The student will:

§      Recognize the important role of teachers in the caring and supervising school children (DIVERSITY, PROFESSIONALISM)

§      Develop a positive attitude in caring and motivating school children (DIVERSITY, PROFESSIONALISM)

§      Be sensitive to the growth and development of children in different stages (CONTEXTUALISM, DIVERSITY, PROFESSIONALISM)

§      Demonstrate a positive attitude towards the current legal system (CONTEXTUALISM, DIVERSITY)

 

 

REQUIRED TEXT

 

Bucher, C. A., & Krotee, M. L. (2001). Management of physical education and sport (12th edition).  Boston, MA: McGraw-Hill.

 

Additional/Support Text

Cotton, D. J., & Wilde, T. J. (1997). Sport law: For sport managers. Dubuque, IA: Kendall/Hunt.

 


 

COURSE OUTLINE

I.           Administration

A.     Definition

B.     Philosophy

C.     Skills required

D.     Administration/Management

E.      Preparation

II.           Leadership

A.     Theories

B.     Types

III.         Law

A.     Tort

B.     Negligence

C.     Foreseeability

D.     Standard of Care

E.      Contract

F.      Americans with Disabilities

IV.        Human Resource Management

A.     Communication

B.     Employment opportunity and strategies

C.     Motivation

D.     Personnel services

E.      Stress and burnout

V.           Marketing, PR, Promotion, and Partnerships

A.     Importance of Public Relations

B.     Marketing elements

C.     Promotion of programs

D.     Development of partnerships and fund-raisers.

E.      Media – newsletters, videotaping, and brochures.

VI.        Conceptual Skills

A.     Planning

B.     Financial planning and management

C.     Budgeting

D.     Policy and procedure development

E.      Risk Management

VII.      Technical Skills

A.     Purchasing

B.     Maintenance and security

C.     Facility planning

D.     Scheduling

E.      Evaluating

F.      Computer and data processing

VIII.   Administrative Specific Aspects

A.     Schools

B.     Athletics and Health-Fitness

C.     Sport Management

IX.         Career Goals

A.     Establishing a career strategy

B.     Preparing a resume

X.           Computer Applications in Administration

         A.  Microsoft: Word, Excel, and PowerPoint

 

 

ATTENDANCE

 

Students are expected to attend and participate in every class.  Please be advised that you are allowed two absences without penalty.  However, all work missed, including quizzes and exams due to any absence will receive a grade of zero (0).  The 3rd and 4th absences will result in the total grade lowering by 10 points each.  You will receive an “F” for your grade if you have five (5) or more absences.  Any tardiness will be equivalent to half of an absence.

 

This course is lecture, individual investigation and open class participation.  Students as preparing for the profession are expected to be prepared for lecture, text analysis, and class activities. Students will also actively participate in sharing experiences and investigations, which are important to physical education and athletics.  Student involvement and discussion are vital to the success of the class.  Students are expected to participate in class and complete all homework assignments. 

 

As part of your professional development, ball caps and sweaty or torn attire is not professional and should not be worn to class.  Students will write an issue paper and present it to the class for discussion.  Each student is expected to be dressed as a professional for the oral presentation. Classroom respect and civility are expected and greatly appreciated.  You will be asked to leave the classroom and count as absence for the day if you read newspaper or keep talking to your fellow classmates during class time.

 

 

STUDENT EVALUATION

 

Points

Class Participation

20

 

Interview of professional

30

 

Policy and Procedure Plan

30

 

Computer Application Assignment

30

 

Issue Research Paper and PowerPoint Presentation

60

 

Mid-Term Exam

50

 

Final Exam

50

 

                                                                                               TOTAL :

270

 

 

GRADING

 

A

=

> 245

B

=

215-224

C

=

185-194

A-

=

235-245

B-

=

205-214

D

=

170-184

B+

=

225-234

C+

=

195-204

F

=

< 170

 

 

REQUIRED ARTIFACTS FOR PORTFOLIO

Policy and Procedure Plan (Outcome #8: Planning/Instruction)

Issue Research Paper (Outcome #11: Reflection)

 

RECOMMENDED ARTIFACTS FOR PORTFOLIO

Interview of Professional (Outcome #7: Communication)

Computer Application Assignment (Outcome #10: Technology)

 

 


 

ASSIGNMENTS

The following are the guidelines for all written and oral assignments. Be sure to follow each detail.

 

Interview of Professional:

1.      Investigate a career position that you hope to obtain when your degree is completed.

2.      Seek out answers from the person(s) in the career.

3.      The investigation paper may include the following:

§      What career opportunities exist?

§      What professional growth and development opportunities exist?

§      What are the requirements?

§      What are the benefits that are offered?

§      What are the specifics that have drawn you to this career choice?

§      What accomplishments have they made in their administrative time?

§      What major concerns he/she confronts daily/monthly/yearly?

§      How much public relations do they do? Get some examples.

§      What kind of budgets do they have for their department?

§      Have they had any legal matters to deal with?

§      Do they have regular department meetings? If NOT, how do they communicate with the members in their department?

§      In the facilities, what is the maintenance and inspection schedule?

§      How do they address concerns about safety?

§      Can you vision yourself in this career 5, 10, 30 years from now? Why?

§      Other questions specific to your concerns.

4.      The investigation paper is to be between 3 and 4 pages.

 

Policy and Procedure Plan:

1.      Develop a policy and procedure plan for your physical education and athletic department. Policies are general statements the serve as guides to the decision making process.  Policies set the limits.  Procedures are the series of established steps to achieve a purpose.  Procedures describe the actions that are taken in specific situations.

2.      The plan can be on:

a.       The procedures for preparing and attending a physical education class,

b.      The procedures and rules for using the locker room,

c.       The procedures for attending an extra-curriculum activity or after school program,

d.      The procedures for attending any school functions, etc.

3.      The plan may include:

  1. The procedures for program development and implementation (which should include supervision),
  2. Budget allocations,
  3. Emergency plan and evacuation procedures,
  4. Student assessment,
  5. Athletic participation (team rosters, physicals, emergencies, transportation, crowd control, and parental control), etc.

4.      You should first begin with an outline, then write out the steps of the procedures. (Hint: Get as many resources as you can.)

5.      The plan should be comprehensive and yet it is concise and can be easily understood by your students.

6.      The plan is to be 4-5 pages in length.

 

 

 

Computer Application Assignment:

Complete and turn it three separate computer application assignments regarding Microsoft Word, Excel, and PowerPoint.

 

Issue Research Paper:

1.      Identify a current law issue in physical education, sport, or health and fitness.

2.      Take a stand on the issue, investigate your side of the issue thoroughly using at least 8 resources.  Some issues will have many more resources.

3.      The issue paper text is to be 5-6 pages in length. The paper must have an introduction, support of your position, conclusion and recommendations, if any.  A title page and reference are required, and do not count as text pages.

4.      All law issues must be approved.

5.      Each issue will be presented (10-15 minutes) in the class using PowerPoint.

 

PowerPoint Presentation:

Present your research paper to the class using PowerPoint (10-15 minutes). Also include a one-sheet handout (maximum 9 slides per page, front and back) for the instructor and the class. As part of your professional development, each student is expected to be dressed professionally and to be well prepared (no reading to the class).  The presentation will be graded based on the following criteria:

1.      Visual appearance of slides: the use of colors, font size, content, clip arts, etc.

2.      Presentation: familiarity with the topic and content, eye contact with the audience, appearance and attitude, etc.  

 

NOTE:

Ø      All assignments must be typed, double-spaced, with a header and page number on every page, and in Times New Roman font size 12.

Ø      All assignments should conform to the stylistic requirements of the American Psychological Association (APA).  See Publication manual of the APA (5th edition).

Ø      Study my APA format handout carefully before working on any assignment.

 

REFERENCES

 

A. Sports Administration

*  Baskin, O. W., & Argonoff, C. E. (1988). Public relations (2nd ed.). Dubuque, IA: W.C. Brown.

*  Benfari, R., & Knopx, J. (1991). Understanding your management style. Lexington, MA: D.C. Health.    

*  Blasius, C., & Blasius, R. (1995). Earning more funds. Fort Wayne, IN: B. C. Creations.

*  DeSensi, J. T., & Rosenberg, D. (1996). Ethics in sport management. Morgantown, VA: Fitness Information Technology.

*  Grasty, W. K., & Sheinkopf, K. G. (1982). Successful fundraising. New York: Charles Scribner’s Sons.

*  Nanus, B. (1992). Visionary leadership. San Francisco, CA: Jossey-Bass.

*  Railey, J. H., & Tschauner, P.R. (1993). Managing physical education, fitness, and sport programs (2nd ed.). Mountain View, CA: Mayfield.

*  Slack, T. (1997). Understanding sport organizations. Champaign, IL: Human Kinetics.

*  Stier, W. F., Jr. (1994). Fundraising for sport and recreation. Champaign, IL: Human Kinetics.

*  Stier, W. F., Jr. (1997). More fantastic fundraisers for sport and recreation. Champaign, IL: Human Kinetics.

*  Stotlar, D. K. (1993). Successful sport marketing. Dubuque, IA: Benchmark and Brown.

*  Weinstein, S. (1999). The complete guide to fund-raising management. New York: John Wiley & Sons.

B. Sports Law

*  Appenzeller, H. (1993). Managing sports and risk management strategies. Durham, NC: Carolina Academic Press.

*  Appenzeller, H., et al. (1983). The right to participate: The law and individuals with handicapping conditions in physical education and sports. Charlottesville, VA: Michie. 

*  Appenzeller, H. (1998). Risk management in sport: Issues and strategies. Durham: Carolina Academic Press.

*  Appenzeller, T., & Appenzeller, H. (Eds.). (2000). Youth sport and the law: A guide to legal issues. Durham: Carolina Academic Press. 

*  Baker, R. T., & Carey, K. H. (1996). Baker's Ohio school law. Cincinnati, OH: Anderson.

*  Baley, J. A., & Matthews, D. L. (1989). Law and liability in athletics, physical education, and recreation (2nd ed). Dubuque, IA: Wm. C. Brown.

*  Berry, R. C., & Wong, G. M. (1993). Law and business of the sports industries: Common issues in amateur and professional sports (2nd ed.). Westport, CT: Praeger.

*  Champion, W. T. (1990). Fundamentals of sports law. Rochester, NY: Lawyers Cooperative. 

*  Champion, W. T. (1993). Sports law in a nutshell. St. Paul, MN: West.

*  Chidester, M. A., et al. (1997). Legal handbook on school athletics. Alexandria, VA: NSBA.

*  Clement, A. (1997). Legal responsibility in aquatics. Aurora, OH: Sport and Law Press.

*  Clement, A. (1998). Law in sport and physical activity (2nd ed.). Aurora, OH: Sport and Law Press.

*  Dougherty, N. J., et al. (1994). Sport, physical activity and the law. Champaign, IL: Human Kinetics.

*  Freedman, W. (1987). Professional sports and antitrust. New York: Quorum Books.

*  Fried, G., & Miller, L. (1998). Employment law: A guide for sport, recreation and fitness industries. Durham: Carolina Academic Press.

*  Gallup, E. M. (1995). Law and the team physician. Champaign, IL.: Human Kinetics.

*  Greenberg, M. J., & Gray, J. T. (1998). Sports law practice. Charlottesville, VA: LEXIS Law Publication.

*  Maloy, B. P. (1988). Law in sport: Liability cases in management and administration. Indianapolis, IN: Benchmark.

*  Nygaard, G., & Boone, T. H. (1989). Law for physical educators and coaches (2nd ed.). Columbus, OH: Horizons.

*  Riffer, J. K. (1985). Sports and recreational injuries. Colorado Springs, CO: Shepard's/McGraw-Hill.

*  Sack, A. L., & Staurowsky, E. J. (1998). College athletes for hire: The evolution and legacy of the NCAA's amateur myth. Westport, CT: Praeger.

*  Sharp, L. A. (1990). Sport law. Topeka, KS: National Organization on Legal Problems in Education.

*  Vargyas, E. J. (1994). Breaking down barriers: A legal guide to Title IX. Washington, DC: National Women's Law Center.

*  Waicukauski, R. J. (Ed.). (1982). Law and amateur sports. Bloomington, IN: Indiana University Press.

*  Weiler, P. C. (2000). Leveling the playing field: How the law can make sports better for fans. Cambridge, MA: Harvard University Press.

*  Wittenberg, J. D. (1985). Products liability: Recreation and sports equipment. New York: Law Journal Seminars Press.

*  Wong, G. M. (1994). Essentials of amateur sport law (2nd ed.). Dover, MA: Auburn House.

 

 

Resource Journals/Magazines:


Athletic Business

Athletic Management

Business Affair

Club Industry

College Athletic Management

Detroit College of Law Entertainment & Sports Law Forum

Educational School Law

Entertainment and Sports Law Journal

Entertainment and Sports Lawyer

Fitness Management

Florida Entertainment, Art and Sport Law Journal

Fordham Entertainment, Media & Intellectual Property Forum

Fordham Intellectual Property, Media & Entertainment Law Journal

Journal of Copyright, Entertainment and Sports Law

Journal of Legal Aspects of Sport

Journal of Organizational Behavior

Journal of Physical Education, Recreation, & Dance

Journal of Sport Management

Marquette Sports Law Journal

Marquette Sports Law Review

Park/Grounds Management

Phi Delta Kappan

Physical Education and Sports Law Quarterly

Physical Educator

School Administrator

School Business Affairs

School Law Bulletin

School Law Newsletter

Seton Hall Journal of Sports Law

Sport, Parks, & Recreation Law Reporter

Sports and the Courts

Sports Law Administration & Practice

Sports Lawyers Newsletter

The Sports Lawyer

The Sports Lawyers Journal

University of Miami Entertainment and Sports Law Review

Virginia Journal of Sports and the Law



PED 328 Legal and Administrative Aspects of Physical Education and Sport

TENTATIVE SCHEDULE (SPRING 2003)

 

 

 

 

 

Wk

Date

CONTENT

 

ASSIGNMENT

1

Jan 13 to

Jan 17

§     Syllabus/Course Requirements/Assignments/Resume

§     Chapter 1: The management process: organizational theories and leadership styles

§     Chapter 2: Objectives of physical education and sport: objective development and management structures

Read Chapters 1 to 3

 

 

2

Jan 20 to

Jan 24

§     HOLIDAY – NO CLASS

§     Chapter 3: Physical education instructional programs: management guidelines and functions

§     Chapter 3: Physical education instructional programs: Title IX, adapted physical education program, and activities selection

Read Chapter 4

Interview of Professional

(due Feb 19)

 

3

Jan 27 to

Jan 31

§     Chapter 4: Recreational sports: personnel and management of recreational sport programs

§     Chapter 4: Recreational sports: tournament structure and program evaluation

Read Chapters 5 & 6

 

4

Feb 3 to

Feb 7

§      Chapter 5: Interscholastic/intercollegiate programs: personnel and management of competitive sports

§      Chapter 5: Interscholastic/intercollegiate programs: issues, guidelines, and sport associations

§      Chapter 6: Physical education and sport programs in the public and private sectors: health-fitness and sport programs

Read Chapters 7 & 8

 

5

Feb 10 to

Feb 14

§     Chapter 7: Human resource management and supervision: principles and processes, stress management and personnel evaluation

§     Chapter 8: Program development: personnel and process of management

§     Chapter 8: Program development: considerations and steps in program development

Read Chapters 9 & 10

 

6

Feb 17 to

Feb 21

§     HOLIDAY – NO CLASS

§     Interview of Professional Due

§     Chapter 9: Facility management: planning procedures, considerations, and maintenance

§     Chapter 10: Fiscal management: functions and budgeting

Read Chapter 11

Policy and Procedure Plan (due March 17)

 

7

Feb 24 to

Feb 28

§     Chapter 10: Fiscal management: fund-raising

§     Chapter 11: Purchase and care of supplies and equipment: determining needs, selection and purchasing

Review Chapters 1 to 11

 

8

Mar 3 to Mar 7

§     Chapter 11: Purchase and care of supplies and equipment: responsibilities of equipment manager

§     Mid-term exam review

§      Mid-Term Examination (Chapters 1 to 11)

Review Chapters 1 to 11

 

 

 

 

 

 

 

 

 

 

 

 

 

Wk

Date

CONTENT

 

ASSIGNMENT

9

Mar 10 -14

SPRING BREAK – NO CLASS

Read Chapters 12 & 14

10

Mar 17 to

Mar 21

§     Policy and Procedure Plan Due

§     Chapter 12: Management and the athletic training program: sport medicine and athletic training room

§     Chapter 14: Public relations: marketing physical education and sport programs

§      Chapter 14: Public relations: public relations and the media

§     Meet at CSU Law Library (TBA)

Read Chapter 13

11

Mar 24 to

Mar 28

§      Chapter 13: Legal liability in P.E. & sport

§      Law: Negligence

Read all handouts

 

12

Mar 31 to

Apr 4

§      Law: Tort II

§      AAHPERD National Convention – Philadelphia

Read all handouts

13

Apr 7 to

Apr 11

§      Law: Constitutional law, sport law applications: violence

§     Law: Emergency care

§      Law: Contract law

Read all handouts

Prepare presentation

 

14

Apr 14 to

Apr 18

§      Administrative computer applications: Word

§      Administrative computer applications: PowerPoint

§      Administrative computer applications: Excel

Submit all computer assignments

Prepare presentation

15

Apr 21 to

Apr 25

§      Presentation I (paper due day of presentation)

Review Chapters 12 to

14 and all handouts

16

Apr 28 to May 2

§      Presentation II (paper due day of presentation)

§      Review for final

Review Chapters 12 to

14 and all handouts

17

May 5

(Monday)

FINAL EXAMINATION (Chapters 12 to 14, all law handouts, and issue paper topics)

Time: 9:45-10:50 a.m.  Room 203

 

 


Cleveland State University - College of Education  - Conceptual Model

"The Teacher As A Responsive, Reflective Professional: A Partner In Learning"

 

Cleveland State University teacher education graduates achieve outcomes reflecting the four knowledge bases that compose this model:

inquiry, partnership, contextualism, and professionalism.  These knowledge bases are applied to the program within the environments of

urban and suburban schools, which are culturally diverse and include students with disabilities.

 

 

 

 

Professionalism

 

Professionalism affirms that:

·     teachers can and should assume greater collective responsibility for defining, transmitting, and enforcing standards of professional  practice so that their clients or students are well served

·     teacher education is a career-long process beginning with undergraduate studies and culminating in retirement

·     teacher education programs should provide ongoing opportunities for continuous development that promote systemic reform initiatives in subject matter teaching, use of technology, equity, assessment, and school organization

·     teacher education programs would develop professionalism such that graduates will assume leadership roles both within and beyond the classroom

Inquiry

Contextualism

Partnership

 

CSU teacher education students investigate

the inquiry approach from the dual

perspectives of learner and teacher.

The inquiry approach:

§      provides students with opportunities to

review, critically analyze, and self-evaluate

their learning and produce knowledge within the context of the classroom

§      allows teachers and learners to share responsibility for learning

§      supports students' comprehension of challenging material by considering what they already know and expecting them to ask questions, investigate the topic, and determine for themselves what they have learned

 

The emphasis on context recognizes that:

§      learning is contextually situated

§      learning is inextricably intertwined with and informed by the developmental, sociocultural, and institutional contexts in which it is being constructed and internalized

§      teachers must incorporate into their teaching the cultures and background that  students bring to the classroom to help learners bridge connections between home, school, and the larger society

§      teachers need to understand the nature and significance of diversity in all its multiple forms

§      teachers need to understand how historical, political, and economic forces and structures influence all levels of the educational enterprise

 

 

Partnerships encompass the notion of:

§      individuals working together to learn

§      individuals, organizations, or social structures collaborating to facilitate and enhance achievement of learning outcomes CSU teacher education students investigate:

§      the importance and benefits of partnerships and collaboration

§      social aspects of learning

§      techniques for structuring learning experiences that involve partnerships

§      methods for encouraging students to work together effectively

§      procedures for establishing and maintaining collaborative efforts with parents, community members, colleagues, businesses, and universities

 


Cleveland State University - College of Education - Conceptual Model

 

The Teacher As A Responsive, Reflective Professional: A Partner In Learning

 

Course Number and Title:  PED 328 Legal & Administrative Aspects of Physical Education & Sports

 

The table below lists the program outcomes for the College of Education teacher education model.  Your instructor has indicated with a code of E, D, RA, or N how this course prepares you for these outcomes.

 

Program Outcomes

E = Explore, D = Develop, RA = Refine/Apply, N = Not a Focus

 

Code

Personal Philosophy.  The CSU teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice.

[Knowledge Base: Professionalism]

E

Social Foundations.  The CSU teacher education student possesses knowledge and understanding of the social, political, and economic factors that influence education and shape the worlds in which we live.  [Knowledge Base: Contextualism]

E

Knowledge of Subject Matter and Inquiry.  The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person.  [Knowledge Base: Inquiry]

E, D

Knowledge of Development and Learning.  The CSU teacher education student understands how individuals learn and develop and that students enter the learning setting with prior experiences that give meaning to the construction of new knowledge.

[Knowledge Base: Contextualism]

E, D

Diversity.  The CSU teacher education student understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning.  [Knowledge Base: Contextualism]

E

Learning Environment.  The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation.  [Knowledge Bases: Contextualism, Partnerships]

E

Communication.  The CSU teacher education student uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments.  [Knowledge Bases: Inquiry, Partnerships]

E, D

Instructional Strategies.  The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical development. [Knowledge Bases: Contextualism, Inquiry]

E, D

Assessment.  The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners and give accounts of students' learning to the outside world.

[Knowledge Bases: Inquiry, Contextualism]

E

Technology.  The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs.

[Knowledge Base: Contextualism]

E, D, RA

Professional Development.  The CSU teacher education student is a reflective practitioner who evaluates his/her interactions with others (e.g., learners, parents/guardians, colleagues and professionals in the community) and seeks opportunities to grow professionally.

[Knowledge Bases: Inquiry, Professionalism, Partnerships]

E

Collaboration and Professionalism.  The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleges/ universities to support students' growth and well-being.  [Knowledge Bases: Professionalism, Partnerships]

E, D