1. Health & Safety and Physical Education Teacher Ed at Purdue University

2. Need for Physical Education and Health % of overweight youth has tripled in past 30 years Inactivity & poor diet = 300,000 deaths Less than 15% of US adults participate in regular PA ½ of 12-21 year olds & 1/3 of HS students do not participate in regular PA Daily participation in PE by HS students was 42% in 1991; 25% in 2003

3. The Faculty Tom Templin Bonnie Tjeerdsma Blankenship Carole DeHaven Susan Flynn Kristi Serra Heidi Hancher-Rauch

4. The Students & Facilities 43 PE only majors 6 Health only majors 87 double majors Lambert gymnasium Pedagogy Lab

5. The PETE Course of Study 42 hours CLA core 32 hours teacher education courses 8 hours human anatomy & physiology 52 hours in physical education content & methods Two 6-week student teaching placements

6. The HETE Course of Study 42 hours CLA core 32 hours teacher education courses 8 hours human anatomy & physiology 39 hours in health content & methods One 12-week student teaching placement

7. Strengths Moderate or high coherency in PETE program on all 14 indicators Teaching in schools/teaching experiences: –PE - HK 112, 114, 209, 326, 330, EDCI 429 –Health – HK 319, EDCI 432 All lessons videotaped, self- and instructor- assessed Series of seminar classes Technology expertise High level of job placement in the fields

8. Strengths Professional involvement (active HK club; join state & natl organizations; present at state, regional & natl conferences; lobby state representatives; POP)

9. Challenges Lack of health education faculty Good placements for field experiences Meeting CLA & COE requirements New state requirement for 2008 – PE graduates must also be certified in APE

10. Features of Exemplary TE Programs (Darling-Hammond, 2006, p. 305) Common, clear vision of good teaching permeates course work & practica Well-defined standards of professional practice Strong core curriculum Extended clinical experiences

11. Features of Exemplary TE Programs (Darling-Hammond, 2006, p. 305) Extensive use of case methods, teacher research, performance assessments, & portfolio evaluation Explicit strategies to help students confront beliefs about teaching/learning Strong relationships, common knowledge, & shared beliefs among school & university faculty