Vermont State University’s Bachelor of Science in Physical Education program offers students the opportunity to put their classroom learning to work in practical experience in a variety of physical activity settings. Students can begin their learning experience in partner schools beginning in their first academic year. Students have access to a broad array of physical activity spaces to gain skill competency in a variety of individual and team sports, winter activities, aquatics, racquet sports, wellness activities, and much more.
Students are encouraged to take advantage of the many opportunities provided to become engaged in a variety of professional development offerings. Working directly with special populations of students, coaching youth sports and activity programs, and networking with the program’s physical education alumni at state and regional conferences allows students to gain the skills and knowledge needed to become successful professionals.
Students who wish to become licensed teachers typically apply for admittance into the concentration in teaching licensure upon the conclusion of their second academic year. VTSU’s Bachelor of Science in Physical Education offers two Concentrations:
1. Physical Education with Concentration in Health and Physical Activity Promotion which prepares candidates for careers in non-school settings such as public health departments, government agencies, hospitals and medical centers, worksites, youth programs, camps, fitness centers, recreation departments, and non-profit community organizations.
2. Physical Education with Concentration in Teaching Licensure in PreK-12 Physical Education which emphasizes physical education as essential learning to holistically educate each child.
A minimum of 80 scheduled hours of field experience is required prior to student teaching. Upon completion, students are eligible to apply for physical education initial licensure for grades PreK -12. Graduates choose to pursue licensure both in Vermont and beyond.
Many pre-service candidates also enroll in the health education licensure program to pursue a dual endorsement in teaching both school health and physical education. Students who are completing both a physical education and health education student teaching experience will complete a minimum of 120 hours in a health education practicum beyond the physical education student teaching experience.
The physical education student teaching experience is a minimum of a 15 consecutive week practicum. This period of time is usually split into two separate eight week and seven-week student teaching experiences within the same semester. Candidates will complete placements in both elementary and secondary classrooms.
To be admitted into the Physical Education student teaching practicum, the student must have:
Passed a law enforcement background check.
Achieved the required progress towards the Core Praxis I exam or equivalent as well as the physical education Praxis II exam score
Maintained the PETE or HETE standards listed in the catalog during the semester preceding the student teaching practicum including completion of the graduation standards, achieve a minimum of a 3.0 grade point average overall and a 3.0 grade point average in the physical education major.
In addition to achieving academic excellence, each student choosing to become a teacher is responsible for developing a portfolio. The portfolio is constructed during all semesters of the undergraduate experience. The portfolio will demonstrate individual learning and growth as well as how the individual course work and field experiences work together to foster proficiency in meeting Vermont Agency of Education regulations and standards for teacher preparation.
Demonstrate effective practices to create safe and welcoming physical education environment that fosters successful learning.
Integrate their knowledge of the arts, sciences, and technology with their pedagogical knowledge.
Utilize appropriate resources including teaching and learning standards to plan for, implement, and assess one’s teaching effectiveness.
Engage in professional development that enhances their knowledge in as well as advocates for physical education and physical activity.
Think critically and reflectively in order to improve their professional effectiveness.
Collaborate with peers, faculty, and school communities to advocate for healthy and active lives.