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ON YOUR MARK, GET SET, GO!Preparing to Teach PEBy Barbara Cusimano Across the nation, schools of education are fighting to survive. Education as a discipline is just not as highly valued as programs in engineering or computer technology, for instance. And since teaching is not a highly respected profession in the community, schools of education have had to fight to promote their programs within their own universities and at the same time try to draw in prospective students. Physical educators are looking at a double whammy: Not only is education fighting for respect, so is physical education. Here in Oregon, physical education teachers have watched their programs shrink or disappear under the pressure of falling budgets and rising academic standards driven by education reform. The standards movement coincided with the 1990 passage of Measure 5, a citizen's initiative limiting property taxes. These two events dovetailed to hurt Oregon schools. The impact was felt in OSU's physical education teacher preparation program, as well. Some of our best mentor teachers—those who work with aspiring teachers in the field—lost their jobs. One of our mentor teachers received an award for outstanding teaching one week and a pink slip the next. Even though she moved to another district further away from the university, we continue to send our students to her because she models exactly what we're trying to teach. But there is a basis for optimism. About the time Measure 5 passed, the university moved to a fifth-year professional teacher preparation model. Prior to that we had an undergraduate program in which students earned a bachelor's degree while earning certification to teach K-12. Under the new program, students first complete their bachelor's degree and then apply to a one-year, graduate-level program. At the end of the year, they are certified to teach across all levels—from pre-primary through high school—and they hold a master's degree in teaching. It's quite different from other education programs around the country. Most teacher preparation programs have students complete their coursework before placing them in a full-time student teaching experience. For our students, coursework and practice are braided together. They learn about teaching in their on-campus methodology classes each afternoon and practice those new skills in their student-teaching classrooms each morning. This allows them to fully integrate theory with actual practice. Our program also puts student teachers into three school settings (elementary, middle, and high school) across the entire school year from September to June, beginning with the opening of school. Another unique aspect of our program includes the use of a cohort model within physical education content. Students enter the program together and progress through courses and experiences together. They provide invaluable support to one another as they develop new skills. About 20 students typically apply to our program each year. We admit anywhere from half to three-fourths of those applicants. Our acceptance numbers are based on how well we feel we can mentor the students and on the number of quality mentor teachers available in the area surrounding Corvallis. We have been very successful with our fifth-year program. Ninety to 95 percent of our graduates are hired each year, mostly in Oregon but also in Idaho, Washington, Arizona, Nevada, Colorado, and California. We get calls from administrators every year, especially from elementary schools, asking for applicants. We often have no one to send to them. Because ours is a graduate program, we have attracted some older students who have been out in the world. Although they've had successful careers doing something else, they realize they missed the boat. They chose to go into business or some other high-paying field, but their dream has always been to work with kids in a physical education setting. I think one strength of our program—and the reason folks want to hire our graduates—is that our courses are content-based. Of the 57 required credits, 54 are within physical education. Students learn the usual things about planning lessons, teaching skills, and assessment—but all within the context of physical education. They immediately take what they learn and transfer it to the classroom, rather than having to make those connections themselves from more generic content. I would like to be optimistic about the future. I'm hopeful that as we spread the word and start educating folks about the new PE standards and benchmarks for the state, and the importance of developing a physically active lifestyle at a young age, there will be a turnaround in physical education programs in Oregon and beyond. Barbara Cusimano is an Associate Professor of Exercise and Sport Science at Oregon State University. This year she received the Excellence in Teaching award from the College of Health and Human Performance. Professor Cusimano is widely published in her specialty, effective methods for teaching PE.
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Date of Last Update: 9/28/01 
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