College of Education Faculty Annual Report Calendar Year: 2006 PART A: Faculty Data and Review Faculty Name

EXAMPLE (W/thanks to Ben D yson) Department/Unit: HSS CHAIR'S SUMMARY:

Rank: Associate Professor College:

College of Education

Example of Completed Faculty Annual Report (Credit: Dr. Ben Dyson)

Overall Performance Rating - Select One: Select one Chair's Signature: ____________________________________ Date _________ FACULTY COMMENTS:

Faculty Signature ____________________________________ Date _________ DEAN'S COMMENTS:

Dean's Signature _____________________________________Date _________

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PART - B: TO BE COMPLETED BY FACULTY MEMBER Please complete the following: Graduate faculty status (yes/no)
Degrees-Certification (lowest to highest) Major/Content Area Institution Year Completed

B Ed MA Ph D

Teacher Education Physical Education Teacher Education Physical Education Teacher Education

University of Otago, New Zealand University of Victoria, Canada The Ohio State University, USA

1987 1990 1994

Current License(s) Held

Major/Content Area

Elementary Education and Physical Education Physical Education

K-6 7-12

Courses Taught

Initial Licensure/Graduate Advanced (if applicable)

PETE 4200 PETE 4800 PETE 7003 PETE 7206 PETE 7204
Faculty Experience in P-12 Schools/Classrooms (if applicable)

Initial License in undergraduate PETE Initial License in undergraduate PETE Initial License in non-degree teacher certification program Initial License in non-degree teacher certification program Graduate Program In PETE
Grade Level Number of Exp of Hours Type of Experience

Field-based/Clinical Supervision of COE students (all program areas) #of # of Field Course Title students hours 2 PETE 4200 field experience weeks 6 PETE 4200 field experience weeks 12 Supervision of teacher candidates, weeks

# hrs. of direct supervision

Location

Lipman School Campus School MCS/Shelby County

PETE 4909

Advising # Undergraduates

# Graduates

#PhD

#EdD

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PART - C:

Modeling Best Practices in Teaching

Please respond to the items listed below. These practices should be clearly evident in your course syllabi.

Describe how your teaching reflects the College's conceptual framework and research, theories, and current developments in your field (including teaching).

The PETE unit vision is closely associated with the COE conceptual framework. In my classes I am committed to excellence in the academic programs by preparing competent, confident leaders and practitioners in physical education who will demonstrate leadership and a commitment to inclusive physical activity for all children. I use a social constructivist teaching and learning conceptual framework in my teaching and learning. This is operationalized by my student-centered approach to teaching, for example, using cooperative learning groups in classes. In addition, students are assessed using eportfolios in my classes, which force the candidates to select their best work and justify their selections.
List the strategies that you use to assess student learning and performance in your classes.

Discuss the practices that you use in candidates' development of reflection, critical thinking, problem solving and professional dispositions.

I use e-portfolios for overall students learning and performance in classes. Each of my classes begins with team building activities to bring candidates together and develop group cohesion. Each class has a critical reflection component based on research and our national standards for Physical Education (Standard 8). I guide candidates to first describe, justify, and then critique their teaching performances, and set appropriate goals for improvement of their teaching and learning. The professional dispositions are discussed in my classes and are stated in the course outlines for PETE and reinforced throughout our program. Students were asked to complete a disposition survey created by the PETE Unit in my PETE 4200 class Sp 2006.
List the variety of instructional strategies that you use which reflect an understanding of different learning styles of your students.

1) Cooperative Learning is an instructional model that I have worked with extensively in my own teaching and with in-service programs for teachers, conference presentations, and professional and research articles. Candidates do have different learning styles and setting appropriate roles for students in a Cooperative Learning format allows for differentiated instruction. 2) I used adventure education within an experiential learning framework. This instructional model allows candidates to problem solving, challenge, cooperation, risk, trust, make decision, and group process (reflect).

Describe practices used in your courses to address diversity.

Using cooperative learning groups and adventure education instructional models allow for the integration of diversity and diversity issues within classes. Group processing draws on participants perspectives: What happened? So What? Now What? In addition, Cooperative Learning elements heighten candidates awareness through: positive interdependence, individual accountability (and 100% responsibility), interpersonal and small group skills, and face-to-face interaction.
Describe practices used in your courses to integrate technology.

E-portfolios were introduced in the fall 2006 to both of my classes, PETE 4800 and PETE 7204.
Discuss practices used in your courses to assess your effectiveness as a teacher including the positive effects that thee practices have on candidates' learning and performance, e.g., pre-post surveys, exit slips, SIRS summary reports, peer teaching evaluation,

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etc.

SIRS are discussed at our unit meetings and students were encouraged to complete them on line on at least three occasions in each class. Dr. Paul Wright and Dr. Weidong Li carried out peer teaching evaluations on my classes during the Sp 2006.

Chair Hamrick discusses annual reports with all faculty and PETE faculty who are under-performing and they meet with me to discuss the improvement of their instruction.

Please attach SIRS summary reports (rating for items #23 and #28) for all courses taught from January 2006 through December 2006.

PART - D:

Modeling Best Practices in Scholarship (for calendar year 2006)

PRESENTATIONS: (Place an asterisk (*) next to the refereed presentations). * Dyson, Coviello, Di Cesare, & Stover Students perspectives and physical activity in middle school physical education programs. Research poster at the American Alliance of Health Physical Education Recreation and Dance (AAHPERD) conference in Salt Lake City. * Placek J. Avery, M. Dyson, B. Fisette, J. Graber, K. Fox, C. Franck, M. Rink, J. Zhu, W. The Final Lap: Elementary Standard 1 Assessments. Paper presentation at the American Alliance of Health Physical Education Recreation and Dance (AAHPERD) conference in Salt Lake City. * Dyson, B. & Seed, A. Adventure in Integration: Integrating Physical Education, Science and Language Arts in Middle Schools. National Middle School Conference, Nashville, Tennessee. Placek J. Dyson, B. Fox, C. Franck, M. Standard 2-6: Where are we going? Paper presentation at the American Alliance of Health Physical Education Recreation and Dance (AAHPERD) conference in Salt Lake City. Dyson, B., Seed, A., Pickering, M., & Stover, B. Integrating physical education, science, and language arts in 5th and 6th grade. Tennessee Association of Health Physical Education Recreation and Dance. Martin, Tennessee. Dyson, B., Cassellius, B. Seed, A., Pickering, M., Stover, B., & Willis, L. Using adventure and cooperative activities to promote positive middle school student behavior. Tennessee Association of Health Physical Education Recreation and Dance. Martin, Tennessee. PUBLICATIONS SUBMITTED: Dyson, B. (2006). NASPE/NCATE Report Preparation for the Accreditation Process. Journal of Physical Education, Recreation and Dance, 77, 13-32. Feature Editor for a series of articles on NASPE/ NCATE Program Report Preparation. Brown, M. & Dyson, B. (2006). Pursing HPE outcomes through Outdoor Education. Teaching Health and Physical Education in Australian Schools. Richard Tinning, Louise McCuaig, and Lisa Hunter editors. NSW, Australia: Pearson Education. Dyson, B. (2006). Students perspectives in physical education. In David Kirk, Doune Macdonald, and Mary OSullivan (Eds.), The Handbook of Physical Education (pp. 326-346). London, England: Sage. Because of my expertise conducting research that accesses students voice in their naturalistic school environment, I was asked to write a chapter on researching students perspectives in

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this first ever Handbook of Research on Teaching in Physical Education (Dyson, 2006). WORK IN PROGRESS:

Dyson, B. (in press). Integrating Cooperative Learning and Tactical Games Models. In Carlos Velazquez, (Ed.), Cooperative Learning in Physical Education: An international Perspective. Barcelona, Spain: Baron press. Dyson, B. & Seed, A. (in review). Students and teachers perspectives of using adventure and cooperative activities to promote positive middle school students behavior. Submitted to the Research in Middle Level Education. Seed, A. & Dyson, B. (in review). PESLAU: Integrating Reading with Science and Physical Education in the Middle School. Submitted to the Journal of Curriculum and Instruction.

PART - E:
Title

Grants
Agency/Source Amount Period

NEW GRANTS: (Place an asterisk (*) next to the funded grants.)

* Physical Education Policy and Childhood Obesity: The Cases of Mississippi and Tennessee. CO-PI with Paul Wright (HSS), John Amis (Management), and $200,000 Ken Ward, (CCH & HSS Robert Wood Johnson: Department. Active Living Research * BRIDGES to Quality Co-PI with Dr. Alan Seed, Department of Instruction, Curriculum, and Leadership. BRIDGES $80,000

2006-2008

2005-2006

CONTINUING GRANTS/PROJECTS:

Title

Sponsor

Role (Pi or Co-PI)

Start Year

Total Grant Period

Total Funding

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PART - F:

Service/Collaboration

SERVICE TO DEPARTMENT, COLLEGE, UNIVERSITY AND PROFESSION: (Please complete the categories that apply). Name of Organization Office Held/Status Proposal Reviewer Session Chair Committee Membership

HSS Graduate Active member Council COE: Teacher Education Active member Advisory COE: Core Active member Team Journal of Teaching in Physical Education Research Consortium for AAHPERD AERA Special Interst Group for Research on Learning and Instruction in Physical Education Member of the National NASPE Assessment Task Force on P-12 Assessment
IN-SERVICE PRESENTATIONS:

Yes - Editorial Board

Yes

Yes

Title of Presentation

Sponsoring Organization

# Hours

Potential # of P-12 Students or Clients Impacted

Physical activity, nutrition, and Physical Education for Life. Team Building and physical activity in PE Team Building and physical activity in PE Campus School: Team Building Sherwood School: Team Building
BROADER COMMUNITY SERVICE Name of Organization Served

Commercial Appeal Memphis City School Teachers helby County Teachers 1) February, 2) May, 3) November June

2 3 2 9 9

120 High School students 60 teachers 90 teachers 24 Teachers & Administrators 60 Teachers & Administrators

Roles Served/Played

# Hours

# People

* BRIDGES Inc.

Partnership with BRIDGS to Quality Western Tennessee Representative

150

At least 1,068 Middle School Students

* American Heart Association

25

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Commercial Appeal Commercial Appeal Memphis Business Journal

Fox 13 Television News

OP-Ed presenting the benefits of Physical Education OP-Ed comparing Physical Education to Physical Activity Quoted in article related to new PE and Health legislation Interviewed regarding benefits of Physical Education and new PE and Health legislation

10 10 2

Readerships Readerships Readerships

Viewer ship