PERSONAL INFORMATION

EDUCATIONAL EXPERIENCE

TEACHING EXPERIENCE

COACHING EXPERIENCE

VOLUNTEER EXPERIENCE

CERTIFICATIONS

PROFESSIONAL MEMBERSHIPS

INTERESTS AND ACTIVITIES

PERSONAL REFERENCES

Educational Experience

Institution	Degree	Date
Adelphi University	B.S. Physical Education	Anticipated Graduation Fall 2010

Teaching Experience

Institution	Description	Date
All Pro Sports Academy's Summer Camps	I currently am a softball coach and/or rookie coach for All Pro's baseball/softball summer camps. I coach either by myself or share a larger group with another coach. I am responsible for planning out my daily activities since softball camp does not have a specific structure as baseball camp did.	Summer 2008 - Present
Adelphi University- Rhythms	My Rhythms and Movement Fundamental class taught students from Levittown twice during the semester. The first time the students visited we peer-taught rhythmic toy stations to the second graders. The second time the students taught we taught sports skills to an eight-count. I taught volleyball bumping with my partner.	Spring  2008
Adelphi University- Tumbling	Twice during the semester, I had the experience to teach students from Levittown. The first group of students was a lower elementary level and the second group was an upper elementary level. I peer-taught with three other students from my class. For the lower elementary level students, my group's station was animal walks. For the upper elementary level students, my group's station was teaching a balance series and the balance beam.	Fall 2008

Coaching Experience

Organization/Employer	Position	Date
All Pro Sports Academy's Summer Camps	Softball and Rookie Coach	Summer 2008

Volunteer Experience

Organization	Description	Date
Hoops for Hearts	I helped coordinate and plan the Hoops for Hearts Tournament at Adelphi University. This involved planning gym space, promoting, and selling hearts for donations. I was also involved with running the actual events; including set-up, check-in, and various other tasks the night of the event.	November 2008

Certifications

Certification	Date
American Red Cross First Aid CPR & AED	November 2008

Professional Memberships

Organization	Date
NYS APHERD	Member since Fall 2008
Adelphi University's PE Major Club	Member since Fall 2008

Interests and Activities

Activity
Softball
Yoga

Personal References

Reference	Contact Information
George Rainer	georgerainer@allprosportsacademy.com
Scott June	scott@allprosportsacademy.com
Jackie Pasquerella	jack32ny@yahoo.com

NCATE TEACHING STANDARDS

Standard 1: Skill and Fitness Based Competence: Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary for competent movement performance and health enhancing fitness as delineated in the NASPE K-12 standards. 1.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns. 1.2 Demonstrate personal competence in health enhancing fitness 1.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.

Standard 2: Scientific and Theoretical Knowledge: Physical education teacher candidates know and apply discipline specific scientific and theoretical concepts critical to the development of physically educated individuals. 2.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity, and fitness. 2.2 Describe and apply motor learning, psychological, and behavioral theory related to skillful movement, physical activity, and fitness. 2.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness. 2.4 Identify historical, philosophical, and social perspectives of physical education and issues and legislation. 2.5 Analyze and correct critical elements of motor skills and performance concepts.

Standard 3: Planning and Implementation 3.1 Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs. 3.2 Develop appropriate (measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and/or national standards that lead to student learning. 3.3 Design and implement content that is aligned with lesson objectives. 3.4 Plan and implement effective demonstrations, explanations, instructional cues and prompts to link physical activity concepts to appropriate learning experiences. 3.5 Plan for the management of resources to provide active, fair, and equitable learning experiences. 3.6 Design and implement progressive and sequential instruction adapted to diverse student needs, adding specific accommodations for varying student ability. 3.7 Plan and implement lessons and units that demonstrate a respect and understanding for student diversity. 3.8 Design and implement student learning experiences that integrate technology.

Standard 4: Instructional Delivery and Management 4.1 Demonstrate effective verbal and nonverbal communication skills across a variety of instructional formats. 4.2 Provide instructional feedback which results in skill acquisition, student learning, and motivation. 4.3 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses. 4.4 Utilize managerial rules, routines, and transitions to create and maintain an effective learning environment. 4.5 Implement strategies to help students demonstrate responsive personal and social behaviors in a productive learning environment.

Standard 5: Professionalism Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals. 5.1 Select or create appropriate assessments that will measure students achievement of goals and objectives. 5.2 Use a variety of appropriate assessments to evaluate student learning before,during, and after instruction. 5.3 Utilize the reflection cycle to implement change in teacher performance, student learning, and instructional goals and decisions.

Standard 6: Professional Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals. 6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated. 6.2 Participate in activities that lead to professional growth and development. 6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers. 6.4 Communicate in ways that convey respect and sensitivity. 6.5 Identify and use resources that enhance student learning program development, and opportunities for physical activity.

SCHOOL OF EDUCATION
 

Candidate Proficiencies in Scholarship Teacher candidates will: Be capable of various methods of scholarly inquiry. Cultivate liberal knowledge in the sciences, arts, and humanities. Refine their abilities to express themselves across a range of discourse modes and styles encompassing the written, oral, and visual. Make efficient and creative use of technology to enhance inquiry and expression. Develop critical knowledge of media in relation to culture and identity construction.

Candidate Proficiencies in Reflective Practice Teacher candidates will: Cultivate dispositions leading to self-awareness, empathy, critical consciousness, and the capacity for reflection. Demonstrate appropriate levels of background knowledge - disciplinary, pedagogical, and professional - requisite of effective teaching. Demonstrate reflective practice in action through thoughtful planning, instruction, and assessment of students. Practice various methods of self-reflection to gain insight into themselves and their impact on student learning and well-being. Participate in their schools and professional organizations.

Candidate Proficiencies in Social Justice Teacher candidates will: Cultivate dispositions that demonstrate advocacy for all of their students and the communities in which they work. Demonstrate knowledge of the historical, social, political, and economic contexts of schooling, including issues of sexism, racism, homophobia and of economic inequities. Synthesize their understandings and dispositions by planning culturally relevant curricula or service learning projects.

Candidate Proficiencies in Inclusive Community Teacher candidates will: Be committed to and capable of facilitating learning environments that are idealogical and collaborative in nature. Partner with students' families and communities, as well as all school faculty and staff in their students' learning and development. Nurture learning communities that demonstrate respect and honor for all cultures. Make appropriate provisions for students with particular learning needs, differences or varying abilities.

Candidate Proficiencies in Wellness Teacher candidates will: Understand and be committed to the ideals of a holistic view of learning and development. Facilitate classroom environments that demonstrate the promotion of health and emotional well-being. Facilitate learning environments that model safe and healthy group interactions where conflicts are handled peacefully and care is demonstrated for and by all.

Candidate Proficiencies in Creativity and the Arts Teacher candidates will: Be committed to and capable of engaging students via a range of sensory stimuli and artistic modes of expression. Provide opportunities for students to actively explore disciplinary knowledge through creative exploration and the arts. Encourage young people to explore issues of culture and identity through the arts.

SAMPLE WORK

PROJECT	DESCRIPTION	MEETS STANDARD
Media Brochure	This brochure outlines the curriculum of a elementary physical education class, as well as, classroom rules, expectations, grading policy, and upcoming events.	3.1, 3.2, 4.4, 5.1
Pedometer Project	This packet is directed towards elementary students. It illustrates proper walking form, benefits of walking, and activities that can be done with pedometers.	2.1, 2.5, 3.3
Fitnessgram	An overview of personal health and fitness compared to healthy fit zone standards. The fitnessgram contains suggestions and tips for improving specific areas of personal fitness.	1.1,1.2,1.3
Tri-Fit Personal Profile	An in-depth look at personal health risks that were determined by a series of quizzes on various health issues. Risks include heart disease, diabetes, cancer, nutrition, and stress all with others.	1.2, 6.1, 6.2
Microsoft Excel Chart	This chart gives the results of a survey given in technology class regarding the class's personal fitness and health.	1.2, 5.1
Pilates Powerpoint	This powerpoint illustrates some of the basic pilates exercises. It contains how to properly to do each exercise and some cognitive learning tools.	1.1, 1.3, 3.4, 6.5
Nutrition Log: Day 1 & Day 2	The document contains two nutrition analysis tables. The tables contain the amount of each nutrient consumed during the day, the recommended amount, and the percentage of the recommended value that was consumed. There was a diet change between day one and day two.	1.2, 2.1
Nutrition Analysis	This document contains a full nutrition analysis. The number of calories burned during the course of a day was determined and compared to the amount actually consumed using information from the Nutrition Log. It contains comparisons to recommended values of specfic nutrients as well as a self-evaluation of personal nutrition.	1.2, 2.1, 2.2, 3.2
Activitygram	This document gives a look a physical activity levels on school days and on weekends. It shows what types of activities were perfomed. An activity profile illustrates what types of activities need to be done more often and which activities are already being performed.	1.1, 1.2, 1.3
Activity Log	This calendar illustrates the amount of physical activity that was performed each day during the month. A goal of 120 minutes of physical activity a day was set. The calendar shows which days the goal was met.	1.1, 3.2, 6.3, 6.5
Physical Activity Assessment	This document contains an assessment of personal physical activity. It includes status of current physical activity as well as short-term and long-term goals for personal physical activity and fitness.	1.2, 2.1, 3.1, 5.1
Polar Heart Rate Lab	This document tracks personal heart rate during a 20-minute work out in which your target heart rate is hopefully reached.	2.1, 3.8, 5.1
Polar Heart Rate Chart	This chart gives data while working with a polar heart rate monitor. A 20 minute aerobic exercise was performed. The chart illustrates the amount of time spent in the target heart rate zone.	1.3, 2.1, 3.8
Yoga Webquest	This document is a webquest designed for the tenth grade student to explore the basics of yoga. The webquest includes three tasks in which the student will learn basic yoga poses, breathing techniques, and flow. After performing the webquest, the student will have a basic understanding and hopefully a sparked interested in practicing yoga.	3.2, 3.8, 5.1, 5.2
Wellness Project	This document contains information on a school-based wellness center. It includes amenities, services, and staff information.	1.1, 1.2, 1.3, 3.1