Personal Information

Education:

• Adelphi University MA Physical Education 2010
• Pace University BA English 1990
• Michigan University Physical Education 1981
  

Teaching Experience

Coaching Experience

Other Work Experience:

• New York Stock Exchange 24 Years 

Service or Volunteer Experience:

• Assisted Chairperson of Camp Bay Club 2004-2006
  

Certifications

Professional Memberships

Interests and Activities:

• Member of  Friends of Long Island Wrestling
  
• Sports
• Reading
• Real Estate
  

Personal References:

• Jean Castelli: Principal, Mckenna Elementary Schoool ,Massapequa New York ,#516-797-6040
• Wayne Powers: Executive Director, Morgan Stanley,New York,#212-761-4000
• Joseph Creen: Managing Director, RPM Asset #203-255-3207
  

NCATE Standards for Physical Education

Standard 1

Skill and Fitness Based Competence Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate 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 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

Impact on Student Learning

            Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

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 reflective cycle to implement change in teacher performance, student learning, and instructional goals and decisions         

Standard 6

Professionalism 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

Adelphi SOE Core Values

Core Values

The Adelphi University School of Education advocates the following values:

Our core values determine our purpose and goals.


Scholarship
We believe teachers must be scholars who value and engage in life-long learning.



Reflective Practice
We understand the learning process as a fluid, complex, and dialogical process. Our educational philosophy then, stresses the value of learning through meaningful activity and reflection within a community of scholars/educators.


Social Justice
We recognize learning as a sociocultural dynamic and therefore seek to frame our learning and service within the cultural, historical, and material contexts of the diverse populations of the New York metropolitan area. Educators must be aware of the ways schools may reproduce hierarchies based on race, class, gender, and sexuality. Awareness should lead to action as teachers embrace their roles as student advocates and active community members.



Inclusive Community
Our conception of learning as a sociocultural dynamic leads us to a philosophy that embraces community and collaboration. Democratic, collaborative learning communities that welcome diversity and honor the voices of all hold the most promise for individual as well as organizational progress.



Wellness
Our conception of learning is holistic. That is, we believe values and personal growth in the physical, mental, social, emotional, and spiritual domains should be nurtured as well as skills and knowledge.



Creativity and the Arts
In line with our emphasis on holistic education is our belief in the value of creative expression and artistic exploration to personal and professional growth. Creativity and vision are inherent in our conception of the good teacher. The creative process allows us to reflect on our world as well as envision ways of making it more humane, just, and beautiful.

Sample Work