Skip to main content

Student Teaching Handbook

The Department of Physical Education at SUNY Cortland abides by policies and procedures set forth in the University Student Teaching Handbook distributed by the Field Experience and School Partnership Office. 

The information and forms included in this handbook are provided as supplemental information to the University Handbook. Many forms and files can be found on the SUNY Cortland Department of Physical Education’s website. Physical education students are required to take EDU 454 Pre-Student Teaching Conference (1 credit) in the semester prior to student teaching. Below is the general content of the seminar.

Teacher Candidate Information

EDU 454/PED 651 Pre-Student Teaching Conference

Pre-Student Teaching Content

  • Submit updated resume
  • Receive and review the link to the College Student Teaching Handbook
  • Complete student teaching application and card the Field Experience and School Partnership Office (FESP)
  • Complete and return a Self-Evaluation Form
  • Check Fingerprinting
  • Check CARR, SAVE, DASA completion
  • Check First Aid/CPR/AED Certification
  • Receive information concerning alternative student teaching options: NYC and abroad
  • Sign and receive a copy of the Eligibility and Professional Integrity Statement 
  • Professional e-portfolio development, interview, and evaluation
  • TEACH and Degree Conferral
  • Teacher certification requirements–NYS exams, workshops and curriculum completion
  • Graduate school and professional development options
  • Explanation of the student teaching process
  • Podcasting assignments, discussion panels, and portfolio showcase

EDU 454 Student Teaching Eligibility Requirements

To be eligible for student teaching, students must:

  • Have been accepted into the SUNY Cortland Teacher Education Program (completed in PED 201) and maintained acceptance throughout student teaching.
  • Hold and maintain a cumulative GPA of 2.8 by the third Friday of the semester prior to student teaching.
  • Be in good academic standing with at least a 2.8 GPA immediately prior to the student teaching semester.
  • Successfully complete PED 201, PED 356, PED 434, EDU 255, EDU 256, & EDU 355 with a grade no lower than a C and EDU 454 with a grade no lower than an “S” by the semester prior to student teaching.
  • Complete EXS 380, EXS 387, EXS 397 & PED 308 by the semester prior to student teaching.
  • Successfully complete the NYS Education Department mandate of 100 hours of pre-student teaching field experiences by the semester prior to student teaching.
  • Complete the CARR (Child Abuse Recognition and Reporting), SAVE (Safe Schools Against Violence in Education), and DASA (Dignity for All Students Act) workshops by the semester prior to student teaching. If taken off-campus, verification must be provided to the Registrar Office.
  • Complete the fingerprint process to receive and maintain full clearance through NYS by the semester prior to student teaching.
  • Possess current certifications in first aid, CPR, and AED during the inclusive dates of student teaching.

Students must understand that: 

  • Students may not use winter or summer session coursework to improve their GPA.
  • Students may not student teach while on disciplinary or academic probation.
  • Students may not student teach with any incomplete courses.
  • Students may not student teach with any outstanding campus fines or fees on record.
  • Students are responsible for their own transportation to and from student teaching.
  • Students may not enroll in college courses while student teaching without permission from the department.
  • Students may not participate in any co-curricular activities sponsored by the university (exception: student teachers may participate in intercollegiate athletics with written approval by the Dean of the School of Professional Studies, though every effort must be made to student teach in the non-traditional season).
  • Students must disclose to the Associate Dean within five business days any charges of DWI, drug possession, crimes against a child, or physical assault. Students may be removed from or delayed in completion of student teaching. 
  • Student teaching placements may be cancelled if students fail to comply with all eligibility requirements as stated in this handbook. 

PED 651 Student Teaching Eligibility Requirements

To be eligible for student teaching, students must:

  • Have been accepted into the SUNY Cortland Teacher Education Program and maintained acceptance throughout student teaching. 
  • Hold and maintain a cumulative GPA of 3.0 by the third Friday of the semester prior to student teaching. 
  • Be in good academic standing with at least a 3.0 GPA immediately prior to the student teaching semester. 
  • Successfully completed all graduate courses with a grade no lower than a C- by the semester prior to student teaching. 
  • Complete EXS 380, EXS 387, EXS 397, PED 180, PED 181, PED 189, PED 253, PED 257, PED 282, PED 283, PED 381, PED 384, PED 385, PED 388 by the semester/session prior to student teaching. 
  • Successfully complete the NYS Education Department mandate of 100 hours of pre-student teaching field experiences by the semester prior to student teaching. 
  • Complete the CARR (Child Abuse Recognition and Reporting), SAVE (Safe Schools Against Violence in Education), and DASA (Dignity for All Students Act) workshops by the semester prior to student teaching. If taken off-campus, verification must be provided to the Registrar Office.
  • Complete the fingerprint process to receive and maintain full clearance through NYS by the semester prior to student teaching.
  • Possess current certifications in first aid, CPR, and AED during the inclusive dates of student teaching.

Students must understand that: 

  • Students may not use winter or summer session coursework to improve their GPA.
  • Students may not student teach while on disciplinary or academic probation.
  • Students may not student teach with any incomplete courses.
  • Students may not student teach with any outstanding campus fines or fees on record.
  • Students are responsible for their own transportation to and from student teaching.
  • Students may not enroll in college courses while student teaching without permission from the department.
  • Students may not participate in any co-curricular activities sponsored by the university (exception: student teachers may participate in intercollegiate athletics with written approval by the Dean of the School of Professional Studies, though every effort must be made to student teach in the non-traditional season).
  • Students must disclose to the Associate Dean within five business days any charges of DWI, drug possession, crimes against a child, or physical assault. Students may be removed from or delayed in completion of student teaching. 
  • Student teaching placements may be cancelled if students fail to comply with all eligibility requirements as stated in this handbook. 

Professional and Academic Integrity Statement

The fundamental basis and integrity of professional practice rests upon proper ethical conduct such as honesty, truthfulness, and respect for self, others and the law. The Society for Health and Physical Educators (SHAPE) endorses the Code of Ethics of the National Education Association (NEA) which states, in part, “The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.”

When substantial evidence is presented by a school administrator, via written correspondence and/or telephone communications, to the Associate Dean of the School of Professional Studies, Director of Field Studies, the Physical Education Department’s Chairperson, the Department’s Field Experience Coordinator, the Office of Judicial Affairs, and/or a College Supervisor relevant to a breach of professional integrity by a physical education student teacher, a decision will be made regarding the continuation of student teaching.

A meeting of relevant academic officials may be needed to determine an appropriate course of action and to address these concerns, which may include administrative withdrawal from student teaching. Any letter of reprimand from a cooperating school district’s administrator will be placed in the student’s academic file.

National Standards for Physical Education Teacher Education (PETE) SHAPE America

Teacher candidates are expected to meet the SHAPE Physical Education Teacher Education Initial Standards and Elements by completion of the program.

Standard 1: Content and Foundational Knowledge

Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective PreK-12 physical education program.

Components – Candidates will: 

  1. Describe and apply common content knowledge for teaching PreK-12 physical education.
  2. Describe and apply specialized content knowledge for teaching PreK-12 physical education.
  3. Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness for PreK-12 students.
  4. Describe and apply motor learning and behavior-change/psychological principles related to skillful movement, physical activity and fitness for PreK-12 students.
  5. Describe and apply motor development theory and principles related to fundamental motor skills, skillful movement, physical activity and fitness for PreK-12 students.
  6. Describe historical, philosophical and social perspectives of physical education issues and legislation.

Standard 2: Skillfulness and Health-Related Fitness

Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.

Components – Candidates will: 

  1. Demonstrate competency in all fundamental motor skills, as well as skillful performance in a minimum of four physical education content areas (e.g., games and sports, aquatics, dance and rhythmic activities, fitness activities, outdoor pursuits, individual-performance activities).
  2. Achieve and maintain a health-enhancing level of fitness throughout the program.

Skillful: A person’s ability to employ techniques, tactics, strategies, rules and etiquette effectively in the context of the activity.

Note: To assist individuals with special needs to achieve the intent of Standard 2, physical education teacher education programs are allowed and encouraged to use a variety of accommodations and/or modifications to demonstrate skillful performance (e.g., modified/adapted equipment, augmented communication devices, multi-media devices) and fitness (e.g., weight programs, exercise logs).

Standard 3: Planning and Implementation

Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.

Components – Candidates will: 

  1. Plan and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) short- and long-term plan objectives that are aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education.
  2. Plan and implement progressive and sequential content that aligns with short- and long-term plan objectives and that addresses the diverse needs of all students.
  3. Plan for and manage resources to provide active, fair and equitable learning experiences.
  4. Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students.
  5. Plan and implement learning experiences that require students to use technology appropriately in meeting one or more short- and long-term plan objective(s).
  6. Plan and implement learning experiences that engage students in using metacognitive strategies appropriately to analyze their own performance results.

Standard 4: Instructional Delivery and Management

Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, technology, and instructional and managerial skills to enhance student learning.

Components – Candidates will: 

  1. Demonstrate verbal and nonverbal communication skills that convey respect and sensitivity across all learning experiences.
  2. Implement demonstrations, explanations and instructional cues that are aligned with short- and long-term plan objectives.
  3. Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress.
  4. Implement transitions, routines and positive behavior management to create and maintain a safe, supportive and engaging learning environment.
  5. Analyze motor skills and performance concepts through multiple means (e.g., visual observation, technology) in order to provide specific, congruent feedback to enhance student learning.

Standard 5: Assessment of Student Learning

Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.

Components – Candidates will: 

  1. Select or create authentic, formal assessments that measure student attainment of short- and long-term objectives.
  2. Implement formative assessments that monitor student learning before and throughout the long-term plan, as well as summative assessments that evaluate student learning upon completion of the long-term plan.
  3. Implement a reflective cycle to guide decision making specific to candidate performance, student learning, and short- and long-term plan objectives.

Standard 6: Professional Responsibility

Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.

Components – Candidates will: 

  1. Engage in behavior that reflects professional ethics, practice and cultural competence.
  2. Engage in continued professional growth and collaboration in schools and/or professional organizations.
  3. Describe strategies, including the use of technology, for the promotion and advocacy of physical education and expanded physical activity opportunities.

Note: Throughout the standards, components and rubrics, the term candidate refers to an individual in a preparation program and the term student refers to a PreK-12 pupil or learner.

Student Teaching Information

EDU 456/EDU 457 and PED 658/659 Student Teaching Requirements

College Supervisor

Student teachers are assigned a college supervisor who will be conducting the EDU 456&457 or PED 658&659 Student Teaching experience, receiving and evaluating all written work, and observing student teachers for minimum of three lesson which can be completed in-person or virtually in at least two visits during each placement.

Supervisors are in contact with both the student teacher and the mentor teachers throughout the duration of the placement.

Before Student Teaching

  1. Successfully complete the requirements of EDU 454 / PED 651 Pre-Student Teaching Seminar. Complete and submit the Eligibility Requirements form, the Student Teacher Application and materials
  2. Complete the Student Athlete Request Form if you desire a local (near Cortland) placement during your SUNY Cortland intercollegiate athletic competitive season. See Department Chair and Coach
  3. Register for concurrent enrollment in EDU 456/457 PED 658/659
    1. Student Teaching in Physical Education (14 credits).
  4. Become familiar with all policies and procedures in both Student Teaching Handbooks (PE & FESP).
  5. Contact the Mentor Teacher: Promptly and professionally contact the mentor teacher to become acquainted with school procedures and the physical education program. Instructions and procedures will be sent by the FESP Office. 
  6. Assistant Coaching & Extra-Curricular Assignment Guidelines
    • During your student teaching semester, you are required to participate in a coaching role. Completion of this will happen in Quarter 1 (Fall: August/September) or Quarter 4 (Spring: March)—In the opposite placement you will still be required to be involved in an extracurricular activity.
    • Coaching Assignment Requirements
      1. You must coach during either Q1 or Q4, within the school district to which you are assigned. These are the only quarters during which interscholastic coaching is permitted.
      2. While visiting your placement, meet with the Athletic Director and your Mentor Teacher to discuss available coaching opportunities. If no coaching opportunities are available in your assigned district, you may coach in a neighboring district. However, you may not miss any teaching responsibilities to accommodate outside coaching.
      3. Coaching assignments must involve a minimum of 30 hours.
      4. You may continue coaching for the entire semester if desired.
      5. Paid coaching positions are allowed. If you accept a paid role, submit the Athletic Director’s contact information to your Supervisor. If your teaching performance suffers, concerns may be addressed with the AD for accountability purposes.
    • Alternate Extra-Curricular Assignment (Q2 or Q3)
      1. During your non-coaching placement (Q2 or Q3), you must participate in an alternate extra- curricular activity within the school.
      2. Appropriate activities include coaching, intramural, fitness facility, reading groups, etc.
        1. Assisting in fitness facility (Note: You cannot be the only supervisor present.)
      3. Your Mentor Teacher and Supervisor must approve your selected activity.
    • General Expectations
      1. It is your responsibility to communicate with your placement school about your coaching/extra - curricular requirement.
      2. For each placement, complete and submit the Coaching/Extra-Curricular Assignment Form via SL&L Watermark as soon as completed.
  7. Make sure that your email address, voicemail messages, and social media profiles are professionally appropriate.

During Student Teaching 

All assignments, artifacts, and materials will be submitted to a shared folder in OneDrive. Submissions include but are not limited to:

  1. Lesson plans and assessments: Complete plans for all lessons that you teach. You must use the SUNY Cortland lesson plan format for all lessons.
    1. Lesson plans must be submitted to the cooperating teacher prior to teaching the lessons being taught.
    2. After teaching the lesson, make your evaluation notes.
    3. Submit all of your lesson plans each week to your College Supervisor in One Drive.
  2. Professional Journal: The journal serves as a private form of communication between you and your college supervisor; a record of the activities you experience; a record of your reactions, problems, successes, and questions until the opportunity for discussion and a conference occur. Your journal is not a report of your daily schedule. You will submit your Professional Journal to your Supervisor either weekly or daily.
  3. Satisfactory completion of weekly Assignments and TPA: By following along the schedule provided to you and you will submit all your work electronically through One Drive or SL & L Watermark.

Evaluation Forms During/After Student Teaching

  1. Mentor weekly review:
    1. Each week of the placement your mentor teacher will complete a mentor weekly review on SL&L Watermark
    2. Mentor weekly reviews: 
      1. Are regarded as cooperative, diagnostic (formative) appraisals written for the student teacher and, therefore, to be discussed with the student teacher and provided to the college supervisor after conferences with the student,
      2. Should indicate personal and/or professional inadequacies or weaknesses as well as competencies or strengths,
      3. Will assist in determining the present progress and future experiences and guidance needed,
      4. Are a responsibility assumed by the mentor teacher when he/she agrees to the assignment of a student teacher, and are in that sense required reports on the part of the mentor teacher, and
      5. Will aid in professional guidance of the student and are available to college staff, cooperating school personnel and student teachers for guidance purposes, but are not available to hiring school personnel.
  2. Mid-Quarter and Final Student Teaching Evaluation (STE) forms on SL&L:
    1. Student teachers, mentor teachers, and supervisors complete a Student Teacher Evaluation (STE) report at the mid-quarter and end of each placement in Watermark. Follow the directions from the Field Experience and School Partnership Office. 
    2. The mid-quarter and final STE will replace the mentor weekly review that week.
  3. Assistant Coaching/Extra-Curricular Activity Appraisal:
    1. Have the coach or individual who supervised you in your coaching/extra-curricular activity complete the Coaching/Extra-Curricular Activity Appraisal Form by the end of the placement.
    2. Submit the completed forms to SL&L Watermark.
  4. Student Teacher Evaluation of Mentor Teacher/s:
    1. At the conclusion of student teaching, you will be requested to complete the form through Watermark
  5. Student Teacher Evaluation of College Supervisor:
    1. At the conclusion of student teaching, you will be requested to complete the form through Watermark
  6. Mentors Teacher/s Evaluation of College Supervisor:
    1. At the conclusion of student teaching, you will be requested to complete the form through Watermark

Consultation/Remediation/Selected Studies

Consultation

A consultation report* is used for students who are exhibiting areas of concern while in the field. This is a formal agreement that the student acknowledges the issues and will work to improve in the areas of concerns by an agreed upon timeline and will be closely monitored by the mentor teacher and supervisor to see if progress has been made. If it has not been met, then the student teacher will be pulled from student teaching and moved to remediation.

*If a student is in consultation you need to inform the Student Teacher Coordinator.

Remediation

Remediation is used for when a student teacher has been removed from placement and will work with faculty on campus to show improvement on areas of concerns that were addressed during student teaching experience. Students will have to withdraw from student teaching and register for remediation. If remediation is successful, then the student teacher will be given a new placement from the FESP Office to complete student teaching experience. If remediation is not successful, then the student may move to Selected Studies.

Selected Studies

Any student who moves to selected students will work with the Associate Dean to meet the requirements to graduate with a Selected Studies Degree.

Grading

Below is the breakdown of how the midterm and final grades will be evaluated.

Assessment Developing Competent Proficient
STE's (average) 0-55% 56%-84% 85%-100%
TPA 0-62% 62%-82% 82%-100%
Written Work (One Drive Docs) Some parts are completed, little to no details displayed in the information and content. Vague or no relevance and sequence to the supporting artifacts & materials. All parts are completed with minimal details displayed of the information and content. Supporting artifacts & materials presented are developed and relevant. All parts are completed with detailed display of information and content. All supporting artifacts & materials presented are clear and sequential.
Affect Often needed reminders for professional appearance and communication. Often is defensive with feedback and suggestions. May struggle to implement changes. Professional in appearance, communication and ability to occasionally receive, reflect and utilize feedback. Attitude and involvement are what is expected. Professional in appearance, communication and ability to actively receive, reflect and utilize feedback. Goes above and beyond with engagement and enthusiasm.
Grading Assessment
Honors (H) Proficient in at least 3 assessment categories and no Developing score.
Satisfactory (S) Competent scores on at least 2 assessment categories (1 could be Proficient) and not more than 1 Developing.
Unsatisfactory (U) Developing scores in at least 2 category assessment area

Absences

You are expected to attend every day and adhere to the district’s schedule. A maximum of three absences are permitted. Any absences beyond the allowed three must be made up by extending your experience accordingly.

Excused absences may include days used for approved professional development activities.

Please complete the attached absence request form prior to any planned absence. In the case of illness or emergency, submit the form as soon as possible afterward. All completed forms must be submitted to your supervisor, who will keep a record of missed days.

Student Teaching Forms

Additional Resources

Student Teaching Awards

Student teachers are nominated by their college supervisors for exhibiting excellence in student teaching. Supervisors should be highly selective in their nominations and the performance of the student teachers should reflect the qualities described below:

Female: The Lenore K. Alway Student Teaching Award is special in that it recognizes excellence in student teaching, which is the culminating experience of our program. To be successful, you must integrate and synthesize the theoretical and pedagogical content knowledge of our field and be able to apply it in ways that help students learn. It is truly an achievement to be honored for your performance during this experience.

Male: The Anthony P. Tesori Student Teaching Award is special in that it recognizes excellence in student teaching, which is the culminating experience of our program. To be successful, you must integrate and synthesize the theoretical and pedagogical content knowledge of our field and be able to apply it in ways that help students learn. It is truly an achievement to be honored for your performance during this experience.

Award certificates are mailed to the recipients following the end of the semester.

Contact Information & Resources

PE Teacher Education Coordinator *Undergraduate
Ms. Heather Boyden
Heather.Boyden@cortland.edu
607-753-2387

PE Department Chair
Dr. Rebecca Bryan
Rebecca.bryan@cortland.edu 

Dean
Dr. Kate Polasik
(607) 753-2829 

Associate Dean
Dr. Susan Wilson
(607) 753-2702

PE Department Administrative Assistant
Ms. Heather Hammond
Heather.Hammond@cortland.edu
607-753-5577

Graduate Coordinator
Dr. Emily Gilbert
Emily.gilbert@cortland.edu
607-753-5618

Watermark/GoReact
607-753-5449

Field Experience & School Partnership Office
Ms. Richelle Lawrence
richelle.lawrence@cortland.edu
607-753-2830

Registrar’s Office
607-753-4702
Grade submittal process

Technology Help Desk
607-753-2500
Technology questions

Resources

Appendices

Appendix A - EDU 456 & 457/PED 658 & 459 Student Teaching Syllabus (PDF)

Appendix B - EDU 454 Pre-Student Teaching Syllabus (PDF)

Cookie Consent

We use cookies and similar technologies to improve your website experience and help us understand how you navigate our website. By using this site, you agree to our Privacy Policy.