Physical Education Teacher Education Application Process

Application deadlines are the first Friday of October, January, February and June (4:00 p.m.)

  1. Submit entire application folder to Dr. Kristi Mally, PETE Program Director, 210 Mitchell Hall. Leave application folder in Dr. Mally’s mailbox outside of her office.
  2. Clearly label and assemble the following items, in the order they are listed, in a standard pocket folder:
    • Current Resume:  Including personal and contact information, (i.e., name, local address, home phone, cell phone and UWL email address), major/minor/concentration, and any work related experience and professional involvement
    • Health Related Fitness assessment pretest, individual fitness plan, posttest, follow up reflection, and rubric completed by ESS 118 instructor
    • Leadership Experience Reflection Paper
  3. After review of your application folder (approximately two weeks following submission of application folder), candidates meeting minimum criteria will be contacted via email to arrange the interview portion of the application process.
  4. The entire application process is worth a maximum of 75 points. The process consists of 5 components, each worth a maximum of 15 points (minimum GPA, PPST, fitness assessment, leadership experience reflection paper, and interview
  5. Admission decisions will be sent to students via email within one month following the application deadline.
  6. The College of SAH Dean’s Office will be notified of candidates approved for admission and will formally admit students to the School of Education as ESS – Physical Education Teaching Majors
Admission to the PETE Program is competitive, and not all who apply can be accommodated.  All students meeting the minimum requirements are not guaranteed admission to the program.

Application Requirements and Points Distribution

  1. Completion of Foundation Courses – Students must earn a C or better in each course.
    • ESS 112 Fundamentals of Movement
    • ESS 118 Introduction to the Physical Education Teaching Profession
    • ESS 225 Introduction to Physical Education Teaching Methodology
    • BIO 103 or 105 or MIC 100
    • HPR 105 Creating a Healthy, Active Lifestyle
  2. Completion of 30 college credits
  3. GPA and Pre Professional Skills Test (PPST) (15 points maximum for each GPA and PPST)
    1. Minimum 2.75 Overall GPA is required to apply for the program

      GPA Points
      3.50 – 4.0 15
      3.00 – 3.499 10
      2.75 – 2.999 5

    2. PPST Test Scores

      PPST Test Area Score Range Points
      Reading 185-190 5
      180-184 3
      175-179 1
      Math 183-190 5
      180-182 3
      173-179 1
      Writing 184-190 5
      179-183 3
      174-178 1

    3. Follow this link for information on preparing for the PPST/PRAXIS I Test


  4. Health Related Physical Fitness Assessment and Reflection Paper (15 points max possible)
    Students will complete a fitness pretest (flexibility, pacer run, push-ups, curl-ups, body mass index, and trunk lift), develop an individual fitness plan to improve or maintain their personal fitness levels over one semester, complete a fitness posttest, and write a reflection indicating their commitment to maintaining a healthy and active lifestyle as a role model for future students. This entire process will be completed while enrolled in ESS 118.  The instructor of ESS 118 will administer and assess all components of this part of the admission process using the following rubric. Items to include in the application packet include: Pretest results, individual fitness plan, posttest results, follow up reflection, and completed rubric from the instructor.


  5. Fitness Component Rubric
    ITEM Basic Proficient Advanced
    Individual Fitness Plan
    (Basic = 1 pt; Proficient = 3 pts.; Advanced = 5 pts)
    Strengths & weaknesses Describes current level of fitness – shares pretest scores Describes current level of fitness – shares pretest scores
     
    Identifies and describes areas of weakness & strength
    Describes current level of fitness, shares pre-test scores
     
    Identifies areas of weakness & strength and reflects upon individual behaviors and choices that have lead to current level of fitness
    Fitness Plan Plan is basic and generic Plan is aligned to both strengths and weaknesses
     
    Plan includes goals, activities, and timeline
    Plan includes goals, activities, and timeline that are realistic, attainable, and measurable
     
    Plan includes a process for self monitoring and assessment throughout semester
    Posttest
    (HFZ = Healthy Fitness Zone)
    Meets 2 HFZ = 1 pt
     
    Meets 0-1 HFZ = 0 pt
    Meet 4 HFZ = 3 pts
     
    Meet 3 HFZ = 2 pts
    Meet 6 HFZ = 5 pts
     
    Meet 5 HFZ = 4 pts
    Follow up Reflection
    (Basic = 1 pt; Proficient = 3 pts.; Advanced = 5 pts)
    Description of results Pretest & posttest scores included Pretest & posttest scores included
     
    Identifies areas of improvement or clear indication of maintaining fitness
    Pretest & posttest scores included
     
    Identifies areas of improvement or clear indication of maintaining fitness
     
    Articulates specifically how their individual plan affected the final results of the posttest
    Future Lifestyle Identifies how personal fitness plan impacts daily life Identifies how personal fitness plan impacts daily life
     
    Identifies changes to improve individual fitness goals for a future active lifestyle
    Identifies how personal fitness plan impacts daily life
     
    Identifies changes to improve individual  fitness goals for a future active lifestyle
     
    Articulates the importance of modeling a healthy active lifestyle as a future physical education teacher and identifies the NASPE standards that relate to goal setting for individual fitness

    Health–related physical fitness testing accommodations are available for individuals with documented disabilities.  Please contact the Program Director if there are any questions concerning accommodations.

  6. Leadership Experience Reflection Paper (15 points max possible)
    Students must participate in and reflect upon a leadership experience in a Pre-K-12 environment, (i.e., YMCA, park and recreation work, teaching in a summer program/camp, youth sports coaching, leading physical activities, supervising playground, etc.). The experience must include at least 8 hours of active involvement, and can be paid or volunteer work. Applicants must provide a reflection paper addressing the three items described in the following rubric. The reflection should be double spaced using 12 point font, 1 inch margins, and a minimum of 2 pages-maximum of three. Your reflection must be signed by the person who supervised your experience, or must include written documentation from your supervisor (such as an email).

    Leadership Experience Rubric
    ITEM Basic
    0-2 pts
    Proficient
    3-4 pts
    Advanced
    5 pts
    Description of Experience Describes the experience
    (at least 8 hours)
    Describes the experience
    (at least 8 hours)

    Reflection addresses importance/value of experiences as related to candidates education
    Describes the experience
    (at least 8 hours)

    Reflection addresses importance/value of experience as related to candidates education and future goals as a physical education teacher

    Provides specific examples
    Areas of Growth Identifies three areas of growth Identifies & discusses three areas of growth and provides an overall connection between the experience & growth Identifies/discusses three areas of growth

    Includes specific examples of experiences  representing each area of growth

    Clearly links each area of growth to the teacher standards
    Areas for Improvement Recognizes a need for improvement

    Identifies one area in need of improvement
    Recognizes a need for improvement

    Identifies & discusses one area in need of improvement

    Links this area to the specifics of the experience
    Recognizes a need for improvement

    Identifies & discusses one area in need of improvement AND explicitly links this to the experience AND to the teacher standards

    Includes a potential action plan to begin to eliminate the weakness

  7. Interview (15 points max possible)
    Once all application materials have been reviewed and approved, students will be contacted by the interview chair who will set up an interview schedule and solicit applicants to sign up for a 20 minute interview.  The interview questions will be sent to the applicants. Interviews will be scored by three faculty members and an average score will be determined.

    The purpose of the interview is to evaluate oral communication skills and ability to relate current issues, content knowledge, experiences, and personal qualifications to the knowledge, skills, and dispositions necessary to become an effective physical education teacher.

    Interview Rubric
      Not Acceptable (0) Basic (1 point) Proficient (3 points) Advanced
    (5 points)
    Oral Communication Skills Minimal to no eye contact made.

    Verbal responses are apparently lacking in clarity and logical thought.  A lack of connection between ideas is present.  Lack of organized thought.

    Critical and conceptual thinking is not apparent.

    Poor grammar.
    Eye contact with 1-2 reviewers some of the time.

    Verbal responses are generally clear and logical in thought.  Follows line of reasoning and organized thought in most responses.

    Critical and conceptual thinking is apparent in some responses.

    Responses sometimes consist of inappropriate grammar, insensitive language.
    Eye contact with 1-2 reviewer most of the time.

    Verbal responses are mostly clear and logical in thought.  Follows line of reasoning and organized thought in all responses.

    Critical and conceptual thinking is apparent in most responses.  Responses are supplemented with examples and previous experiences.

    Responses seldom consist of inappropriate grammar and insensitive language.
    Equal eye contact with all interviewers.

    Verbal responses are all clear, logical, and presented in a confident manner.

    Critical and conceptual thinking is apparent in all responses.  Responses are supplemented with examples, previous experiences and factual information from professional sources.

    Responses never consisted of inappropriate grammar and insensitive language.
    Knowledge & Commitment to the Physical Education Profession Not able to identify the most important issues to the profession.

    Little to no apparent professional commitment exhibited.

    Does not exhibit the need to advocate the value of physical education.
    Identifies the one important issue to the profession.

    Identifies the importance of professional development as an ongoing process.

    Expresses ability to advocate the value of physical education.
    Identifies multiple important issues and exhibits some understanding of the problems.

    Indicates commitment to professional development processes through general though reasonable plans and activities.

    Expresses ability and energy to advocate the value of quality physical education with reasonable, identified solutions/activities.
    Identifies multiple important issues and is able to offer reasonable solutions to the problem.

    Indicates commitment to professional development with specific, formal plans and activities.

    Expresses ability and energy to advocate the value of quality physical education with ability with multiple solutions/ activities appropriate for multiple target audiences (e.g. parents, administrators, other teachers, etc.).
    Professionalism and Self-Confidence Not on time for interview.

    Inappropriate dress (shorts, T-shirt, sweats).

    Interest in interview process is lacking or not apparent.

    Does not seem to be prepared and appears to know little of the PETE program.

    Self-confidence is lacking or not apparent
    Too casual dress for professional interview.

    Appears interested and is alert during interview.

    Hesitant at times - sometimes self-confident.
    Appropriate casual for interview.

    Appears interested, alert, and exhibits controlled enthusiasm.

    Behaves with self-confidence most of the time.
    Professional dress (slacks/suit/tie/skirt/dress slacks).

    Is very self-confident and exhibits positive personality.

    Completion of Minimum Requirements Does NOT guarantee admission into the PETE Program

Appeal Process

There are two situations that may require a student to submit an appeal.  An appeal to apply is for students who do not meet either the minimum requirements for GPA OR the minimum requirements for the PPST (students can only appeal one, not both). An appeal of denied admittance is for students who have completed the application process but were denied admittance.

  1. Appeal to apply:  Students may appeal to have their applications considered for admission to the PETE program if they are deficient in one, but not both, of the following:
    • Minimum passing scores for the PPST (Students must pass at least two areas and must demonstrate having taken the failed PPST component a minimum of three times before an appeal will be considered. In addition the student must be able to demonstrate having taken measures to improve that particular score.) or
    • Minimum  2.75 GPA

Steps to making an Appeal to Apply

  1. Prepare an appeal packet for the PETE Appeals Committee containing
    1. Student written statement of appeal, which includes:
      1. Identification of requirement being appealed.
      2. Reason(s) why the requirement was not satisfied.
      3. Why the committee should approve a waiver in this case ( for example, in justification of the request, please submit convincing evidence of academic success, personal circumstances beyond your control, prospects for success as a teacher, etc.).
      4. In the case of an appeal involving the PPST, students are advised to show that a significant effort has been made to prepare for each testing attempt (for example, working with an academic skills specialist/counselor).


    2. Two or three letters of support from faculty/staff or other professionals who can speak to the issue being appealed and the student’s prospects for success as a teacher.


  2. Appeals to Apply are only accepted at the J-term and Summer application dates. Appeals must be submitted to Dr. Kristi Mally, PETE Program Director, 210 Mitchell Hall before 4:00 on the 2nd Friday of December for J-term, or the 2nd Friday of May for summer.

  3. Students will be notified in writing, via email, of the appeal decision. Please refer any questions to Guy Herling, Assistant to the Dean, 228 Graff Main Hall, herling.guy@uwlax.edu.
  1. Appeal of denied admittance:  Within one week of being denied admission, a student must submit a hard copy letter of appeal, hand delivered to the PETE Program Director who will share it with the PETE faculty. The student may be asked to meet with the PETE faculty as part of the appeal process.  The decision after the appeal is final.  Students are allowed to apply for PETE admission twice during their academic career at UW–La Crosse.