APENS Alignment with Other National Standards 

NCPEID’s design of the APENS establishes a measurement that clearly defines the skills and abilities of a qualified adapted physical educator. Certification distinguishes those who have met levels 4 and 5 of the standards, thus indicating to administrators, colleagues, parental caregivers, students, and the other stakeholders that certified professionals have proven their knowledge-base at the highest level. APENS displays it’s high quality through it’s alignment with the standards developed by other nationally recognized organizations.  

The National Board Professional Teaching Standards (NBPTS) is an organization nationally recognized for their peer-reviewed performance-based assessment process of determining accomplished teachers. It is a respected credential in many States throughout the United States of America. The NBPTS identifies 16 disciplines with specific standards for each area. Physical education is the discipline that aligns closely with APENS. The comparison between the two sets of standards relates the shared rigor needed to achieve the high level of knowledge and performance that awards professionals with the recognition. 

NCPEID and the NBPTS have shared beliefs in that: 

  • The certifications recognize teachers and generate ongoing improvement in schools nationwide. 

  • High standards for teachers equates to greater achievement of students. 

The Society of Health and Physical Education (SHAPE) America is the leading organization serving the physical education community in the United States. Their initial teacher education standards guide physical education candidates towards mastery of mastery of their bachelors degree and act as the guiding principles for the advanced standards; used for graduate level teacher preparation programs.  While these standards closely connect to competency levels 1 through 3, they are essential in serving as the base knowledge needed for growth towards competency levels 4 and 5.

National Board Professional Teaching Standards (NBPTS) for Physical Education

NBPTS (2014)

APENS (2020)

1. Knowledge of Students:

Accomplished teachers attain knowledge of their students’ unique qualities and characteristics to build positive relationships and create meaningful learning experiences that cultivate beneficial attitudes toward lifelong physical activity and wellness.

1. Human Development

2. Motor Behavior

6. Unique Attributes of Learners

 2. Knowledge of Subject Matter:

Accomplished teachers utilize the depth and breadth of their content knowledge to develop physically educated learners.

 

1.   Human Development

2.   Motor Behavior

3.   Exercise Science 

4.   Measurement and Evaluation

5.   History and Philosophy 

7.   Curriculum Theory and Development

8.   Assessment

12. Student and Program Evaluation

3. Curricular Choices:

Accomplished teachers make purposeful curricular choices that address student needs and interests by promoting comprehensive physical education programs in support of lifelong physical activity and wellness.

 

6.   Unique Attributes of Learners 

7.   Curriculum Theory and Development

9.   Instructional Design and Planning

 

4. Wellness within Physical Education:

Accomplished teachers interweave wellness throughout their curricula to provide students with the information and experiences they need to make independent choices that positively affect their health and lifelong well-being.

 

3.   Exercise Science 

7.   Curriculum Theory and Development

9.   Instructional Design and Planning

10. Teaching

 

5. Learning Environment:

Accomplished teachers set high expectations and create positive, well-managed classroom environments that engage all students within a safe and respectful culture of learning.

 

6.    Unique Attributes of Learners

7.    Curriculum Theory and Development 

9.    Instructional Design and Planning 

10.  Teaching 

12.  Student and Program Evaluation 

14.  Ethics

 

6. Diversity and Inclusion:

Accomplished teachers create inclusive and productive learning environments that are safe, fair, and equitable for all students. They promote healthy social interactions within their schools and communities by teaching students to embrace their uniqueness and respect the diversity of others.

 

6.    Unique Attributes of Learners

7.    Curriculum Theory and Development

9.    Instructional Design and Planning 

10.  Teaching

14.  Ethics

 

7. Teaching Principles:

Accomplished teachers implement effective teaching practices that set high expectations and maximize student engagement to advance student learning and promote lifelong well-being.

 

9.   Instructional Design and Planning

10. Teaching 

 

8. Assessment:

Accomplished teachers select, design, and utilize assessments to improve student learning, modify instruction, enhance physical education programs, and demonstrate professional accountability.

 

8.   Assessment

12. Student and Program Evaluation

 

9. Reflective Practices:

Accomplished teachers engage in meaningful introspection that challenges, informs, and guides all aspects of pedagogy and professional growth for the purpose of improving student learning.

 

10. Teaching

11. Consultation and Staff Development 

12. Student and Program Evaluation   

13. Continuing Education

 

10. Collaboration and Partnership:

Accomplished teachers recognize that their responsibilities extend beyond the classroom. They collaborate with other educators and work in partnership with stakeholders to strengthen physical education programs and enhance student learning.

 

11. Consultation and Staff Development 

15. Communication

 

11. Professional Growth:

Accomplished teachers are respected leaders who diligently pursue personal and professional growth to improve teaching practices and meet the diverse needs of students.

 

11. Consultation and Staff Development 

13. Continuing Education 

15. Communication

12. Advocacy:

Accomplished teachers are effective advocates for quality physical education. They create opportunities to promote wellness and healthy lifestyles among students, colleagues, families, and community members.

11. Consultation and Staff Development

15. Communication

 
 

SHAPE America Initial PETE Standards (2017)

APENS (2020)

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

 

1.   Human Development

2.   Motor Behavior

3.   Exercise Science

5.   History and Philosophy

6.   Unique Attributes of Learners

7.   Curriculum Theory and Development

10. Teaching

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.

 

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.

4.   Measurement and Evaluation

6.   Unique Attributes of Learners

7.   Curriculum Theory and Development

8.   Assessment

9.   Instructional Design and Planning 

10. Teaching 

14. Ethics

4. Instructional Delivery and Management:

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

9.   Instructional Design and Planning

10. Teaching

 

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.

4.   Measurement and Evaluation

6.   Unique Attributes of Learners

8.   Assessment

12. Student and Program Evaluation

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.

11. Consultation and Staff Development

13. Continuing Education

14. Ethics 

15. Communication

 

Advances Standards (2008)

 

1. Professional Knowledge:

Advanced physical education teacher candidates (AC) come to understand disciplinary content knowledge, the application of content knowledge to teaching physical education, and modes of inquiry that form the bases for physical education programs and instruction.

 

1.   Human Development

2.   Motor Behavior

3.   Exercise Science

4.   Measurement and Evaluation

5.   History and Philosophy

6.   Unique Attributes of Learners

7.   Curriculum Theory and Development

8.   Assessment

9.   Instructional Design and Planning

10. Teaching

12. Student and Program Evaluation

13. Continuing Education

 

2. Professional Practice:

Advanced physical education teacher candidates (AC) use content knowledge and pedagogical content knowledge (PCK) to design and conduct appropriate learning experiences that facilitate and enhance the growth of learners.

 

4. Measurement and Evaluation

6. Unique Attributes of Learners

9. Instructional Design and Planning 

10. Teaching 

12. Student and Program Evaluation

13. Continuing Education

14. Ethics

3. Professional Leadership:

Advanced physical education teacher candidates (AC) are continuous, collaborative learners who further their own professional development and use their abilities to contribute to the profession.

 

11. Consultation and Staff Development

12. Student and Program Evaluation

13. Continuing Education

14. Ethics

15. Communication