Program Philosophy, Goals and Objectives

The mission of the Master of Science in Physical Education is to prepare scholarly and innovative practitioners specializing in preschool through the secondary level physical education. Attention is focused on the development and implementation of physical activity content through theory and field-based experiences. Individuals are provided with the means and understandings necessary to effectively teach basic movement, motor, rhythm, and sport skills for increased physical activity. Lectures and course work promote an understanding of teaching and learning philosophies, implementation strategies, and the means used to assess lesson outcomes for different populations of students, including those living in low economic situations and having disabilities or special-needs. Importance is also placed in theories and learning experiences that promote cooperation, respect for diversity, and social responsibility within the school environment and local community. Technological applications for teaching and learning are applied throughout the program.

Admission Requirements

Applications for admission to this Master of Science program in the Department of Specialized Programs in Education  are made to the Graduate Admission Office.  Admissions decisions are based on a comprehensive review of multiple criteria.  The department understands that any criterion may not reliably predict a student’s potential for success in the program.  Students may consider applying even if they fail to meet one of the criteria listed below but feel that other aspects of their experience might compensate.  An Admissions Counselor will review all individual cases being referred to the graduate program for further review.

1. A bachelor’s degree from an accredited institution.
2. A minimum cumulative GPA of 3.0 on undergraduate coursework is equivalent (e.g., a 3.0 in a completed graduate program).  We encourage you to submit all transcripts from your undergraduate work and any graduate work for consideration.
3. Two (2) letters of recommendation addressing the applicant’s potential to succeed in the teaching profession and graduate work.
4. A brief typed statement indicating the applicant’s interest in the program and identifying any previous physical education teaching experience or sports involvement.
5. Completion of fifteen (15) semester hours in prerequisite content core and six (6) semester hours in professional education requirements, including one course in Human Development (PreK-12) and one in Foundations of Education.  Please refer to the section below for details. 

Program Standards

The graduate director will review the academic standing of all graduate students at the end of each semester.  A student must maintain a 3.0 average to be considered in good standing.  Students who do not maintain a 3.0 average will be placed on academic probation.  Students who earn more than one C-, C, or C+ per semester, accumulate more than two C-, C, or C+ grades in their graduate coursework, or receive a D or an F in any course will be dismissed from the program.  In addition to the required GPA, students must demonstrate adequate competence and professionalism throughout all coursework and fieldwork.  If the director or program faculty determines that a student has failed to demonstrate this standard, they will be dismissed from the program.  Students may petition for readmission by following the School of Education Appeal policy.

Program Requirements - Semester Hours: 36-39

Field Experiences Prior to Student Training

• MSPE 256 - Historical and Sociocultural Perspectives in Physical Activity and Sport Semester Hours: 3

• (placement in high-needs schools with English Language learners) (25 hours in grades 7-12)

• MSPE 258 - Planning and Implementing Preschool and Elementary Physical Education Experiences Semester Hours: 3

• (25 hours in grades PreK-6)

• MSPE 260 - Planning and Implementing Secondary Physical Education Experiences Semester Hours: 3

• (25 hours in grades 7-12)

• MSPE 262 - Inclusion for Physical Education Special Needs Populations Semester Hours: 3

• (20 hours in grades PreK-12)

• MSPE 264 - Innovative Instructional Strategies, Curriculum, and Assessment Techniques in Physical Education Semester Hours: 3

• (5 hours in grades 7-12)

Student Teaching and Supervised Teaching Prerequisites

To qualify for admission to Student Teaching (MSPE 272A, 272B) student must complete all content and pedagogical core course work and all pre/corequisite physical education content course work, human development, foundations of education, and statistics or other research methods course.  Students may not register for more than 9 s.h. total during their student teaching semester.

To qualify for Supervised Teaching (MSPE 273, MSPE 274) students must complete all content and pedagogical course work and all pre/corequisite physical education content course work, human development, foundations of education, and statistics or other research methods course.  Students may not register for more than 9 s.h. total during their supervised teaching semester.

All individuals must successfully complete New York State Teacher Certification required workshops or courses.  These can be taken during MSPE 272A, 272B, or during MSPE 273 or MSPE 274.  Additional opportunities to complete the required workshops are available through the Office of Field Placement.

Application forms for Student Teaching and Supervised Teaching (MSPE 272A, 272B and MSPE 273, 274) may be obtained from the Office of Field Placement.  Applications must be submitted by May 1 for admission to student teaching in the succeeding spring semester and February 15 for admission to student teaching in the succeeding fall semester.

Continuation Standards

Transfer Credits

Graduation Requirements

1. Successful completion of all prerequisite coursework.
2. Completing all content and pedagogical core courses with a grade point average of 3.0 or better.
3. Completion of MSPE 272A  and MSPE 272B  or MSPE 273 , or MSPE 274 . 
4. Satisfactory completion of an electronic portfolio, identifying samples of exemplary work that reflect the individual’s ability to plan and implement dynamic physical education programs for a wide range of populations and age levels.
5. Completion of all required Educational Law Seminars.

Teacher Certification Requirements

Upon successfully completing a Hofstra state-approved teacher education program, students are eligible for the University’s recommendation for New York state certification. A request for recommendation must be submitted to the School of Education Dean’s Office during the semester in which the student is graduating. There will be opportunities to attend a certification workshop during the student’s final semester to receive all the necessary information regarding applying for certification. Individuals who apply directly to New York state for certification are responsible for learning about and satisfying the certification requirements set by the state. It should be noted that such requirements may differ from those in Hofstra’s registered programs.

All prospective early childhood (birth-grade 2), childhood (grades 1-6), adolescent (grades 7-12) and special subject, students with disabilities, gifted, TESOL, bilingual, literacy, speech and language disabilities teachers, as well as school leadership candidates, are required to pass the New York State Certification Examinations (NYSTCE) administered by National Evaluation Systems, Inc., including the Educating All Students Test (EAS) and, Content Specialty Test(s) (CST). Prospective School Leaders will be required to take the appropriate leadership exams. For more information regarding state testing, please contact the School of Education Dean’s Office or visit www.nystce.nesinc.com.

In addition to fulfilling the required courses of study, the Commissioner’s Regulations mandate that all prospective teachers, pupil personnel, and education leaders receive instructions regarding:

1. Identification of Child Abuse and Maltreatment
2. Fire and Arson Prevention
3. School Violence Prevention and Intervention
4. Prevention of Alcohol, Tobacco, and Drug Abuse
5. Highway and School Safety/Prevention of Child Abduction
6. Training in Harassment, Bullying and Discrimination Prevention and Intervention is required under the Dignity for All Students Act (DASA)

New York state legislation also requires all persons seeking certification in special education, speech and language disabilities, or school administrators working in special education to have training in the area of children with autism.

Hofstra University offers the above-listed educational law seminars through the School of Education Dean’s Office. All of these seminars must be completed before the conferral of the degree and recommendation for certification.

Fingerprinting
Chapter 180 of the Laws of 2000, the Schools Against Violence in Education (SAVE), requires that applicants for teaching and administrative and pupil services personnel certification and prospective employees of covered schools (school districts, charter schools and BOCES) must undergo fingerprint supported criminal history background check. However, many school districts and institutions across the metropolitan New York area now require that all student teachers, observers, interns, or externs receive fingerprint clearance before being placed in educational settings that are required for this degree program. Therefore, we recommend you apply for fingerprint clearance upon acceptance to the program. Fingerprint clearance is also required for New York state certification. For information on how to register to be fingerprinted, visit http://www.hofstra.edu/Academics/colleges/soeahs/CESS/cess_requirements_fingerprints.html.