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The District 87 Wellness Collaborative is a multi-dimensional, interprofessional initiative in the Midwest region of the United States that was co-designed to facilitate collaboration, civic engagement, and partnerships among university scholar-practitioners, community agencies, and school administrators and personnel. The primary aims of the Wellness Collaborative are to develop, enhance, and extend school initiatives that address mental, emotional, and behavioral health outcomes of school-age children, their families, and the education workforce. The Wellness Collaborative is composed of disciplinary expertise in kinesiology, school counseling and psychology, social work, nursing, geography, and community health. Broader campus and community partners include specialists from civic and community engagement offices, extension services, and healthcare providers. This ecologically framed initiative supports strategic and system-level change within the district (system) and individual schools (sub-systems). It addresses complex school-level organizational factors (i.e., environment, norms, organizational culture, incentives, etc.) that influence wellness behaviors that affect school and physical education workforce professionals. [ABSTRACT FROM AUTHOR]

Workforce initiatives are timely as physical education confronts multiple challenges, some of which can be reframed as opportunities. The operational research and development approach provided herewith builds on a companion analysis focused on agenda-setting. A systems framework identifies relationships among specialized components such as teacher education, doctoral programs, and school curricula/programs and highlights needs for coordinated, collective action among two or more workforce components. Operating under the banner of justifiable variability with accountability, pivotal choices must be made system wide and necessitate collective action strategies. Immediate priorities include collaborative leadership structures and quality controls provided by stronger professional associations. [ABSTRACT FROM AUTHOR]

The purpose of this six-article JOPERD Feature has been to provide a series of exemplary, cross-sector partnerships and collaborations designed to address a known issue and challenge within physical education. There is much to take away from these case studies and readers are encouraged to reflect on how the case narratives relate to and inform their own scholarship and practice. As a way to frame these recommendations, this feature conclusion applies the idea of collective action formations in discussing the Feature articles. [ABSTRACT FROM AUTHOR]

This JOPERD feature identifies and highlights exemplars of cross-sector partnerships that support the broader physical education system. These partnerships and collaborations are designed to address the known issues and challenges related to the recruitment and retention of qualified teachers within the physical education profession from a multi-sector, multi-dimensional perspective. A secondary purpose of the feature is to describe the process of cross-sector partnership development and illustrate common practices essential for building, growing, and sustaining this meaningful work now and into the future. [ABSTRACT FROM AUTHOR]

To develop and evaluate a post-acute care simulation-based mastery learning (SBML) continuing medical education (CME)/maintenance of certification (MOC) procedure course. Pretest-posttest study of the SBML intervention. A 2-day post-acute care procedures course. Sixteen practicing clinicians (5 physicians,11 advanced practice providers). Participants engaged in a skills pretest on knee aspiration/injection, gastrostomy tube removal/replacement, tracheostomy tube exchange, and basic suturing using a checklist created for each procedure. Participants received a didactic on each procedure followed by deliberate practice with feedback. Using the same checklists, participants completed a skills posttest and were required to meet a minimum passing standard (MPS) to obtain CME/MOC credit. The MPS for each skills checklist was determined by a multidisciplinary panel of 11 experts. Participants completed surveys on procedure self-confidence and a course evaluation. There was statistically significant improvement between pre- and posttests for all four procedures (p <.001). All participants were able to meet or exceed the MPS for each skill during the 2-day course. Participants' self-confidence regarding each procedure improved significantly (p <.001). An SBML training course granting CME/MOC credit for post-acute care providers significantly improves performance of knee aspiration/injection, gastrostomy tube removal/replacement, tracheostomy tube exchange, and basic suturing. [ABSTRACT FROM AUTHOR]

The theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion. [ABSTRACT FROM AUTHOR]

The purpose of this article is to provide an overview of various approaches taken to address anticipated and demonstrated needs of university students, faculty, and instructors through and beyond the transition to fully online instruction in the midst of the global COVID-19 pandemic. The authors discuss the complexities associated with navigating multiple levels of need, as described within Maslow's Hierarchy of Needs. Primary examples are provided from two mid-sized universities from the perspective of Physical Education Teacher Education faculty employed at the respective institutions. [ABSTRACT FROM AUTHOR]

There are persistent concerns in the literature related to recruitment and retention of highly qualified teacher candidates who are capable of achieving contemporary goals and meeting the professional expectations associated with the delivery of quality physical education programs in schools. The purpose of this article is to provide physical education teacher education faculty with recommendations for best practice in the area of teacher candidate recruitment by reviewing literature in the following areas: (a) identification of the characteristics of successful teachers as a basis for recruitment efforts, (b) fundamental principles of effective marketing and recruitment, (c) generational characteristics of college-bound students and the practical implications, and (d) recruitment of underrepresented populations. The recruitment tactics identified include actionable recommendations for faculty, departments/programs, universities, and community partners in teacher education. [ABSTRACT FROM PUBLISHER]

The reality-competition television series Shark Tank affords up-and-coming entrepreneurs the opportunity to make a formal business presentation to a panel of potential investors. Adopting a similar framework, entrepreneurial teachers have started using web-based collaborative fundraising or crowdsourcing as a tool to build program capacity with the ultimate goal of increasing student learning. The purpose of this article is to provide an overview of crowdsourcing as a viable approach for resourcing physical education programs, including teacher success stories and guidelines for putting together an effective fundraising campaign using a crowdsourcing approach. [ABSTRACT FROM AUTHOR]

This article addresses current issues and trends related to teacher candidate recruitment in physical education teacher education programs. It highlights the efforts of program leaders in three different higher education institutions to recruit and retain well-qualified physical education majors. The key lessons learned from these cases serve as a catalyst for discussion regarding resource stewardship, organizational efforts, program branding and outreach, and outside-the-box thinking. [ABSTRACT FROM PUBLISHER]