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Physical educators have been identified as ideal school champions to lead comprehensive school physical activity program (CSPAP) efforts within their schools. As such, they should be adequately prepared to take on this role. Faculty from three physical and health education teacher education programs have collaboratively developed the Adopt-a-School program to address this need. This problem-based service-learning program aids inservice professionals as they implement CSPAPs while simultaneously developing the skills, knowledge and confidence of future physical activity leaders. Through mutually beneficial partnerships, teacher candidate teams and local elementary school champions use the Active Schools and Alliance for a Healthier Generation's Healthy Schools Program websites to support and assess each school's current CSPAP, design and activate an action plan, and celebrate each school's success. Because each school and its needs are unique, teacher candidates have created and completed a variety of school physical activity initiatives over the past six years. An overview of service-learning is provided, followed by an in-depth description of the Adopt-a-School program and perceived stakeholder benefits.

We live in a rapidly changing world with technology as an essential part of our lives and an important component in contemporary education. Preparing teachers for the future requires that university professors understand what it means to teach and learn in the digital age. Teacher preparation programs need to create intentional learning environments where teacher candidates can study contemporary issues that are relevant in today's schools, develop pedagogies that are effective for the current generation of students, and develop expertise to design and facilitate meaningful learning for the future. Educational stakeholders, especially teacher educators, need to change how they approach and use instructional practices, change the routines, change how they and the teacher candidates think about teaching and learning, and change the pedagogical approach. The purpose of this article is to provide an example of a physical education teacher preparation program that has addressed the need for a new model in teacher preparation.