Documenting efficacy as a physical education teacher or... How to make a good teacher great!

 Identify and describe the 7 practices of effective teaching ◦ Classroom environment ◦ Professional knowledge ◦ Instructional Planning ◦ Meeting the needs of diverse learners ◦ Teacher reflection ◦ Data driven student feedback ◦ Data driven instruction

Practice 1: Set the stage for effective teaching and learning (classroom management) – Create an environment where students feel safe to explore and develop new skills – Provide class structure to promote learning

Practice 1: Set the stage for effective teaching and learning (classroom management) – Consistently reinforce principles that promote responsible personal and social behavior – Use positive discipline to shape behavior

1. Increasing time in physical education leads to a decrease in student academic success across curriculum. 2. The mile run is more reliable based on criterion-referencing than the PACER test. Trost, S. G. (2007). Active Education: Physical activity and academic performance (Research brief). Robert Wood Johnson: Active Living Research. Beets, M. W., & Pitetti, K. H. (2006). Criterion-referenced reliability and equivalency between the PACER and 1-mile run/walk for high school students. Journal of Physical Activity & Health, 3(suppl. 2), S21-S33.

Develop a plan that aligns curriculum and instruction with the current standards and best practices.

 Content – use of visuals, materials with simplified language but address the same content  Process – physical demonstration, oral responses to formative assessments  Product – student choice of how to demonstrate their knowledge, appropriate to the student and to the essential knowledge

Take the time to evaluate each lesson from your own perspective. Did the lesson run smoothly? What elements would you change? What elements would you keep the same? Make clear notes and modify lessons as needed right away for future use.

Grade 8 - Flag Football – 3 week Unit Plan Day 1 Defensive positioning Spatial awareness Line of scrimmage Boundary lines Defensive and offensive positions (corner, safety, defensive line, quarterback, receiver, center) Exit ticket - An offensive player catches the ball close to the sideline. In a person- to-person defensive situation, what options does the defender have to control the movement of the offensive player? Day 2 Person-to-person defensive strategies Communication skills Offensive pass routes Forward pass Interception Completion 1.a.3 Defensive Positioning Checklist R0050A6 1.a.3 Exit ticket diagram below Day 3 Zone defensive strategies Communication skills (verbal and nonverbal) Offensive pass routes Exit ticket - A quarterback calls out numbers to his teammates to communicate offensive plays. What can defensive teams use to communicate defensive plays? 1.a.3 Introduce Defensive Positioning Performance Rubric Day 4 Compare/contrast Advantages/disadvantages of zone and person-to- person in relation to offensive plays Exit ticket- Compare and contrast the difference between person-to-person and zone defensive strategy. (use a Venn diagram) 1.a.3 Defensive Positioning Performance Rubric R004E5E Day 5 Class rules for practice and play Scoring – touchdowns, points First down Exit ticket- 6.b.5 All organized sport activities have rules. Rules are important because: How would the game change if students could tackle in class? 5.b.1 Introduce Communication skills Performance Rubric Day 6 Defensive and Offensive plays/strategies Huddle 5.b.1 Peer assess with Communication skills Performance Rubric 6.b.5 Student Assignment R00514A Day 7 Defensive and Offensive plays/strategies Huddle 5.b.1 Communication skills Performance Rubric R004E61 Exit ticket - A quarterback signs numbers with his fingers to his teammates as he approaches the line of scrimmage. What are the signs for and why? Day 8 Team practice 3.c.2 Introduce Defensive Strategies Performance Rubric R004E60 Exit ticket – Defensive strategies diagrams Day 9 Team practice 3.c.2 Defensive Strategies Performance Rubric R004E60 Day 10 Class Scrimmages Introduce Game Play Rubric 6.b.5 Student Assignment R00514A Due Day 11 Class Scrimmages Introduce Game Play Rubric R0050A4 Day 12 Game Play Game Rubric (1.a.3, 3.c.2, 5.b.1) R0050A4 Day 13 Game Play Game Rubric R0050A4 Day 14 Written Summative Test Day 15 Complete assessments as needed Note: need more time to explain assignment Need better pictures for struggling students 1 st period Note: 5 th period Falcon’s team needs more time

Are students learning the knowledge/skills that you’re teaching? Use assessment data as a means to confirm. Use reliable assessments so that you are sure that the data you are collecting is measuring what you anticipated.

 The PE Metrics program is a total package that provides teachers with assessment materials that they can use in a variety of ways. It's also a package that provides teachers with a way to interpret assessment data and to report data.  Using PE Metrics for Formative & Summative Assessment ◦ Teachers use both formative and summative assessment as part of the instruction process. The assessment materials in this book facilitate both types of assessment. Standard 1 (motor skills) is measured using observation rubrics that will be useful for both formative and summative assessment. Standards 2–6 assessments are written test items — provided both in the book in print form and on the accompanying CD-ROM — which will be more appropriate for summative assessment to determine Standards 2– 6 knowledge.

 My classroom culture is positive and safe with routines in place.  I am up to date with national standards and guidelines, research on best practices in teaching and learning, and continue to refine my knowledge with professional development opportunities.  My instructional plans are standards-based and include best practices for teaching and learning.  I plan for needs of my students, differentiating their learning; while maximizing activity time and opportunities for skill development  I reflect after each lesson, making notes about immediate changes and future changes for my instruction.  I use multiple appropriate assessments that provide feedback to students on their learning and provide me feedback on my instruction.  I use data to determine what students know and are able to do and use this to inform my instruction.

Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed. Marva Collins