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

K-12 Health, Family Life, Driver, and Physical Education Fairfax County Public Schools Fairfax, Virginia

 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

Major Skill Theme Related Skill Themes Suggested Time Frame REQUIRED (SBIs) Standards, Benchmarks, Indicators, Essential Knowledge Suggested Activities & Assessments Suggested Content Related Terms & Resources Begin First Semester 3 weeks (approx.6 classes) Introductory Unit, Cooperative Games & Recreational Pursuits 5.b.1 Demonstrate and explain the importance of appropriate social skills in a physical education environment including; taking turns, sharing equipment/materials, helping others, staying with the team, resolving conflict, and problem solving. 5.a.2 Demonstrate the ability to work with peers to help improve the physical education learning environment, including; following safety rules, using equipment as specified by the teacher, and playing the assigned position. Activities Rules and Expectations: co-constructed with students Assessment of Learning Application and explanation of safety and behavioral expectations.  Written  Verbal Activities  Cooperative games / activities Terms Conflict Resolution Problem Solving Safety Rules Resources  Silly Sports & Goofy Games  Positive Behavior Management in a Physical Activity Setting  Climbing Walls  Classroom Management that Works

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.

Stay up to date with national standards and guidelines as well as the latest research on best practices in teaching and learning. Continue to refine knowledge with professional development opportunities.

NASPE/AAHPERD is well into its effort to revise and update the National Standards for Physical Education and is developing a curriculum framework to help with implementing the standards. Moving into the Future:, 2nd Edition (2004)

 AAHPERD  Active Living Research – national program of the Robert Wood Johnson Foundation  GenYouth Foundation

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

Major Skill Theme Related Skill Themes Suggested Time Frame REQUIRED (SBIs) Standards, Benchmarks, Indicators, Essential Knowledge Suggested Activities & Assessments Suggested Content Related Terms & Resources Suggested Fitness Related Terms & Resources First Semester 2-3 weeks Fitness Theme  Baseline - VA Wellness Tests  Introduction to warm-up and cool down activities 3.a.1 Demonstrate a basic understanding of health related fitness components to include; cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition 3.b.1 Understand the benefits of muscular strength, cardiorespiratory endurance and flexibility to improve strength and endurance, prevent or control a variety of health related illnesses, build healthy bones and muscles, and improve cardiorespiratory endurance. Assessment for Learning  Teacher Observation Specific feedback (individual) General feedback (class) Knowledge assessment Suggested Activities  Practice a variety of warm-up and cool down activities Content Related Resources Fitnessgram Fitness Related Resources Physical Best Fitnessgram Recommended Baseline testing for all tests completed by the end of the first nine weeks Fitness Related Terms Warm-up Cool-down Review: Flexibility Shoulder Stretch Back Saver Sit and Reach Trunk Lift Muscular Strength /Endurance Push ups Modified Pull-up Cadence Curl-ups Aerobic Fitness Test PACER

Clearly show how the plan aligns with standards and best practices. Account for differentiating instruction and ways to maximize activity time while promoting skill development.

 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.

Sample Questions 1. If Chris is struggling to toss the ball to you, tell the teacher that you want a different partner. A. TrueB. False 2. Partners work well together when they take the equipment and play alone. A. TrueB. False 3. A person who cooperates and takes turns makes a good teammate. A. TrueB. False

Sample Questions 1. The best choice for a vigorous physical activity after school is: A. Shooting baskets. B. Throwing and catching with a friend. C. Riding a bike. D. Going for a long walk. 2. Jane wants to do something after school to help her be good on the soccer team. She should: A. Ride her bike for 30 minutes. B. Play a soccer video game for 30 minutes without stopping. C. Practice dribbling a soccer ball at a fast pace around the yard for 30 minutes. D. Play on the trampoline for 30 minutes.

Sample Questions 1. Which of the following best describes a physically active lifestyle? A. Runs a mile at least 2 days a week, takes piano lessons weekly, and walks the dog for 10 minutes every day. B. Plays golf, swims regularly and enjoys riding a bike. C. Walks a half-mile to and from school 5 days a week and helps with weekly chores at home. D. Participates daily in a personal fitness plan and plays in seasonal community sports leagues. 2. Mary performs stretching exercises and runs most days of the week to be able to increase her: A. Arm and shoulder strength. B. Muscle endurance and abdominal strength. C. Flexibility and aerobic endurance.  D. Flexibility and body weight.

Combine data from 5 and 6 and use to revise lessons as needed. If students aren’t successfully meeting the goals and objectives that are part of your plan, ask yourself what you can do differently to see a shift. Allow data to drive changes in lesson and program structure as needed. If a child can't learn the way we teach, maybe we should teach the way they learn. Ignacio Estrada

Question Number StandardCorrect Answer ABCDNo Response Q138.1.c.3A80.4%3.5%14%2.1%0.1% Q148.1.c.3B4.5%44.2%2.5%48.6%0.1%

 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

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