Measuring Teacher Effectiveness in Physical Education

1. Measuring Teacher Effectiveness in Physical Education Judy Rink University of South Carolina

2. Measuring Teacher Effectiveness • …..a change from highly qualified teachers (meaning their preparation, courses they attend and degrees that they have) to the degree to which they produce the desired student outcomes. (National Council on Teacher Quality [NCTQ], 2011)

3. Gates Foundation Study • Student achievement gains and teacher observation together have the best predictive value (Gates Foundation, 2013b).

4. Student Achievement Gains • Value added modeling • Non-tested subject areas – school scores

5. Problems for Physical Education • Problem 1: Measures of student achievement • Problem 2: Observation of Teaching

6. Problem 1: Measures of Student Achievement • We do not have clear outcomes and when we do these are not measured by standardized tests that would allow student scores to be compared across teachers. • There is no consensus in the profession on what is important for students to learn (if anything).

7. Problem 2: Observation of Effective Teaching • Is observation of what the teacher does sufficient? • Are generic variables appropriate? • Are observers qualified?

8. Generic Observation Criteria • Opportunity to learn/content • Teacher expectations/role definitions/time allocations; • Classroom management/student engaged time; • Success level/academic learning time; • Active instruction by the teacher; • Group size; • Presentation of information (structuring, sequencing, clarity, enthusiasm); • (h) asking questions (difficulty level, cognitive level, wait-time, selecting respondents, providing feedback); and • (i) handling seatwork and homework assignments. Brophy and Good (1984).

9. The necessary but not sufficient conditions for learning

10. Framework for Teaching Evaluation Instrument - (FFT) (Danielson Group, 2013). • DOMAIN 1: PLANNING AND PREPARATION • DOMAIN 2: THE CLASSROOM ENVIRONMENT • DOMAIN 3: INSTRUCTION • DOMAIN 4: PROFESSIONAL RESPONSIBILITY

11. NASPE’s Tool – What Is Needed • The tool is very high inference • Each of the components of a construct would have to be defined very specifically • Specific examples for each component is needed • Rubrics with multiple levels of performance would have to be designed

12. Problems with Teacher Observation Tools • They are a snapshot of behavior • They do not consider appropriateness: The appropriateness of teacher behavior depends on what the students are doing and the appropriateness of that behavior to the content. • Observing teaching without also observing the effect of teacher behavior on what the students do in the context of the content is problematic.

13. Should we get on Board? • Positive Effectives of accountability • Shared vision • Advocacy • Teacher development • Increased effort

14. The current emphasis on measuring teacher effectiveness will impact physical education either positively or negatively depending on the extent to which physical educators become participants in the reform movement.