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Supervision & Evaluation of Physical Education Workshop 2019

Welcome to the workshop! Ensure you have signed in and verified your information. Learn to assess physical education instruction quality and impact on students. Enhance skills for constructive feedback and improvement. Explore resources to support PE teachers effectively.

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Supervision & Evaluation of Physical Education Workshop 2019

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  1. Supervision & Evaluation of Physical Education Workshop 2019

  2. Welcome to the workshop! Be sure you have signed in and verified the following information: Name Title/Schooland District Email address License # for TASL credit if applicable

  3. Norms • Keepyour focus on students andeducators. • Be present andengaged. • Limitdistractionsandsidebarconversations. • Ifurgent matterscome up,pleasestep outside. • Assume positiveintentionswhencommunicatingwithothers. • Challengewithrespect. • Be solutions-oriented. • Forthe goodofthe group,lookforthe possible. • Riskproductivestruggle. • This is a safe spaceto get out of your comfortzone.

  4. Learning Outcomes • Feel better equipped to have meaningful conversations about the quality of instruction and the impact on students in a physical education classroom. • Possess a better understanding of how quality physical education instruction is represented in the TEAM rubric. • Know where to go to find reputable resources to assist in supporting physical education teachers.

  5. Temperature Check

  6. WhyDoWe EvaluateTeachers? Toprovidehigh-qualityfeedbackthatdeepensskillsand improvesteacher performance,leadingtoincreasedstudent learning Accurate evidence collectionand scoring Improved teacher performance Increased student learning High-quality feedback “An investment in knowledgealwayspays the best interest” BenjaminFranklin 6

  7. Physical Activity Guidelines for Children and Youth -Click image for link to source ~U.S. Department of Health and Human Services.Physical Activity Guidelines for Americans, 2nd Edition.2018.

  8. Summary of 2018 Report Card Indicators and Grades -Click image for link to source ~National Physical Activity Plan Alliance.The 2018 United States Report Card on Physical Activity for Children and Youth.2018.

  9. PA in Schools: A Negative Trend ~National Physical Activity Plan Alliance.The 2018 United States Report Card on Physical Activity for Children and Youth.2018.

  10. Physical Activity and Academic Achievement ~The Centers for Disease Control and Prevention.The Association between School-Based Physical Activity, Including Physical Education, and Academic Performance.2010.

  11. Physical Activity and Academic Achievement What are the implications for school-based physical education? • To maximize the potential benefits of student participation in physical education class, consider: • Increasing the amount of time students spend in physical education class. • i.e., number of days a week or class time • Adding components to increase the quality of physical education class. • i.e., using trained instructors and increasing active time during physical education class ~The Centers for Disease Control and Prevention.The Association between School-Based Physical Activity, Including Physical Education, and Academic Performance.2010.

  12. CSPAP Comprehensive School Physical Activity Program

  13. Physical Education & Physical Activity Source: Healthy Schools Academy, Atlanta GA. PECAT Learning Lab. 2019

  14. Physical Education & Physical Activity Source: Healthy Schools Academy, Atlanta GA. PECAT Learning Lab. 2019

  15. Physical Education & Physical Activity Source: Healthy Schools Academy, Atlanta GA. PECAT Learning Lab. 2019

  16. How are you feeling? • Source: Healthy Schools Academy, Atlanta GA. CSPAP Learning Lab. 2019

  17. Why do children need physical education? Source: Healthy Schools Academy, Atlanta GA. PECAT Learning Lab. 2019

  18. Essential Components • The Essential Components of Physical Education Source: Healthy Schools Academy, Atlanta GA. PECAT Learning Lab. 2019

  19. Physical Literacy ~SHAPE America.National Standards & Grade-Level Outcomes for K-12 Physical Education.2014.

  20. 1: Policy and Environment • Defines expectations for physical education • Ensures that all students have a physical education experience • Includes physical education policy in Local School Wellness Policy or school district/school regulations • Make connections… • …to your school district • …to the TEAM rubric

  21. Supporting Resources • SHAPE America - Position Statements • SHAPE America - Physical Education Policy Guide • School Springboard - Strengthen PE in Schools data brief Policy and Environment

  22. 2: Curriculum • Written, clearly articulated plan • Identifies the content to be taught K-12 • Standards-based student objectives aligned with learning activities and student assessment • Ensures equitable education for all students • Make connections… • …to your school district • …to the TEAM rubric

  23. PECAT: Physical Education Curriculum Analysis Tool • Assesses alignment of curriculum and standards • Analyzes outcomes, content, and assessments of curriculum • Helps identify improvements needed in current curriculum CDC-developed self-assessment and planning guide Updated PECAT will be available Spring 2019

  24. 3: Appropriate Instruction • Make connections… • …to your school district • …to the TEAM rubric • Addresses diverse developmental levels • Aligns learning activities with student objectives and outcomes • Provides students with the opportunity to demonstrate content and skill mastery • Image source: Healthy Schools Academy, Atlanta GA. PECAT Learning Lab. 2019

  25. Supporting Resources • Appropriate Instructional Practice Guidelines • Practices Related to Fitness Testing Position Statement • Student Growth Outcomes Template • Appropriate Instruction

  26. Appropriate Instruction -Click image for link to source

  27. Appropriate Instruction

  28. Appropriate Instruction for ALL Learners • Universal Design Adaptations – OPEN

  29. 4: Student Assessment • Tracks student progress • Aligned with student objectives and learning activities • Measures student learning continually • Make connections… • …to your school district • …to the TEAM rubric • Image source: Healthy Schools Academy, Atlanta GA. PECAT Learning Lab. 2019

  30. Categories of Assessments Informal Assessments • Content and performance driven • Still provide data that informs instruction Formal Assessments • Standardized measures • Common formal assessment for PE is Health-related Fitness Test

  31. Types of Assessments Source: Healthy Schools Academy, Atlanta GA. PECAT Learning Lab. 2019

  32. Supporting Resources • Essential Components of Physical Education • Appropriate Instructional Practice Guidelines • 20 Indicators of Effective Physical Education Instruction • Physical Education Program Checklist • Tennessee Physical Education Standards • Essential Components

  33. How are you feeling? • Source: Healthy Schools Academy, Atlanta GA. CSPAP Learning Lab. 2019

  34. Let’s Practice • What policies/programs are currently in place? • State-level? • District-level? • School-level?    • Strengths? Opportunities? • What are the priorities for physical education based on your individual district or school needs?

  35. Let’s Practice • Prioritization should be participatory, inclusive, and transparent • Consider these criteria: • Relevance • Appropriateness • Impact • Feasibility The role of leadership is to transform the complex situation into small pieces and prioritize them. -Carlos Goshn

  36. Let’s Practice: Dot-cocracy, or Dot Voting

  37. Results & Reflection

  38. Force Field Analysis Your district or school level goal for Physical Education

  39. Whydowe evaluateteachers? Toprovidehigh-qualityfeedbackthatdeepensskillsand improvesteacher performance,leadingtoincreasedstudent learning Accurate evidence collectionand scoring Improved teacher performance Increased student learning High-quality feedback “An investment in knowledgealwayspays the best interest.” BenjaminFranklin 38

  40. How are you feeling? • Source: Healthy Schools Academy, Atlanta GA. CSPAP Learning Lab. 2019

  41. Self-Reflection: • Plus(+) • Inwhatpart(s)ofphysical education administration doIcurrentlyfeelconfident? • Minus(-) • Inwhatpart(s)ofphysical education administration doIcurrentlyseegapsoridentify alackofunderstanding? • Delta(Δ) • Inwhatareaofphysical education administration will Ifocusonfor improvement? • Arrow () • WhatactionstepswillItaketoensuremypractice or understanding improves? 40

  42. Observationof Instructional Practice

  43. Observation: CoreBeliefs • We observe instructionalpractice;we evaluatestudent • learning. • Therubricisdesignedtopresentarigorousvisionof excellentinstructionsoeveryteachercanseeareaswhere he/shecanimprove. • Educators havea rightto honestandqualityfeedback providedin thespirit of continuousimprovement • Becauseourworkhasadirectimpactonourstudents’ futuresandtheopportunitiestheywillhave,wemusttake seriouslytheprofessionalobligationofhonestly assessingeffectivenessandsupportingeachotherin improving. 48

  44. Observation: CoreBeliefs • Therubricis NOTACHECKLIST. • –Observersshouldlookforthepreponderanceof evidencebasedon theimpact of practice on student learning. • Evaluatorsalsohaveroomtoimprove. • Todevelopskills,engagein co-observations,consult contentareaexpertsinyourbuilding,askquestions. • Sharedunderstandingis critical. • Whiletherubricprovidessharedlanguage,itis importantto developasharedunderstandingofthatlanguagewith educators. 49

  45. Observation: CoreBeliefs • At your table,discussthefollowing: • Whatistheimpactofthebelief thatwe“observe • instructionalpracticeandevaluatestudentlearning?” • Whatmightbesomebarrierstoprovidinghonest,high- qualityfeedback? • What doesobservingbasedonthe“preponderanceof • evidence”meanforscoringpractices? • Howwillyoudevelopasharedunderstandingoftherubric withthoseyouobserve? 50

  46. Observation: SupportingDocuments • Tennessee’s TeacherEvaluatorHandbook • TEAMAdministratorRubric • Variousobservationtemplatesandtrackers • – http://team-tn.org 51

  47. StudentWork • Whenyou analyzestudentworkwithintheteacher evaluationprocess,howmight youcollectevidenceof the followingindicators? • Thinking • ProblemSolving • Activitiesand Materials • Standardsand Objectives 52

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