Supervision & Evaluation of Physical Education Workshop 2019

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

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

32. 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

33. 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

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

35. 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

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

37. 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?

38. 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

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

40. Results & Reflection

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

42. 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

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

44. 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

45. Observationof Instructional Practice

46. 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

47. 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

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

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

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