7 Steps to Boost Teacher Effectiveness in Physical Education

1. 7 Steps to Boost Teacher Effectiveness in Physical Education Documenting efficacy as a physical education teacher or... How to make a good teacher great!

2. Presenter: Elizabeth Payne, EdD K-12 Health, Family Life, Driver, and Physical Education Fairfax County Public Schools Fairfax, Virginia

3. Describe an effective teacher

4. Objectives • 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

5. Practice 1Routines, Procedures, and Relationships 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

6. Routines, Procedures, and Relationships 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

8. True or False • Increasing time in physical education leads to a decrease in student academic success across curriculum. • 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.

9. Practice 2 Research and Best Practices 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.

10. New National Standards and Curriculum Framework 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)

11. Resources for Current Research • AAHPERD http://www.aahperd.org/publications/journals/ • Active Living Research – national program of the Robert Wood Johnson Foundation http://activelivingresearch.org/ • GenYouth Foundation http://www.genyouthfoundation.org/

12. Practice 3Instructional Planning Develop a plan that aligns curriculum and instruction with the current standards and best practices. 

14. Practice 4Differentiation and Maximizing Activity Time 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.

15. Differentiation • 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

16. Practice 5Self Evaluation 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.

17. Need better pictures for struggling students 1st period Note: 5th period Falcon’s team needs more time Note: need more time to explain assignment

18. Practice 6 Student Evaluation 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.

19. 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.

22. Standard 5 and 6: Grade 2Performance Descriptor: Identifies productive work with self and others (e.g., helping, not interfering with others). Sample Questions1. If Chris is struggling to toss the ball to you, tell the teacher that you want a different partner.A. True B. False 2. Partners work well together when they take the equipment and play alone.A. True B. False 3. A person who cooperates and takes turns makes a good teammate.A. True B. False

23. Standard 3 and 4: Grade 5Performance Descriptor: Chooses to be physically active outside of school. 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.

24. Standards 3 & 4: Grade 8Performance Descriptor: Participates in a variety of physical activities as part of a healthful lifestyle. 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.

25. Practice 7 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

26. Data-driven Instruction

27. The 7 Practices of Effective Teaching • 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.

28. Just a thought... 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

29. Questions?

30. For More Information... • Visit NASPE’s E-Learning page at: http://www.aahperd.org/naspe/professionaldevelopment/elearningcenter.cfm • Or email us at: NASPE@aahperd.org