Page 1

Welcome to
Professional
Development of
Physical Education
Make-up day 1
2014
Page 2

This professional development presentation was created by:
Please let us know if you have questions or comments.
Ken Turner
Physical Education Curriculum Minion
Keno.turner@seattle.gov
(206) 399-2205

Lori S Dunn
Physical Education and Health Literacy
Program Manager
Seattle Public Schools
lsdunn@seattleschools.org
(206) 252-0839



Page 3
Please have paper and pen or
pencil handy
Several times over the course of this
presentation, you will be asked to answer
questions or reflect on readings.
You will also be asked to write down
thoughts, reflections, and lesson plan
ideas.
Refection questions will be in green.
Submission of this written work will equal
one day of the CBA requirement to receive
one day of Common Core Professional
Development.

Page 4
Why do we have to do this?
COLLECTIVE BARGAINING
AGREEMENT (CBA) CBA for
Physical Education teachers
stands for Classroom Based
Assessment.

SEA contract 2013-2014 contract
Page 5
Please take a minute to jot
down your goals for this
professional development.
Reflection 1
What do you want to learn
about?

What questions are you hoping
to get answered?

What do you hope to take with
you?
Page 6


Quality Physical Education (QPE) in the
Seattle Public Schools

Increasing Access, Equity, and Opportunity
Goals for this Professional Development:
* Contemplate Race and Social
Justice Issues in your school
* Understand Common Core State
Standards (CCSS) and 21
st
Century
Learning Skills
*Link Physical Education activities to
CCSS


Page 7
Quality Physical Education (QPE) in the Seattle
Public Schools

Increasing Access, Equity, and Opportunity
Physical Education MOTTO:
Excellence in Physical
Education, Everyday for
ALL
Students!
Page 8










Supporting Policies

RCW 28A.150.210 Basic Education Goals of School
Districts
WAC 180-50-135 Physical EducationGrade school and
high school requirement.
RCW 28A.230.040 Physical education in grades one
though eight.
RCW 28A.230.050 Physical education in high schools.
Substitute House Bill 1556 CPR/AED Instruction in High
Schools-NEW LEGISLATION 2013


Quality Physical Education (QPE)
in the Seattle Public Schools

Increasing Access, Equity, and Opportunity
Page 9
Physical Education Goals


ALL K-8 students receive 100 mins/ week
average in quality physical education (QPE)

Every school has access to technology in a
QPE classroom

Every school using standard equipment

Standardized system wide process for High
School and Middle School waivers


Every Student. Every Classroom. Every Day.
Page 10
Reflection 2
In what ways is your school
currently meeting the physical
education goals?

If not, what resources would you
need?

Page 11
Quality Physical Education (QPE) in
the Seattle Public Schools

Transform the District create an infrastructure
Strategy 1

Provide Prek-12 Physical Education curricula and
instruction that emphasizes development and
assessment of common core connection and 21
st

century skills
Strategy 2
Implement a coordinated city-wide support
structure for partnerships.
Strategy 3
Page 12

21
st
Century Learning
Page 13
21
st
Century Skills
The term "21st-century skills" is generally used to refer
to certain core competencies such as collaboration,
digital literacy, critical thinking, and problem-solving that
advocates believe schools need to teach to help
students thrive in today's world.

Pairs content with skills

Prepares students for life-long learning in an ever-
changing environment
Page 14
21
st
Century Skills
21
st
Century Skills for SPS Physical
Education

Growth Mindset
Perseverance
Creative Thinking
Critical Thinking
Communication
Collaboration

Page 15
21
st
Century Physical Literacy Skills

Growth Mindset and Perseverance:

A growth mindset is a belief that intelligence
and ability can be increased with effort and in
ones own capabilities and capacity to learn.
A growth mindset is foundational to
perseverance: persisting in task through to
completion; remaining focused; and looking
for ways to reach one's goal in the face of
obstacles.

Page 16
21
st
Century Physical Literacy Skills

Creative and Critical Thinking:

To create new and useful ideas,
innovations and products; and to
elaborate, refine, analyze and evaluate
ones own and others ideas.
Page 17
21
st
Century Physical Literacy Skills

Communication Skills:

The ability to articulate thoughts and
emotions effectively using oral, written,
and nonverbal skills; listen effectively;
inform, instruct, motivate, persuade;
negotiate; and give and receive feedback.
Page 18
21
st
Century Physical Literacy Skills

Collaboration Skills:

To collaborate with others is to
demonstrate ability to work
effectively and respectfully with
diverse teams. Involves flexibility,
sharing responsibility, and being
open and responsive to new and
diverse perspectives.
Page 19
Reflection 3
After watching this video, please
describe what 21
st
century literacy
skills you see in this video
Click below (if it does not start right
up, copy and paste in a browser)


http://youtu.be/SZlL5s0uksM
Page 20
Reflection 4
Describe an activity that you
currently use to address each of the
following (one for each item).
Growth Mindset
Perseverance
Creative Thinking
Critical Thinking
Communication
Collaboration

Page 21
Reflection 5
Take one of the previous activities
from Reflection 4 and expand it to
a complete lesson plan including
3 or more literacy skills. Use the
worksheet on the following slide
as a guideline.
Your lesson plan could include:
- The standard(s) being addressed
- Classroom activities designed to give students a chance
to meet the standard
- Scaffolding toward the standard
- A statement of what mastery of that standard looks like
- A formative assessment idea that will identify which
students mastered the standard


Page 22
Reflection 5 Worksheet
FIVE FOR LIFE LESSON PLAN
Unit Title: Lesson: Grade:
Curriculum Map Link:

LESSON PLANNING
Fitness and Health
Academic Content
Intentional Fitness
Related Activities
Motor Skill
Development
Social, Emotional,
Safety
Objective:






LESSON INSTRUCTIONAL STRATEGIES
Opener/ Warm-Up:





Lesson : Circle all that apply - Academic / Fitness / MS / SES
Content/Focus:





Lesson : Circle all that apply - Academic / Fitness / MS / SES
Wrap-Up/Cool Down:





Lesson : Circle all that apply - Academic / Fitness / MS / SES

LESSON SUPPORT
Vocabulary



Assessment



Equipment

Safety

Standards


LESSON KEY
Academic = Fitness and Health Academic Content
Fitness = Intentional Fitness Related Activities
MS = Motor Skill Development
SES = Social, Emotional, Safety Development

Page 23
National Physical
Education Standards
The goal of physical education
is to develop physically
literate individuals who have
the knowledge, skills and
confidence to enjoy a lifetime
of healthful physical activity.

Page 24
National Physical
Education Standards
To pursue a lifetime of healthful physical
activity, a physically literate individual:
Has learned the skills necessary to
participate in a variety of physical
activities.
Knows the implications of and the benefits
from involvement in various types of
physical activities.
Participates regularly in physical activity.
Is physically fit.
Values physical activity and its
contributions to a healthful lifestyle.

Page 25
National Physical
Education Standards
Standard 1 - The physically literate individual
demonstrates competency in a variety of motor skills
and movement patterns.
Standard 2 - The physically literate individual applies
knowledge of concepts, principles, strategies and tactics
related to movement and performance.
Standard 3 - The physically literate individual
demonstrates the knowledge and skills to achieve and
maintain a health-enhancing level of physical activity
and fitness.
Standard 4 - The physically literate individual exhibits
responsible personal and social behavior that respects
self and others.
Standard 5 - The physically literate individual
recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social
interaction.

Page 26
Reflection 6
Pick one of the five standards
and identify how you have had
to modify it for a student with
an Individualized Education
Plan (IEP)

Page 27
COMMON CORE
CONNECTIONS
Common Core Connections
for
Health and Fitness

Page 28
A Quality Physical Education
(QPE) Classroom
1. Academic
2. Fitness
3. Motor Skill
4. Social Emotional
Page 29
Physical Education Community
Partners
Cascade Bike Club
First Tee Golf
Washington Youth Soccer
POCOCK Rowing Foundation
WA DAIRY Council
American Heart Association
Hope Heart Institute
Whole Foods
BEECHERS Flagship Foundation
YMCA
United States Tennis Association
Seattle Fire Department-Medic 1 CPR Program
Page 30
Reflection 7
Pick one of the community partners
and describe an experience working
with them.

Please suggest ways that would make
your partnership experience stronger.

Page 31
Our goals
for YOU:
1. Understand the structure/format/development of the Common
Core Standards and its ties to Physical Education.

2. Have a big-picture view of what you will be teaching in
Physical Education aligned to Common Core State Standards

3. Develop one Common Core-aligned item you will implement in
your classroom this year
If these goals are vastly different from your own, please let the Curriculum and Instruction
department know in order to inform decisions about future PD.
Page 32
Part 1
Get to know the
Common Core State
Standards (CCSS)
The next few slides support Goal 1. At the end of this part you
will be asked to reflect on how Washington States adoption of
the these standards will change your teaching.
Page 33
What is the Common Core?
The Common Core State Standards
Initiative is a state-led effort
coordinated by the National Governors
Association Center for Best Practices
(NGA Center) and the Council of Chief
State School Officers (CCSSO). The
standards were developed in
collaboration with teachers, school
administrators, and experts, to provide
a clear and consistent framework to
prepare our children for college and
the workforce.

Page 34
Heres a short video on the
Common Core from the Council
of Great City Schools
http://www.cgcs.org/domain/33
Click the link above
When the page opens, click on Three-
Minute Video Explaining the
Common Core State Standards
Page 35

How do the Common Core State
Standards (CCSS) define college-
and career-readiness?

The standards-writers sought to create standards
that are:
Aligned with college and work expectations;
Include rigorous content and application of
knowledge through high-order skills;
Build upon strengths and lessons of current
state standards;
Informed by top-performing countries; and,
Evidence and/or research-based.

Page 36
Ready to explore the
standards?

Reflection 8
Describe Common
Core State Standards in your
own words.
Lets take a look at the structure
and organization of the standards
themselves.
Page 37
How to implement in Physical Education
Still responsible for teaching Essential
Academic Learning Requirements (EALRs)
Start with Curriculum Map
Look at skills and activities and
assessments
Look at anchor standards first for guidance
Drill down to the Grade Level to determine
if standard is appropriate
Develop lessons using instructional
strategies that align to the Common Core
Page 38
CCSS Scavenger Hunt

Reflection 9
Turn to Grade level 6
th
, page 7-8 on
Seattle District Curriculum Map
(Content bones/muscles)
Write down one of the WA State
Standards
Write down the accompanying
CCSS standard
Explain how does the CCSS
support the Physical Education WA
standards?

Page 39
How to use the standards
Reflection 10
If your lesson involves having
students count calories on
nutritional cards, what CCSS
standards could it fall under?
You may want to print this slide and refer to it later.
Page 40
Scavenger Hunt
summarizing question
Reflection 11
What is a technique you plan to use
to help you efficiently find the
standards you will teach next year?
Page 41


Activity 1:Race and Justice
Tool
Please familiarize yourself with the online
tool located here
Page 42
Reflection 12 on Activity 1
Write a one paragraph reflection on
differentiating between equity and
equality. How is this representative in
your teaching?
You may want to include any thoughts
you have about your buildings
readiness and how to make it more
ready.

Page 43
Reflection 13 on Activity 1

Distinguish between institutional racism
and structural racism.

Page 44
Final Reflection (14)
Finish this sentence:
As a result of what weve done
today, Im going to
STOP _______________,
START ______________, and
KEEP _________________
Write these down and submit with
your lessons and reflections
Page 45
Evaluation
We hope this asynchronous
professional development opportunity
has helped you meet some of your
goals for preparation for teaching the
Common Core State Standards next
year.
We welcome your feedback on the
experience. Please follow this link to a
PD evaluation form. Submit the form
to Curriculum and Instruction
lsdunn@seattleschools.org
Page 46
Clock hours
You can earn 6 clock hours for your participation in
this session. If you want clock hours, ask for a clock
hour form when you submit your 14 reflections to the
Physical Education Program. Well mail you one to
fill out. Submit it with a check or cash for $12.00.
Then we can sign it for you. Our mail stop is 32156.


THANK YOU FOR YOUR WORK TO MAKE A
SMOOTH TRANSITION TO COMMON CORE !