Documenting efficacy as a physical education teacher

or...
How to make a good teacher great!

K-12 Health, Family Life, Driver,

and Physical Education
Fairfax County Public Schools
Fairfax, Virginia

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

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

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

Major Skill Theme

Related Skill
Themes
Suggested
Time Frame
Begin First
Semester
3 weeks
(approx.6 classes)
Introductory Unit,
Cooperative Games
& Recreational
Pursuits

REQUIRED
(SBIs) Standards,
Benchmarks, Indicators,
Essential Knowledge

5.b.1 Demonstrate and

explain the importance of
appropriate social skills in a
physical education
environment including;
taking turns, sharing
equipment/materials,
helping others, staying with
the team, resolving conflict,
and problem solving.

Suggested
Activities &
Assessments

Activities
Rules and
Expectations:
co-constructed
with students
Assessment of
Learning
Application and
explanation of
safety and
behavioral
5.a.2 Demonstrate the
ability to work with peers to expectations.
Written
help improve the physical
Verbal
education learning
Activities
environment, including;
following safety rules, using Cooperative
games / activities
equipment as specified by
the teacher, and playing the
assigned position.

Suggested
Content Related
Terms &
Resources
Terms
Conflict Resolution
Problem Solving
Safety Rules
Resources
Silly Sports &
Goofy Games
Positive Behavior
Management in a
Physical Activity
Setting
Climbing Walls
Classroom
Management that
Works

1.

2.

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.

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.

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)

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/

Develop a plan that aligns curriculum and

instruction with the current standards and
best practices.

Major Skill Theme

Related Skill
Themes
Suggested
Time Frame
First Semester
2-3 weeks
Fitness Theme
Baseline - VA
Wellness Tests
Introduction to warmup and cool down
activities

REQUIRED
(SBIs) Standards,
Benchmarks, Indicators,
Essential Knowledge

3.a.1 Demonstrate a basic

understanding of health
related fitness components
to include;
cardiorespiratory
endurance, muscular
strength and endurance,
flexibility and body
composition
3.b.1 Understand the
benefits of muscular
strength, cardiorespiratory
endurance and flexibility to
improve strength and
endurance, prevent or
control a variety of health
related illnesses, build
healthy bones and
muscles, and improve
cardiorespiratory
endurance.

Suggested
Activities &
Assessments

Assessment for
Learning
Teacher
Observation
Specific
feedback
(individual)
General
feedback
(class)
Knowledge
assessment
Suggested
Activities
Practice a variety
of warm-up and
cool down
activities

Suggested
Content
Related
Terms &
Resources
Content
Related
Resources
Fitnessgram

Suggested
Fitness Related
Terms & Resources

Fitness Related
Resources
Physical Best
Fitnessgram
Recommended
Baseline testing for all
tests completed by the
end of the first nine
weeks
Fitness Related
Terms
Warm-up
Cool-down
Review:
Flexibility
Shoulder Stretch
Back Saver Sit and
Reach
Trunk Lift
Muscular Strength
/Endurance
Push ups
Modified Pull-up
Cadence Curl-ups
Aerobic Fitness Test
PACER

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.

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

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.

Grade 8 - Flag Football 3 week Unit Plan

Day 1
Day 2
Defensive positioning
Person-to-person
Spatial awareness
defensive strategies
Line of scrimmage
Communication skills
Boundary lines
Offensive pass routes
Defensive and offensive Forward pass
positions (corner,
Interception
safety, defensive line,
Completion
quarterback, receiver,
1.a.3 Defensive
center)
Positioning Checklist
Exit ticket - An
R0050A6
offensive player
1.a.3 Exit ticket
catches the ball
diagram below
close to the sideline.
t t er
d be r
e
e
N
In a person-to-person
ents
es f o
ictur ing stud
p
defensive situation,
gl
strug riod
t
e
what options does
1s p
the defender have to
control the
movement of the
offensive player?
Day 6
Day 7
Defensive and
Defensive and Offensive
Offensive
plays/strategies
plays/strategies
Huddle
Huddle
5.b.1 Communication
5.b.1 Peer assess withto skills Performance Rubric
ime
Communication oskills
R004E61
re t t
m
n
e
d
Performance
Exit ticket - A
nm
nee Rubric
te: assig
o
N
6.b.5 Student
quarterback signs
lain
exp
Assignment
R00514A
numbers with his
fingers to his
teammates as he
approaches the line of
scrimmage. What are

Day 3
Zone defensive
strategies
Communication skills
(verbal and nonverbal)
Offensive pass routes
Exit ticket - A
quarterback calls
out numbers to his
teammates to
communicate
offensive plays.
What can defensive
teams use to
communicate
defensive plays?
1.a.3 Introduce
Defensive Positioning
Performance Rubric

Day 4
Compare/contrast
Advantages/disadvant
ages of zone and
person-to-person in
relation to offensive
plays
Exit ticket- Compare
and contrast the
difference between
person-to-person
and zone defensive
strategy. (use a
Venn diagram)
1.a.3 Defensive
Positioning
Performance Rubric
R004E5E

Day 5

Day 8
Team practice
3.c.2 Introduce
Defensive Strategies
Performance Rubric
R004E60
Exit ticket Defensive
strategies diagrams

Day 9
Team practice
3.c.2 Defensive
Strategies
Performance Rubric
d
R004E60th perio
e: 5 eam
Not ons t e time
r
c
Fal ds mo
e
ne

Day 10
Class Scrimmages
Introduce Game Play
Rubric
6.b.5 Student
Assignment R00514A
Due

Class rules for practice

and play
Scoring touchdowns,
points
First down
Exit ticket- 6.b.5 All
organized sport
activities have rules.
Rules are important
because:
How would the game
change if students
could tackle in class?
5.b.1 Introduce
Communication skills
Performance Rubric

Are students learning the knowledge/skills

that youre 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.

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 26
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 26 knowledge.

Sample Questions
1. 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

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.

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.

Combine data from 5 and 6 and use to

revise lessons as needed. If students arent
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

Questio
n
Number

Standar Correc A
d
t
Answe
r

No
Respons
e

Q13

8.1.c.3

80.4%

3.5%

14%

2.1%

0.1%

Q14

8.1.c.3

4.5%

44.2% 2.5% 48.6%

0.1%

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.

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

Visit NASPEs E-Learning page at:

http://www.aahperd.org/naspe/professionalde
velopment/elearningcenter.cfm

Or email us at: NASPE@aahperd.org