7 steps to boost teacher effectiveness

7/26/2019 7 Steps to Boost Teacher Effectiveness

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Documenting efcacy as a physical education teacheror...

How to make a good teacher great!


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K-12 Health, Family ie, Dri"er,and #hysical $ducation

Faira% &ounty #u'lic (chools

Faira%, )irginia


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*dentiy and descri'e the + practices oeecti"e teaching &lassroom en"ironment

#roessional knowledge

*nstructional #lanning eeting the needs o di"erse learners

eacher re/ection

Data dri"en student eed'ack

Data dri"en instruction


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#ractice 10 (et the stage or eecti"eteaching and learning classroom

management &reate an en"ironment where students eel sae

to e%plore and de"elop new skills

#ro"ide class structure to promote learning


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#ractice 10 (et the stage or eecti"e

teaching and learning classroom

management

&onsistently reinorce principles that promote

responsi'le personal and social 'eha"ior

3se positi"e discipline to shape 'eha"ior


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Major Skill Theme

Related Skill

Themes

Suggested

Time Frame

REQUIRED

(SBIs) Standards,

Benhmarks, Indiators,

Essential !no"ledge

Suggested

#ti$ities %

#ssessments

Suggested

&ontent Related

Terms %

Resoures

Begin First

Semester

3 weeks

(approx.6 classes)

Introdutor' Unit,

&ooerati$e ames

% Rereational

*ursuits

+-.Demonstrate and

e%plain the importance o

appropriate social skills in a

physical education

en"ironment including4

taking turns, sharing

e5uipment6materials,

helping others, staying with

the team, resol"ing con/ict,

and pro'lem sol"ing.

+a/Demonstrate the

a'ility to work with peers to

help impro"e the physicaleducation learning

en"ironment, including4

ollowing saety rules, using

e5uipment as speci7ed 'y

the teacher, and playing the

assigned position.

#ti$ities

8ules and

$%pectations0

co-constructed

with students

#ssessment o0

1earning

9pplication and

e%planation o

saety and

'eha"ioral

e%pectations.

:ritten

)er'al

#ti$ities

&ooperati"e

games 6 acti"ities

Terms

&on/ict 8esolution

#ro'lem (ol"ing

(aety 8ules

Resoures

(illy (ports ;


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1. *ncreasing time in physical educationleads to a decrease in student academicsuccess across curriculum.

2. he mile run is more relia'le 'ased oncriterion-reerencing than the #9&$8 test.

rost, (. >+. 9cti"e $ducation0 #hysical acti"ity and academic perormance8esearch 'rie. 8o'ert :ood ?ohnson0 9cti"e i"ing 8esearch.

=eets, . :., ; #itetti, K. H. 2>>@. &riterion-reerenced relia'ility and e5ui"alency

'etween the #9&$8 and 1-mile run6walk or high school students. ?ournal o#hysical 9cti"ity ; Health, Asuppl. 2, (21-(AA.


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(tay up to date with national standards and

guidelines as well as the latest research on

'est practices in teaching and learning.&ontinue to re7ne knowledge withproessional de"elopment opportunities.


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B9(#$699H#$8D is well into its eort

to re"ise and update the Bational(tandards

or #hysical $ducation and is de"eloping acurriculum ramework to help withimplementing the standards.

Moving into the Future:, 2nd Edition (2004)


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99H#$8Dhttp066www.aahperd.org6pu'lications6Cournals6

9cti"e i"ing 8esearch national program o

the 8o'ert :ood ?ohnson Foundationhttp066acti"eli"ingresearch.org6


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De"elop a plan that aligns curriculum andinstruction with the current standards and'est practices.


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Major Skill Theme

Related Skill

Themes

Suggested

Time Frame

REQUIRED

(SBIs) Standards,

Benhmarks, Indiators,

Essential !no"ledge

Suggested

#ti$ities %

#ssessments

Suggested

&ontent

Related

Terms %

Resoures

Suggested

Fitness Related

Terms % Resoures

First Semester

2-3 weeks

Fitness Theme

Baseline - VA

Wellness Tests

*ntroduction to warm-

up and cool down

acti"ities

2a.Demonstrate a 'asic

understanding o health

related 7tness components

to include4

cardiorespiratory

endurance, muscular

strength and endurance,

/e%i'ility and 'ody

composition2-. 3nderstand the

'ene7ts o muscular

strength, cardiorespiratory

endurance and /e%i'ility to

impro"e strength and

endurance, pre"ent or

control a "ariety o health

related illnesses, 'uildhealthy 'ones and

muscles, and impro"e

cardiorespiratory

endurance.

#ssessment 0or

1earning

eacher

G'ser"ation

(peci7c

eed'ack

indi"idual


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&learly show how the plan aligns with

standards and 'est practices. 9ccount ordierentiating instruction and ways toma%imie acti"ity time while promotingskill de"elopment.


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&ontent use o "isuals, materials withsimpli7ed language 'ut address thesame content

#rocess physical demonstration, oralresponses to ormati"e assessments

#roduct student choice o how todemonstrate their knowledge,

appropriate to the student and to theessential knowledge


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ake the time to e"aluate each lesson romyour own perspecti"e. Did the lesson run

smoothlyI :hat elements would youchangeI :hat elements would you keep thesameI ake clear notes and modiy lessonsas needed right away or uture use.

rade 4 5 Flag Foot-all 6 2 "eek Unit *lan


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rade 4 Flag Foot-all 2 "eek Unit *lanDa' .

Deensi"e positioning

(patial awareness

ine o scrimmage

=oundary lines

Deensi"e and oensi"e

positions corner,

saety, deensi"e line,5uarter'ack, recei"er,

center

Exit ticket -An

ofensie pla!er

catches the "all

close to the sideline.

#n a person-to-person

de$ensie sit%ation&

what options doesthe de$ender hae to

control the

moement o$ the

ofensie pla!er'

Da' /

#erson-to-person

deensi"e strategies

&ommunication skills

Gensi"e pass routes

Forward pass

*nterception

&ompletion1a! "efensi#e

$ositioning %hecklist

8>>J>9@

1a! xit ticket

diaram "elow

Da' 2

one deensi"e

strategies

&ommunication skills

"er'al and non"er'al

Gensi"e pass routes

Exit ticket-A

*%arter"ack callso%t n%m"ers to his

teammates to

comm%nicate

ofensie pla!s.

+hat can de$ensie

teams %se to

comm%nicate

de$ensie pla!s'

1.a.A &ntrod'ce"efensi#e $ositioning

$erformance ('bric

Da' 7

&ompare6contrast

9d"antages6disad"ant

ages o one and

person-to-person in

relation to oensi"e

plays

Exit ticket- ,ompareand contrast the

diference "etween

person-to-person

and one de$ensie

strate!. (%se a

enn diaram)

1.a.A Deensi"e

#ositioning

#erormance 8u'ric8>>L$J$

Da' +

&lass rules or practice

and play

(coring touchdowns,

points

First down

Exit ticket- )b*Alloranied sport

actiities hae r%les.

R%les are important

"eca%se/

0ow wo%ld the ame

chane i$ st%dents

co%ld tackle in class'

*b1 &ntrod'ce

%omm'nication skills$erformance ('bric

Da' 8

Deensi"e and

Gensi"e

plays6strategies

Huddle

J.'.1 $eer assess with

%omm'nication skills

$erformance ('bric

@.'.J (tudent

9ssignment 8>>J1L9

Da' 9

Deensi"e and Gensi"e

plays6strategies

Huddle

J.'.1 &ommunication

skills #erormance 8u'ric

8>>L$@1

Exit ticket-A

*%arter"ack sins

n%m"ers with his

1ners to his

teammates as he

approaches the line o$scrimmae. +hat are

Da' 4

eam practice

A.c.2 &ntrod'ce

"efensi#e +trategies

$erformance ('bric

8>>L$@>

Exit ticket e$ensie

strateies diarams

Da' :

eam practice

A.c.2 Deensi"e

(trategies

#erormance 8u'ric

8>>L$@>

Da' .;

&lass (crimmages

&ntrod'ce,ame $lay

('bric

)b* +t'dent

Assignment (*1.A

"'e

Note:n

eedmo

retime

to

explain

assignm

ent

Needbe

tter

pitures!

or

strugg

lingstud

ents

"st period

Note:#

th period

Falon$s

team

needsm

oretim

e


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9re students learning the knowledge6skills

that youMre teachingI 3se assessment data asa means to con7rm. 3se relia'le assessmentsso that you are sure that the data you arecollecting is measuring what you anticipated.


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he #$ etrics program is a total package that pro"ides teacherswith assessment materials that they can use in a "ariety o ways.*tNs also a package that pro"ides teachers with a way to interpretassessment data and to report data.

3sing #$ etrics or Formati"e ; (ummati"e 9ssessment

eachers use 'oth ormati"e and summati"e assessment as parto the instruction process. he assessment materials in this'ook acilitate 'oth types o assessment. (tandard 1 motorskills is measured using o'ser"ation ru'ricsthat will 'e useul

or 'oth ormati"e and summati"e assessment. (tandards 2@assessments are written test items O pro"ided 'oth in the 'ookin print orm and on the accompanying &D-8G O which will 'emore appropriate or summati"e assessment to determine(tandards 2@ knowledge.


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Sample 4%estions1. * &hris is struggling to toss the 'all to you, tell theteacher that you want a dierent partner.9. rue =. False

2. #artners work well together when they take thee5uipment and play alone.9. rue =. False

A. 9 person who cooperates and takes turns makes a goodteammate.9. rue =. False


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Sample 4%estions

1. he 'est choice or a "igorous physical acti"ity ater school is09. (hooting 'askets.

=. hrowing and catching with a riend.

&. 8iding a 'ike.

D. minutes.

=. #lay a soccer "ideo game or A> minutes without stopping.&. #ractice dri''ling a soccer 'all at a ast pace around the yard orA> minutes.

D. #lay on the trampoline or A> minutes.


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Samle Questions1. :hich o the ollowing -est descri'es a physically acti"e liestyleI

9. 8uns a mile at least 2 days a week, takes piano lessons weekly, and walks thedog or 1> minutes e"ery day.

=. #lays gol, swims regularly and enCoys riding a 'ike.

&. :alks a hal-mile to and rom school J days a week and helps with weekly choresat home.

D. #articipates daily in a personal 7tness plan and plays in seasonal communitysports leagues.

2. ary perorms stretching e%ercises and runs most days o the week to 'e a'le to

increase her09. 9rm and shoulder strength.

=. uscle endurance and a'dominal strength.

&. Fle%i'ility and aero'ic endurance.

D. Fle%i'ility and 'ody weight.


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&om'ine data rom J and @ and use tore"ise lessons as needed. * students arenMtsuccessully meeting the goals ando'Cecti"es that are part o your plan, ask

yoursel what you can do dierently to seea shit. 9llow data to dri"e changes inlesson 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


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Question


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y classroom culture is positi"e and sae with routines in place.

* am up to date with national standards and guidelines, researchon 'est practices in teaching and learning, and continue to re7nemy knowledge with proessional de"elopment opportunities.

y instructional plans are standards-'ased and include 'estpractices or teaching and learning.

* plan or needs o my students, dierentiating their learning4 whilema%imiing acti"ity time and opportunities or skill de"elopment

* re/ect ater each lesson, making notes a'out immediate changesand uture changes or my instruction.

* use multiple appropriate assessments that pro"ide eed'ack to

students on their learning and pro"ide me eed'ack on myinstruction.

* use data to determine what students know and are a'le to doand use this to inorm my instruction.


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"on/t try to x the st'dents0 x o'rsel#es

rst The good teacher makes the poorst'dent good and the good st'dents'perior When o'r st'dents fail0 we0 asteachers0 too0 ha#e failed

ar#a %ollins


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)isit B9(#$Ms $-earning page at0

http066www.aahperd.org6naspe6proessionalde"elopment6elearningcenter.cm

Gr email us at0 B9(#$Saahperd.org
http://www.aahperd.org/naspe/professionaldevelopment/elearningcenter.cfmhttp://www.aahperd.org/naspe/professionaldevelopment/elearningcenter.cfmmailto:[email protected]:[email protected]://www.aahperd.org/naspe/professionaldevelopment/elearningcenter.cfmhttp://www.aahperd.org/naspe/professionaldevelopment/elearningcenter.cfm

7 steps to boost teacher effectiveness

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