introduction - university of wisconsin-whitewater · web viewwhen observing or evaluating a...

SHAPE America’s Physical Education Teacher Performance Evaluation

Introduction All teachers benefit from meaningful, ongoing assessment and evaluation. SHAPE America – Society of Health and Physical Educators has developed the Physical Education Teacher Performance Evaluation to help identify the knowledge, skills and behaviors that physical educators need to provide sound instruction in the K-12 physical education classroom.

The Physical Education Teacher Performance Evaluation — appearing on pp. 4-8 of this document — is aligned directly with SHAPE America’s Appropriate Instructional Practice Guidelines for K-12 Physical Education (2009). It’s intended to:

• Guide physical education teachers in reflection and self-assessment. • Serve as an instructional tool for college and university physical education teacher

education programs; and • Help principals, school district curriculum specialists and others evaluate physical

education teachers.

Using the Performance Evaluation College and university physical education teacher education programs can:

• Use the Performance Evaluation to reinforce critical instruction skills with program candidates;

• Use the evaluation criteria for discussion and practice purposes; and • Make the Performance Evaluation available to program candidates for reflection and self-

assessment in practical experiences.

School administrators can: • Prioritize and rearrange the items on the Performance Evaluation to emphasize certain

teaching knowledge, skills and behaviors; • Modify the tool to meet needs for formative or summative observation and feedback; and • Customize the evaluation to target areas identified in a professional growth plan.

School district curriculum specialists can: • Help teachers use the Performance Evaluation for professional growth; • Design in-service programs that help teachers address points of emphasis or areas of

needed improvement; • Enhance mentoring programs for new and experienced teachers; and • Use the Performance Evaluation for observing teachers, both formally and informally.

© 2017, SHAPE America – Society of Health and Physical Educators ● www.shapeamerica.org 1900 Association Drive, Reston, VA 20191 ● 800.213.7193 ● [email protected]

Physical Education Teacher Performance Evaluation (Cont.) K-12 physical education teachers can:

• Use the Performance Evaluation to assess and improve their own performance. For example, teachers could video-record themselves delivering a lesson, then review the recording and use the tool to assess themselves.

• Study and prioritize the Performance Evaluation criteria to identify points of emphasis on which to work during instruction; and

• Ask colleagues to observe their classes and complete the Performance Evaluation for peer feedback.

Performance Evaluation Principles SHAPE America recommends using the following principles as guidelines for conducting observations and evaluations of physical education teachers.

Physical educators should be: • Evaluated with standards, expectations, procedures and rigor that parallel those applied

to teachers of other curricular areas and, in turn, should receive support in improving their practice;

• Observed, assessed and evaluated by trained evaluators; • Observed multiple times during the academic year; • Observed for the entire class period, from beginning to end; • Observed and evaluated as part of a comprehensive assessment plan, which should

include formal evaluation conferences and professional-growth plans; and • Held accountable for students’ attainment of state standards in physical education, or –

in the absence of state standards – SHAPE America’s National Standards for K-12 Physical Education and their accompanying Grade-Level Outcomes.

Before observing a physical education class or teacher, one should review SHAPE America’s online guidelines: Appropriate Instructional Practice Guidelines for K-12 Physical Education (2009). These guidelines describe physical education practices that are in the best interest of students. They address the learning environment, curriculum, instructional strategies, assessment and professionalism.

How to Use the Physical Education Teacher Performance Evaluation SHAPE America’s Physical Education Teacher Performance Evaluation, on pp. 5-8 of this document, is divided into five sections, one page per section:

1. Learning Environment 2. Instructional Strategies 3. Curriculum 4. Assessment 5. Professionalism

These sections are aligned directly with SHAPE America’s Appropriate Instructional Practice Guidelines for K-12 Physical Education. The left-hand column of each evaluation form,


2

beginning on page 5, lists individual topics within each section. The middle column lists descriptors of the appropriate instructional practices within each topic.

Physical Education Teacher Performance Evaluation (Cont.)

To the right of the descriptors column, the Danielson Domain column lists the appropriate components of Charlotte Danielson’s The Framework for Teaching (2013), which identifies the aspects of a teacher’s responsibilities (see Figure 1) that research has shown promote student learning and which many school districts have adopted. We have included this column to make it easier for evaluators to align their district evaluation systems with SHAPE America’s Physical Education Teacher Performance Evaluation.

Copyright 2013, Charlotte Danielson. All rights reserved. Used with permission


3

When observing or evaluating a physical education teacher, use the Rating column on the far right of each evaluation form on pp. 5-8 to record the teacher’s performance for each descriptor, using the four-point scale in Figure 2.

Physical Education Teacher Performance Evaluation (Cont.) Figure 2. Four-Point Rating Scale Rating Description

4- Highly Effective The teacher demonstrates consistent and exceptional application of the appropriate practice guidelines.

3- Effective The teacher demonstrates consistent and sufficient application of the appropriate practice guidelines.

2- Developing The teacher often demonstrates insufficient application of the appropriate practice guidelines.

1- Ineffective

The teacher consistently demonstrates insufficient application of the appropriate practice guidelines.

Use the Comments section at the end of each evaluation form to record your notes. Also, you can customize the Physical Education Teacher Performance Evaluation for specialized uses. Evaluation is an important part of effective teaching. Teachers can use the Physical Education Teacher Performance Evaluation to reflect on their own teaching and/or share this tool with an administrator to guide their evaluations. Get on SHAPE America’s online community, Exchange, to talk about how you use the Physical Education Teacher Performance Evaluation. About SHAPE America SHAPE America – Society of Health and Physical Educators envisions a nation in which all children are prepared to lead healthy, physically active lives. As the nation's largest membership organization of health and physical education professionals, SHAPE America works with its 50 state affiliates and national partners to support initiatives such as the Presidential Youth Fitness Program, Active Schools and the Jump Rope For Heart/Hoops For Heart programs. 50 Million Strong by 2029 is SHAPE America’s commitment to put all children on the path to health literacy and physical literacy through effective


4

health and physical education programs. We believe that through effective teaching, health and physical educators can help students develop the ability and confidence to be physically active and make healthy choices. As educators, our guidance also can help foster students’ desire to maintain an active and healthy lifestyle in the years to come.

References Danielson, C. (2013). The Framework for Teaching. Princeton, NJ: The Danielson Group.

For individual use only. Reproducing this work in any form by any electronic, mechanical or other means — including photocopying or storing in any information-retrieval system — is expressly forbidden without written permission from SHAPE America. To request permission to reprint or copy all or portions of this work, visit www.shapeamerica.org/permissions or e-

mail [email protected].


Teacher Name:

___________________________________________ Evaluated by: _______________________________________ Date: ____________

1.0 Learning Environment Danielson Domain Rating

1.1 Establishing the Learning Environment

• 1.1.1 Plans and develops a positive learning environment to maximize learning. 2a • 1.1.2 Promotes positive self-concept by allowing students to try and fail without fear of criticism. 2b • 1.1.3 Designs programs to guide students toward taking responsibility for their behavior and learning. 2b • 1.1.4 Displays fair and consistent classroom management. Includes students in the process of developing class rules. 2d • 1.1.5 Deals appropriately and immediately with bullying, taunting and inappropriate remarks. 2d

1.2 Appropriate Uses of Exercise • 1.2.1 Promotes exercise for its contribution to a healthy lifestyle and encourages students to be physically active outside of school. Does not use

or withhold exercise as a negative consequence to poor behavior. 1a, 2d

1.3 Safety

• 1.3.1 Establishes a safe environment. Posts emergency action plans. 2e

• 1.3.2 Selects activities that are safe based on student ability levels. 1b, 2e

• 1.3.3 Maintains up-to-date cardiorespiratory resuscitation, first aid and automatic external defibrillator certifications. 4f

• 1.3.4 Maintains facilities and equipment, inspecting for safety hazards. 2e

• 1.3.5 Takes steps to ensure that class sizes are consistent with those for other subjects, except in cases of team teaching.(dependent on district) 2e

• 1.3.6 Monitors class closely to ensure student safety. 2d

1.4 Diversity • 1.4.1 Creates an environment that is inclusive and supportive of all races, ethnicities and religions. 1c, 2a • 1.4.2 Selects activities that are culturally diverse (e.g., dances or games from other countries). 1b

1.5 Equity

• 1.5.1 Gives all students equal opportunities to participate and interact with the teacher. Challenges all students at an appropriate level. 2b • 1.5.2 Encourages, socializes and supports students in all content taught (e.g., dance is for everyone). 2a • 1.5.3 Uses gender-neutral language (e.g., “everyone” versus “you guys”). 2a

1.6 Inclusion

• 1.6.1 Implements individualized education plans for students with disabilities. 1b, 1c, 1f

• 1.6.2 Adapts activities for students at different ability levels. 1b, 1c, 3e

• 1.6.3 Provides appropriate activities for students with temporary disabilities (e.g., allows a student with a broken arm to ride a stationary bike). 1c

1.7 Competition & Cooperation

• 1.7.1 Develops learning experiences that help students understand the nature of competition and different kinds of it. 1c

• 1.7.2 Creates a mastery-learning environment in which students compete against their previous individual performances or against a criterion score. 2b

• 1.7.3 Guides students to understand that some people like competition, while others don’t; and both preferences are acceptable. 1c

Comments:

Teacher Name:


Teacher Name: © 2017, SHAPE America – Society of Health and Physical Educators ● www.shapeamerica.org 1900 Association Drive, Reston, VA 20191 ● 800.213.7193 ● [email protected]

___________________________________________ Evaluated by: _______________________________________ Date: ___________

2.0 Instructional Strategies Danielson Domain Rating

2.1 Expectations for Student Learning • 2.1.1 Communicates goals and objectives for student learning and performance clearly to students, parents and administrators.

3a, 4c

2.2 Class Organization • 2.2.1 Forms student pairs, groups and teams in ways that preserve every student’s dignity and self-respect (e.g., randomly, by fitness or skill level when

necessary, by class system such as birthdays, squads, colors or numbers). 3c

2.3 Class Design

• 2.3.1 Begins class with an instant activity, anticipatory set or physical warm-up; proceeds to the instructional focus and fitness activities; and closes class with a physiological cool-down and a review of instructional objectives.

1a, 2c

• 2.3.2 Includes stretches to maintain and improve flexibility, but only after students have completed an appropriate general warm-up activity. 1a

2.4 Learning Time • 2.4.1 Plans for skill and concept instruction and provides adequate time for practice, skill development and feedback based on appropriate skill analysis. 1e

• 2.4.2 Plans lessons that revisit skills and concepts learned previously, to allow for student growth and readiness. 1a

2.5 Maximum Participation

• 2.5.1 Organizes class to maximize opportunities for all students to learn and be physically active. Provide enough equipment so that students spend l little or no time waiting for their turn or standing in lines. Students spend at least half of class time in moderate- to vigorous-intensity activity.

1c, 2c

• 2.5.2 Uses small-sided games (e.g., 1v1, 2v2) or mini-activities to allow all students ample opportunity to participate. 1a, 1c

2.6 Teaching\Learning Styles

• 2.6.1 Uses a variety of direct and indirect teaching styles to provide for student success, depending on lesson objectives and content, and students’ varied learning styles.

1b, 3a

• 2.6.2 Allows students to make guided choices in matters such as equipment, rule modification and type of skill practice (e.g., completing individual task sheets or small-group instruction).

3c

• 2.6.3 Emphasizes critical-thinking and problem-solving tactics and strategies by asking higher-order questions (e.g., those that deal with similarities, differences, efficiency and effectiveness).

3b, 3c

2.7 Teacher Enthusiasm • 2.7.1 Shows enthusiasm for an active, healthy lifestyle. 2b

2.8 Success Rate • 2.8.1 Creates a “Try again; mistakes are okay” learning environment in which students practice skills at high rates of success, adjusted for individual skill

levels. 2b

2.9 Teacher Feedback • 2.9.1 Provides specific feedback on a consistent basis. 3a, 3d


Teacher Name: 2.10 Technology • 2.10.1 Includes technology to enhance the lesson’s effectiveness, when appropriate (e.g., quantifying activity with pedometers). 1d, 2e

Comments:


3.0 Curriculum Danielson Domain Rating

3.1 Productive Motor Skill Learning Experiences

• 3.1.1 Delivers a physical education curriculum that has an obvious scope and sequence that is based on national or state standards. 1a, 1c

• 3.1.2 Focuses on appropriate student development of motor skills and their application in a variety of settings. 1a

• 3.1.3 Plans lessons that are designed to meet program goals. 1a, 1e

• 3.1.4 Adapts lessons for different classes within and between grade levels. 3e

• 3.1.5 Team-teaches to offer more activities and enhance feedback (middle school level only). • 3.1.5 Keeps classes and athletic participation clearly distinct (high school levels only).

1a

• 3.1.6 Teaches rhythmic, expressive and culturally enriching activities and dance experiences (elementary school level only). 1b

3.2 Concept Knowledge • 3.2.1 Integrates strategies tactics, exercise science, biomechanical analysis and fitness concepts throughout the curriculum. 1a • 3.2.2 Educates students to become wise consumers of fitness/wellness and nutrition products and services. 1a?

3.3 Regular Participation • 3.3.1 Extends physical education instruction and activities to the community and families, promoting a physically active lifestyle. 4c

3.4 Developing Health-Related Fitness

• 3.4.1 Focuses on the health-related fitness components when teaching fitness activities, and focuses on skill-related fitness components in relation to skill development.

1a

• 3.4.2 Helps students interpret fitness assessment data for setting goals or designing personal fitness plans. 3d

3.5 Self-Responsibility & Social Skills • 3.5.1 Designs activities throughout the program that provide students with opportunities for working together, developing social skills and

learning responsible behavior. 2a

3.6 Valuing Physical Activity • 3.6.1 Helps students experience the satisfaction and joy of participating regularly in physical activity. 1a


Teacher Name: • 3.6.2 Helps students understand that physical activity is an important part of everyday living (e.g., using stairs instead of an elevator; walking

or riding a bike to school). 1a

3.7 Interdisciplinary Instruction • 3.7.1 Incorporates concepts from other subjects without compromising the concepts that are important to physical education. 1a, 1c

3.8 Special Events • 3.8.1 Plans or collaborates on events (e.g., field days, charity fundraisers) through which students experience the satisfaction and joy of being

physically active. 4d

Comments:

___________________________________________ Evaluated by: _______________________________________ Date: ___________

4.0 Assessment Danielson Domain Rating

4.1 Assessment Use • 4.1.1 Integrates formative and summative assessments into the learning process for all students, including those with disabilities. 1f

4.2 Variety of Assessments • 4.2.1 Teaches and assesses all domains (cognitive, affective and physical) systematically, using a variety of assessment techniques.

1f, 3d

• 4.2.2 Articulates assessment criteria to students as part of instruction before the assessment (e.g., provides a rubric and explains it during instruction).

1f

4.3 Fitness Testing

• 4.3.1 Uses fitness assessment as a part of the ongoing process of helping students understand, enjoy, improve and/or maintain their physical fitness and well-being (e.g., students set goals for improvement that are revisited throughout the school year).

1f

• 4.3.2 Prepares students physically in each fitness component so that they can complete assessments safely (e.g., students train before running a mile).

1f

4.4 Testing Procedures • 4.4.1 Creates testing situations that are nonthreatening, educational, encouraging and private when necessary.

2a

• 4.4.2 Encourages students to avoid comparisons with others and, instead, use assessment results as a catalyst for personal improvement. 3d


Teacher Name:

4.5 Reporting Student Progress

• 4.5.1 Shares test results individually with students and their parents, for students to use as a tool for developing personal goals and strategies.

3d

• 4.5.2 Provides student progress reports to students and parents/guardians regularly, using a variety of continuous formative evaluations and assessments (e.g., skill rubrics, heart rate monitor printouts, pedometer step sheets).

3d, 4c

4.6 Grading • 4.6.1 Bases grades on thoughtfully identified criteria that are aligned with course goals and national or state standards. 1f • 4.6.2 Informs students of the criteria for determining their grades, including the rationale behind each criterion. 3a

4.7 Program Assessment • 4.7.1 Uses student achievement data to evaluate program effectiveness on a regular basis. 1f, 4a Comments:


5.0 Professionalism Danielson Domain Rating

5.1 Professional Growth • 5.1.1 Stays current within the profession by seeking new information (e.g., reads journals, attends conferences and in-services,

participates in webinars or other online professional-development vehicles). 1d, 4d, 4e

5.2 Professional Learning Community • 5.2.1 Serves as the school’s physical activity expert. 4d

5.3 Advocacy • 5.3.1 Informs parents, administrators and the public regularly about the physical education program’s goals and activities. 4c

• 5.3.2 Helps create a school culture of physical activity. 4d


Teacher Name: Comments:


introduction - university of wisconsin-whitewater · web viewwhen observing or evaluating a...

Documents