1. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Accountability and Teacher Evaluation Chapter 14

2. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Accountability 4 NASPE documents inform parents and the public what competencies to expect of high school graduates –Some of these documents are now available online 4 Physical educators are responsible for poor image due to inadequate lesson preparation, poor personal appearance, failure to attend faculty and professional meetings, and inability to articulate objectives to public and students

3. (c) 2007 McGraw-Hill Higher Education. All rights reserved. No Child Left Behind 4 A federal mandate that attempts to ensure that all students have an opportunity to learn 4 Teachers must be certified to teach in the subject area for which they are teaching 4 Most states have not included physical education in their tests for student competency

4. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Accountability includes: 4 Teachers and administrators for student learning 4 Parents and taxpayers for providing resources needed for adequate learning 4 Students for behavior

5. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Accountability requires that: 4 Students understand the worth of physical education 4 Teachers improve their effectiveness 4 Public must be convinced of the worth of programs in order to support them –Physical education programs can be expensive because of the facilities and equipment required to implement them 4 Evaluation can document the worth of a program

6. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Surgeon General’s Report (1996) 4 Notes the benefit of staying active for a lifetime –This must include children as well as adults –Schools are the one place that we can reach most children 4 Considers obesity to becoming an epidemic –Identifies lack of physical activity as a primary cause of obesity

7. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Teacher Evaluation 4 Teachers must: –state performance objectives –assess student achievement of objectives –utilize strategies to help students achieve objectives –evaluate and eliminate weaknesses in own teaching and programs 4 Administrators must evaluate and help improve effectiveness

8. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Teacher evaluation enables teachers to retain effective teaching behaviors and eliminate ineffective ones.

9. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Teacher Evaluation Steps 4 Determine what to evaluate 4 Choose or construct specific evaluation techniques 4 Use the appropriate techniques to record information 4 Evaluate or interpret data 4 Make changes and reevaluate

10. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Techniques 4 Student achievement or improvement 4 Informal analysis 4 Systematic observation

11. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Student achievement or improvement 4 If students are learning and have positive feelings toward activity, then the teacher is effective, no mater how unorthodox the instruction appears to be 4 Common evaluation techniques include knowledge, skill and affective measurements 4 Another method--record student performance each day and compare to objectives for day

12. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Evaluating teachers on student performance 4 Major limitation is difficulty of accurately evaluating student performance 4 Students may learn because of or in spite of a teacher 4 When students learn, it is difficult to prove which teaching behaviors caused the improvement

13. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Self-evaluation 4 Checklist directs observer to specific parts of lesson 4 Rating scales are helpful for self-evaluation and goal-setting 4 Student attitudes can be sampled with Likert scales

14. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Systematic Observation 4 Avoids subjectivity of informal analysis 4 Primary purpose is to collect objective data that accurately describe events occurring in the classroom 4 Hundreds of systems have been created 4 Limited to a description of what the teacher and students do, does not indicate quality of performance

15. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Systematic Observation 4 Usually accompanies other techniques 4 Types of systematic observation include: – duration recording –interval recording –Group time sampling –event recording

16. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Duration Recording 4 Is used to determine time spent on teacher functions 4 Stopwatch is used to record amount of time spent in each category 4 Variation - to record the amount of time spent in actual practice by and individual 4 Can be done for several brief periods during lesson

17. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Interval Recording 4 The observation session is divided into a number of equal intervals and a specific behavior is observed and recorded at the conclusion of each interval 4 ALT-PE when coded without a computer is an example of an interval recording system

18. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Group time sampling 4 Interval recording applied to a group 4 Involves counting students engaged in a particular behavior at the conclusion of each specified time interval 4 Planned Activity Check (Placheck) –Scan the class at pre-determined intervals for specific behavior(s)

19. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Event Recording 4 Tallying the frequency with which a given behavior occurs during a specified time period 4 Used to collect meaningful data on a variety of teacher or student behaviors 4 Can be converted into rate per minute 4 Can be done for a certain part of the lesson –E.g., when the teacher is doing demonstrations 4 Can be done for the entire class period

20. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Examples of event recording 4 Types of questions –Academic, unrelated, etc. 4 Use of student names 4 Types of feedback statements –Positive, corrective, specific, general, etc. 4 Use of filler words –Like, okay, all right, etc.

21. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Creating a Personalized Descriptive System 4 Often evaluation instruments are not appropriate for specific situation. 4 Those familiar with situation create or adapt an appropriate evaluation tool 4 Should incorporate a single behavior focus, a definition of categories, and observation and coding system, and reliability

22. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Academic Learning Time in Physical Education (ALT-PE) 4 Uses interval recording 4 Six categories –Activity –Knowledge –Management –Transition –Wait –Off task

23. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Computers and hand held PDAs 4 Can automate the observation process 4 Can show data immediately after an observation without having to perform calculations by hand 4 Can chart behaviors and show improvement over several lessons

24. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Step 3 - Use the Appropriate Techniques to Record Information 4 Best evaluation technique is one that provides precise feedback related to the specific teaching goal 4 Formulate plan to utilize effective techniques for objectives of lesson

25. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Step 4 - Evaluate or Interpret Data 4 Major purpose of evaluation is to determine how close actual teaching behavior matches intended behavior 4 Evaluating teacher effectiveness is complex 4 Instrumentation may not be sensitive to differences in way individual skills are handled by individual teachers

26. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Step 5 - Make Changes and Reevaluate 4 Incorporate one or two selected changes into the teaching repertoire 4 Teach the same or a similar lesson, concentrating on the intended changes, and reevaluate the lesson to determine whether or not the changes produced the desired results

27. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Challenge to Teachers 4 Evaluation: –can help realize how much has been achieved –should be an on-going process –makes students accountable –makes teachers responsible for student achievement

28. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Accountability is vital to the credibility and effectiveness of the physical education profession.

29. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Accountability and Teacher Evaluation Chapter 14