(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Accountability and Teacher Evaluation
Chapter 14
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Accountability
NASPE documents inform parents and the public what competencies to expect of high school graduates– Some of these documents are now available online
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
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
No Child Left Behind
A federal mandate that attempts to ensure that all students have an opportunity to learn
Teachers must be certified to teach in the subject area for which they are teaching
Most states have not included physical education in their tests for student competency
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Accountability includes:
Teachers and administrators for student learning
Parents and taxpayers for providing resources needed for adequate learning
Students for behavior
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Accountability requires that:
Students understand the worth of physical education
Teachers improve their effectiveness 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
Evaluation can document the worth of a program
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Surgeon General’s Report (1996)
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
Considers obesity to becoming an epidemic – Identifies lack of physical activity as a primary
cause of obesity
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Teacher Evaluation
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
Administrators must evaluate and help improve effectiveness
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Teacher evaluation enables teachers to retain effective teaching behaviors and eliminate ineffective ones.
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Teacher Evaluation Steps
Determine what to evaluate Choose or construct specific evaluation
techniques Use the appropriate techniques to record
information Evaluate or interpret data Make changes and reevaluate
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Techniques
Student achievement or improvement Informal analysis Systematic observation
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Student achievement or improvement If students are learning and have positive feelings
toward activity, then the teacher is effective, no mater how unorthodox the instruction appears to be
Common evaluation techniques include knowledge, skill and affective measurements
Another method--record student performance each day and compare to objectives for day
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Evaluating teachers on student performance Major limitation is difficulty of accurately
evaluating student performance Students may learn because of or in spite of
a teacher When students learn, it is difficult to prove
which teaching behaviors caused the improvement
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Self-evaluation
Checklist directs observer to specific parts of lesson
Rating scales are helpful for self-evaluation and goal-setting
Student attitudes can be sampled with Likert scales
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Systematic Observation
Avoids subjectivity of informal analysis Primary purpose is to collect objective data
that accurately describe events occurring in the classroom
Hundreds of systems have been created Limited to a description of what the teacher
and students do, does not indicate quality of performance
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Systematic Observation
Usually accompanies other techniques Types of systematic observation include:
– duration recording – interval recording – Group time sampling – event recording
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Duration Recording
Is used to determine time spent on teacher functions
Stopwatch is used to record amount of time spent in each category
Variation - to record the amount of time spent in actual practice by and individual
Can be done for several brief periods during lesson
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Interval Recording
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
ALT-PE when coded without a computer is an example of an interval recording system
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Group time sampling
Interval recording applied to a group Involves counting students engaged in a
particular behavior at the conclusion of each specified time interval
Planned Activity Check (Placheck)– Scan the class at pre-determined intervals for
specific behavior(s)
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Event Recording
Tallying the frequency with which a given behavior occurs during a specified time period
Used to collect meaningful data on a variety of teacher or student behaviors
Can be converted into rate per minute Can be done for a certain part of the lesson
– E.g., when the teacher is doing demonstrations
Can be done for the entire class period
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Examples of event recording
Types of questions– Academic, unrelated, etc.
Use of student names Types of feedback statements
– Positive, corrective, specific, general, etc.
Use of filler words– Like, okay, all right, etc.
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Creating a Personalized Descriptive System Often evaluation instruments are not
appropriate for specific situation. Those familiar with situation create or adapt
an appropriate evaluation tool Should incorporate a single behavior focus,
a definition of categories, and observation and coding system, and reliability
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Academic Learning Time in Physical Education (ALT-PE) Uses interval recording Six categories
– Activity– Knowledge– Management– Transition– Wait– Off task
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Computers and hand held PDAs
Can automate the observation process Can show data immediately after an
observation without having to perform calculations by hand
Can chart behaviors and show improvement over several lessons
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Step 3 - Use the Appropriate Techniques to Record Information Best evaluation technique is one that
provides precise feedback related to the specific teaching goal
Formulate plan to utilize effective techniques for objectives of lesson
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Step 4 - Evaluate or Interpret Data Major purpose of evaluation is to determine
how close actual teaching behavior matches intended behavior
Evaluating teacher effectiveness is complex Instrumentation may not be sensitive to
differences in way individual skills are handled by individual teachers
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Step 5 - Make Changes and Reevaluate Incorporate one or two selected changes
into the teaching repertoire 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
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Challenge to Teachers
Evaluation: – can help realize how much has been achieved– should be an on-going process– makes students accountable– makes teachers responsible for student
achievement
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Accountability is vital to the credibility and effectiveness of the physical education profession.
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Accountability and Teacher Evaluation
Chapter 14
Top Related