NASPE Releases New Evaluation Tool to Help Identify Quality PE Teachers

With the current high rates of obesity and the rise in chronic conditions such as diabetes among children in the U.S., the need for physical activity is imperative.  Physical activity is shown to prevent and ward off these conditions and growing evidence links physical activity to improved academic achivement.  Nevertheless, the benefits of physical activity are greatly impacted by the quality it presents.  According to National Association for Sport & Physical Education (NASPE), quality physical education (PE) requires an appropriate infrastructure (opportunity to learn), a relevant content defined by curriculum, adequate instructional practices, as well as ongoing and meaningful program assessment and evaluation, which NASPE classifies as a benefit for PE teachers. 

With that in mind, NASPE developed a Physical Education Teacher Evaluation Tool to help schools identify the knowledge, skills, and behaviors needed to provide sound instruction in the K-12 physical education classroom.  The tool is intended to assist principals, school district curriculum specialists, and others who evaluate PE teachers as well as to guide PE teachers in reflection and self-assessment, and serve as an instructional tool in college/university PE teacher programs. 

There are specific uses for this tool.  For instance, it can assist K-12 administrators in prioritizing and rearranging the items on the tool to emphasize certain teaching knowledge, skills or behaviors.  It can help school district curriculum specialists to assist teachers with using the tool for professional growth.  And it can help K-12 physical education teachers to study and prioritize the list of tool items to work on specific points of emphasis during instruction. 

The tool includes an evaluation instrument with a five-level scoring guide and a selection of descriptive terms such as “outstanding” or “below average” to use in an evaluation.  It offers evaluation charts for instruction; evidence of student learning; management/organization; learning climate; and professionalism.  An evaluation guide is also provided with explanations for each of the items that should be scored.  For instance, “students are able to articulate relevance and transfer of learning” is portrayed as “students describe how learned skills or concepts are applied to other sports, personal fitness goals and daily life."

In addition to providing other evaluation principles, the tool also emphasizes that, prior to observing a PE teacher, it is important to review the guidelines within “Appropriate Practices” – booklets which are available for early childhood, elementary school, middle school, and high school and describe physical education practices that are in the best interest of children.

“What Constitutes a Highly Qualified Physical Education Teacher,” a position paper released by NASPE in April of 2007 also provides a background on qualified PE teachers.  It shows that qualified PE teachers possess the skills, knowledge, and values outlined in the NASPE National Standards; base their teaching on the standards; establish high expectations for learning; view assessment as an integral component of the teaching-learning process; demonstrate professionalism and ethical behavior; and engage in reflective practices while systematically reviewing their curriculum, teaching practices, and assessment tools. 

For additional information, please contact:

NASPE

1900 Association Drive

Reston, VA 20191

Phone: (703) 476-3410

Fax: (703) 476-8326

Email: naspe@aahperd.org

Source: "Physical Education Teacher Evaluation Tool," NASPE, July 2007; "What Constitutes a Highly Qualified Physical Education Teacher?," NASPE, April 2007; and NASPE website.