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Organization and Administration of Physical Education
Theory and Practice
by Jayne D. Greenberg and Judy L. LoBianco
408 Pages
If you want to know how to be the best, you learn from the best.
Two SHAPE America Physical Education Administrators of the Year share what it takes to be an outstanding administrator in Organization and Administration of Physical Education: Theory and Practice.
Jayne Greenberg and Judy LoBianco, veteran leaders in the field with decades of successful administration experience, head a sterling list of contributors who have taught at the elementary, middle school, high school, and college levels in urban, suburban, and rural settings. Together, these contributors expound on the roles and responsibilities of physical education administrators through both theoretical and practical lenses.
The result is a book that will be highly useful to undergraduate students looking to enter the field, as well as a resource for administrators in physical education leadership positions who are looking to acquire new skills and innovative ideas in each of the five areas of responsibility covered in the book.
Part I covers leadership, organization, and planning. It explores leadership and management styles and presents practical theories of motivation, development, and planning. It also looks at how to plan for the essential components of an effective, quality physical education program. In part II, readers examine various curriculum and instruction models and navigate through curriculum theory and mapping. This section also offers guidance on planning events, including special programs and fundraising projects, and how to build a team and secure community connections for those special events.
Part III helps administrators plan and design new school sites or renovate existing ones, and it presents contemporary concepts in universal design and sustainable environmental design. It also offers ideas on how to incorporate technology to meet the needs of 21st-century learners, including the use of social media and robotics in delivering instruction and communication. Part IV explores written, verbal, and electronic communication issues, as well as legal and human resource issues. Administrators learn how to lobby and advocate for physical education, how the legal system affects schools, and how to examine personnel issues, bullying, and harassment.
Part V explains the fiscal responsibilities inherent in administrative positions, including budgeting, bidding, and purchasing. It also shows how administrators can secure funding independent of district or local funding, offering many examples of grants and fundraising opportunities with sample grant applications.
Throughout the text, special features—Advice From the Field and Leadership in Action—share tips, nuggets of wisdom, and examples of administrators excelling in their various responsibilities. The book also comes with many practical examples of forms that are useful in carrying out responsibilities, and each chapter offers objectives, a list of key concepts, and review questions to facilitate the learning. In addition, the text has related online resources consisting of supportive materials and documents.Organization and Administration of Physical Education: Theory and Practice, published with SHAPE America, offers the solid foundational theory that administrators need and shows how to put that theory into daily practice.
Note: A code for accessing HKPropel is included with all print books.
Part I. Leadership, Organization, and Planning
Chapter 1. The Role of a Physical Education Administrator as a Leader
Jayne D. Greenberg and Judy L. LoBianco
Roles and Responsibilities of the Physical Education Administrator
Leadership Versus Management
Leadership Defined
Characteristics of Effective Leaders
Developing Leaders
Understanding Your Philosophy of Leadership
Determining Your Leadership Style
Theoretical Approaches to Leadership
Power, Authority, and Influence
Motivation Theories of Leadership
Strategic Planning
Ethical Leadership
Conflict Resolution
Diversity in Leadership
Conclusion
Chapter 2. Management and Operations
Jayne D. Greenberg
Management Theories
Management Skills and Competencies
Roles and Responsibilities and Administrative Functions
Change Theory
Day-to-Day Operations
Teachers as Leaders
Physical Activity Leader Training
Conclusion
Chapter 3. Organizing and Planning a Quality Physical Education Program
Jayne D. Greenberg and Judy L. LoBianco
Definition of Physical Education
Benefits of a Quality Physical Education Program
Program Planning
Essential Components of Physical Education
Program Planning Considerations
The School and Community Connections National Framework: Comprehensive School Physical Activity Plan
The Whole School, Whole Community, Whole Child Model
Conclusion
Part II. Curriculum, Instruction, Assessment, and Special Events
Chapter 4. Curriculum Development and Evaluation
Nichole D. Calkins, Jayne D. Greenberg, and Lori S. Dunn
The Curriculum Development Process
Understanding Standards-Based Curriculum Design
The Planning Phase
The Design Phase
The Implementation Phase
The Evaluation Phase
Conclusion
Chapter 5. Quality Instruction
Nichole D. Calkins, Sheri J. Brock, Leah H. Robinson, Jayne D. Greenberg, and Kara K. Palmer
Appropriate Instruction
Factors That Influence Quality Instruction and Environment
Conclusion
Chapter 6. Teacher Evaluation
Miriam Kenyon, Kathleen Satterley, Jayne D. Greenberg, and Judy L. LoBianco
Teacher Evaluation Models
Perception of Evaluation
Developing a Growth Mindset
Components of Teacher Evaluation
Teacher Observation
Conclusion
Chapter 7. Event Planning and Special Programs
Jayne D. Greenberg
Conducting Community-Wide Events
Conducting Schoolwide Events
Before- and After-School Programs
Conclusion
Part III. Facilities, Equipment, and Technology
Chapter 8. Facilities, Design Criteria, and Equipment
Christopher Hersl and Jayne D. Greenberg
Defining the Purpose of a Facility
Construction of a New Facility
Planning Facilities
Role of the Planning Committee
Design Standards, Universal Design, and Sustainable Design
General Considerations for Physical Education Construction Projects
Indoor Facilities
Wellness and Fitness Centers and Weight Training Rooms
Outdoor Facilities
Shared Facilities
Conclusion
Chapter 9. Technology in Physical Education
Collin Brooks, Richard Benvenuti, and Jayne D. Greenberg
The Importance of Technology in Education
Understanding the 21st-Century Learner
Technology Infrastructure
Integrating Technology in a Physical Education K-12 Setting
Technology for Instructional Use
Innovative Uses of Technology
Teacher Management: Assessment Strategies With Mobile Devices
Creating Visuals for Physical Education
Digital Professional Development
Online Learning: Managing Participation in Online Learning Professional Development
Online Physical Education Courses and Virtual Learning
Developing a Digital Professional Learning Community
Keeping Up With Technology
Conclusion
Part IV. Communication, Legal Issues, and Human Resources
Chapter 10. Communications, Internal and External Public Relations, and Advocacy
Carly Wright, Jayne D. Greenberg, and Judy L. LoBianco
Effective Communication
Formal and Informal Organizational Communication: The Flow of Communication
Elements of Effective Communication
Methods of Communication
Public Relations
Advocacy
Conclusion
Chapter 11. Legal Issues in Physical Education
Jessica de Koninck, Shawn Ladda, Judy L. LoBianco, and Jayne D. Greenberg
Federal and State Legislation
Liability in Physical Education
Legal Issues and Lesson Planning
Substitute Teachers
Searches, Seizures, and Locker Privacy
Bullying, Harassment, and Sexual Harassment
Title IX
Transgender Legal Issues in Physical Education
Facility Signage
Conclusion
Chapter 12. Human Capital Management
Lauren O'Mara and Jayne D. Greenberg
Recruiting Talent
Onboarding and Orientation
Induction, Training, and Mentoring for Teacher Retention
Professional Development
Performance Management
Working With Labor Unions
Conclusion
Part V. Financial Management
Chapter 13. Fiscal Management
Jayne D. Greenberg
Understanding District Budgets
The Budget Process
Expenditure of Funds: Purchasing Process
Working With Vendors
Bid Process
Audits
Travel and Meal Reimbursement
Conclusion
Chapter 14. Grant Writing and Outside Funding
Alexandra M. Reyes and Jayne D. Greenberg
Securing Local Funding: Dipping Into Discretionary Accounts
Securing and Developing Business Partnerships
Fundraising
Securing Funding Through Grants
Conclusion
Dr. Jayne D. Greenberg served as the district director of physical education and health literacy for Miami-Dade County Public Schools from 1995 to 2017. During her professional educational career, she has worked as an elementary, middle, and high school physical education teacher in both public and private schools; a region physical education coordinator; a high school and middle school administrator; and an adjunct professor teaching both undergraduate and graduate courses in teaching methods, sport psychology, and research.
Greenberg has served as president of the Florida Association of Health, Physical Education, Recreation and Dance. She also has chaired the Sport Development Committee for the United States Olympic Committee and USA Field Hockey. She assisted the U.S. Department of Health and Human Services in the development of the I Can Do It, You Can Do It program, a national initiative to address the physical activity levels of youth with disabilities. Dr. Greenberg was named the 2005 National Physical Education Administrator of the Year by the National Association of Sport and Physical Education and received the 2005 Highest Recognition Award from the U.S. Secretary of Health and Human Services, Michael Leavitt. In 2009, she received the Point of Light Award from Florida Governor Charlie Crist and was appointed to the Governor’s Council on Physical Fitness.
In 2011, Greenberg was appointed by President Barack Obama to serve on the President’s Council for Fitness, Sports, and Nutrition. In 2012, she was selected to serve as an author on a committee of the Institute of Medicine, producing the report “Educating the Student Body: Taking Physical Activity and Physical Education to School.” In 2016 she was named an Aspen Institute Scholar and received the 2016 North American Society of HPERD Professionals Award; and in 2017 received the Lifetime of Giving Award from Delta Psi Kappa and was named as the Education Sector Chair for the National Physical Activity Plan.
Greenberg has served as an international consultant in many capacities. She coordinated Olympic education programs in Canada; developed the sport science curriculum at the University of Malaya in Kuala Lumpur, Malaysia; and developed a math and science sailing curriculum for the National Maritime Museum and Royal Observatory in London and Sydney, Australia. She also developed a conservation safari in South Africa and developed the drug education curriculum for Antigua. Dr. Greenberg presented at the International Olympic Committee Meeting in Singapore and aassisted with the implementation of the sailing education program in Qingdao, China, following the Beijing Olympics. She has served as the North America Chair for the International Sport and Culture Association (ISCA) and has spoken at ISCA congresses and meetings in Barcelona, Rome, Copenhagen, Poland, Brazil, and the United Kingdom.
Greenberg coauthored the book Developing School Site Wellness Centers and has published numerous articles. She also has been a featured speaker at several state, national, and international conventions and meetings. In the past 12 years, Dr. Greenberg has secured more than $39 million in federal and foundation grants for educational programs.
Judy LoBianco serves as the supervisor of health and physical education for Livingston Public Schools in New Jersey. Formerly of the South Orange–Maplewood Schools, LoBianco won two federal grants from the U.S. Department of Education totaling $2.74 million to revolutionize the K-12 physical education program there. Prior to her administrative positions, she served as a high school physical education teacher for 10 years. She also teaches undergraduate and graduate courses in teaching methods.
LoBianco has dedicated her professional service to several organizations, serving as president of the New Jersey Association for Health, Physical Education, Recreation and Dance; the Eastern District of the Alliance for Health, Physical Education, Recreation and Dance; and president of SHAPE America (Society of Health and Physical Educators).
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
Leading and planning for quality professional development
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs.
Leadership in Action
Learning Can Never End for a Great Teacher
Georgi Roberts
Director, Health and Physical Education, Fort Worth Independent School District, Texas
Focused, tiered professional development has been a key to any and all successes that have occurred in the Fort Worth Independent School District (FWISD) in our health and PE programs. The FWISD has about 350 teachers and paraprofessionals, and they come from a variety of backgrounds and experience; our turnover averages 10 to 15 percent a year. It is critical that these folks keep up with changes in science, pedagogy, and new research. How better to do that than quality professional development?
We plan our training calendar scope and sequence over a three- to five-year span, review topics and priorities regularly throughout that time, and then modify as needed to reflect new state or district mandates, revised curriculum, or needs that come to light as we work day to day with our teachers. Some days comprise six hours with our total cadre of teachers in attendance, some have two or three teachers shadowing a master teacher, and some bring in an expert to observe a teacher in the classroom and then follow up with a conversation about positives and negatives. The overarching question is how any training we do will improve our student learning.
We begin each year, before our veteran teachers return for the fall, with two days of training just for our new teachers. These sessions are for people right out of university, those who are new to our district, and those who are changing grade levels or disciplines. The group is small, with about 35 to 40 teachers, and this time allows not only for my department to really develop relationships with the new teachers but also for the attendees to establish their own peer group as they grow as teachers.
This is followed by two days with all of our teachers. I give my “State of Health and PE Address” to set the goals and agenda for the year, talk about successes, and finally circle back to why it's important that our students are learning and our role in that learning. After this there are multiple sessions to better address the individual needs of the attendees. As best we can, we tier the smaller presentations so that teachers can select based on their needs. The new teachers at this point feel very comfortable with the veterans as the “New Teacher Academy” has provided some background information as well as a friend to participate with.
Then, throughout the balance of the school year, we work on more focused needs. Often we do small-group activities with, for example, our first- and second-year teachers in high school health or our brand-new PE teachers in elementary. This can include observing a model lesson provided by the department. We also try to include state and local conferences in our long-term planning; the consideration is always value versus cost and time. But for teachers who have demonstrated a certain level of mastery, their attendance at a large conference can ultimately provide the district with a local expert—who can then provide the training to the entire group.
We always work to hire teachers with a strong background in the science and the pedagogy and a good university program including student teaching. But regardless of the preparation, all teachers need to keep up with advances in the science and evolution of their field and actively stay learners. Who better to provide this than the district? We know our students and facilities, we create our own curriculum, and we support our teachers in their growth.
Reprinted by permission from Georgi Roberts.
Dealing with bullying by students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior.
Bullying by Students
Sometimes it is difficult to tell when a student is being harassed or bullied. Furthermore, at times, it can be difficult to identify students who may be engaging in bullying behavior. According to stopbullying.gov (2018), 28 percent of U.S. students in grades 6 through 12 experienced bullying and 20 percent of U.S. students in grades 9 through 12 experienced bullying. Approximately 30 percent of young people admit to bullying others. Since bullying and cyberbullying, bullying via the Internet through multiple forms of technology including instant messaging, online chat rooms, email, blogs, social networking websites, and texting (Juvonen & Gross, 2008), have become prevalent negative behaviors, it is important to open the channels of communication with students and create an environment in which students feel comfortable sharing concerns with adults. To assist in identifying students who may be engaged in bullying behavior, stopbullying.gov recommends that educators look for certain indicators in students:
- Getting into physical or verbal fights
- Having friends who bully others
- Becoming increasingly aggressive
- Getting sent to the principal's office or to detention frequently
- Having unexplained extra money or new belongings
- Blaming others for their problems
- Not accepting responsibility for their actions
- Being competitive and worrying about their reputation or popularity
Consider the latest in STEM applications
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11).
Robotics and Coding: STEM-PE
The third program discussed here is the latest in STEM applications, Robotics. Robotics has not only the obvious application of use in math and science classes, it has enormous applications in physical education to both motivate and engage young children to become physically active (figure 9.11). For students in secondary school it provides an opportunity to learn programming or coding to use various movements to teach anatomical analysis of motor skills. STEM-PE was rolled out at the 2017 Shape America National Convention & Expo during the 50 Million Strong advocacy session. The NAO Robot, named JAI, performs movements such as those shown in figure 9.12.
As you can see from these examples, there are many opportunities for physical educators to be creative and innovative in their use of technology for instructional purposes. The utilization of technology has no limits or parameters in educational planning, programming, and student engagement.
FIGURE 9.11 A robot motivates young children to engage in physical activity as the class leader.
©Jayne Greenberg
Active Gaming
Active gaming, which utilizes technology in the form of games and fitness equipment, has become hugely popular as a way of engaging and motivating youth and adults to become physically active. Chapter 8 has an extensive section devoted to the use of technology predominately implemented in school site wellness centers. From the earliest version of wired Dance Dance Revolution to the more technologically integrated game bikes and multisensory fitness equipment, active gaming and technology have a perpetual place in all conversations related to technology and physical activity.
FIGURE 9.12 Sample movements based on coding.
©Jayne Greenberg
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