Physical Education

COEBS Conceptual Framework: Educators as Reflective Decision-Makers"

Problem Identification and Needs Assessment

1) The educator is aware of major areas of research on teaching and learner exceptionalities, including visual and perceptual difficulties, learning disabilities, and special physical or mental challenges.
2) The educator understands how a student's learning is influenced by individual experiences, talents, prior learning, language, culture, and family and community values.
3) The educator recognizes factors and situations that are likely to promote or diminish intrinsic motivation.
4) The educator understands the importance of communication theory, language development, and the role of language in learning.
5) The educator understands how factors in the students' environment outside of school may influence students' lives.

1) The educator is willing to work with other professionals to improve the overall learning environment for students while being sensitive to community and cultural norms.
2) The educator is committed to the continuous development of individual students' abilities and considers how different motivational strategies are likely to encourage this development.
3) The educator is committed to making students feel valued for their potential as people and is committed to helping students learn to value each other.

1) The educator examines related research when developing plans of action.
2) The educator establishes respectful and productive relationships with parents and guardians from diverse home and community situations.
3) The educator acts as an advocate for students and is responsive to clues of student distress.
4) The educator creates appositive classroom climate of openness, mutual respect, support, and inquiry.
5) The educator organizes and monitors students' independent and group activities with sensitivity to culture and gender differences.

Data Analysis

1) The educator is aware of expected developmental progressions and ranges of individual variation within the physical, social, emotional, moral and cognitive domains and is able to integrate that information into all disciplinary and subject areas.
2) The educator understands factors that impact classroom and individual student learning (e.g., developmental levels, interests, learning styles, multiple intelligences, needs, family environments, health and economic conditions, and community environments and resources), and knows how to incorporate this information to build student strengths.

1) The educator is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning.
2) The educator is committed to consulting with other adults within the family, school, and community in order to seek out, develop, and continually refine the practices that address the individual needs of students.

1) The educator implements and analyzes a variety of formal and informal assessment techniques (e.g., observations, portfolios of student work, teacher made tests, performance tasks, projects, student self assessments, peer assessments, and standardized tests) to enhance his/her understanding of the individual needs of the students.
2) The educator evaluates how to meet the needs of all learners and achieves learning goals by choosing alternative teaching strategies, appropriate teaching resources, and curriculum materials, and gains information by linking with other student environments (e.g., parents, school personnel, professionals, and other appropriate community agencies).
3) The educator analyzes the learning environment and makes decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work.
4) The educator seeks out professional literature and standards, colleagues, and other resources to support his/her own abilities as a learner and is a teacher who reflects, problem solves, and is open to new ideas.
5) The educator talks with and listens to the student, investigates problems, and seeks community services and resources as needed and appropriate to remedy problems.

Planning and Implementation

1) The educator understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.
2) The educator understands learning theory, subject matter, curriculum development, student development, and knows how to use this knowledge in planning instruction to meet curriculum goals.
3) The educator understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g., cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, and interdisciplinary instruction).
4) The educator has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students' experiences, cultures, and community resources into instruction.
5) The educator knows how to enhance learning through the use of a wide variety of materials as well as human and technical resources.

1) The educator takes responsibility for establishing a positive learning environment and participates in maintaining such a climate in the school as a whole.
2) The educator values both long-term and short-term planning.
3) The educator values the development of students' critical thinking, independent problem solving, and performance capabilities.
4) The educator appreciates and values human diversity, shows respect for students' varied talents and perspectives, and is committed to the pursuit of "individually configured excellence.";
5) The educator takes responsibility for establishing an exemplary professional image.

1) The educator creates a smoothly functioning learning community in which students work collaboratively and independently, and engages in purposeful learning activities.
2) The educator identifies and designs instruction - and selects materials - appropriate to students' stages of development, learning styles, strengths, and needs.
3) The educator creates short-range and long-term plans that are linked to student needs and performance, and adapts the plans to ensure and capitalize on student progress and motivation.
4) The educator creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners.
5) The educator brings multiple perspectives to the discussion of subject matter.

Outcome Assessment

1) The educator understands the characteristics, advantages, and limitations of different types of assessment (e.g., criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do.
2) The educator understands measurement theory and knows how to select, construct, and use assessment instruments appropriate to the learning outcomes being evaluated.

1) The educator is committed to and values the use of multiple assessment tools.
2) The educator promotes student growth through assessment and monitors student learning.
3) The educator respects the privacy of students and confidentiality of sensitive information.

1) The educator appropriately uses a variety of formal and informal assessment strategies and techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, and standardized tests) to enhance the knowledge of learners.
2) The educator evaluates and monitors the effect of class activities on individuals through observations of classroom interactions and questioning.
3) The educator maintains useful records of student work and performance and can use appropriate indicators to communicate student progress knowledgeably and responsibly to parents, students and colleagues.
4) The educator monitors teaching strategies and behavior in relation to student success, modifying instructional plans accordingly.