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PHYSICAL EDUCATION TEACHER EVALUATION TOOL
Introduction
The National Association for Sport and Physical Education (NASPE), the preeminent national
authority on physical education and a recognized leader in sport and physical activity, has origins
that date back to 1885. A central aspect of this leadership is the development of national
standards, guidelines, and position statements that set the standard for quality physical education
programs. Quality physical education requires appropriate infrastructure (opportunity to learn),
meaningful content defined by curriculum, appropriate instructional practices including good
classroom management, student and program assessment, and evaluation.
All teachers benefit from meaningful, ongoing assessment and evaluation. The NASPE-
developed Physical Education Teacher Evaluation Tool identifies the knowledge, skills, and
behaviors needed to provide sound instruction in the K-12 physical education classroom. Its
purpose is to assist principals, school district curriculum specialists, and others who evaluate
physical education teachers as well as to guide physical education teachers in reflection and self-
assessment, and serve as an instructional tool in college/university physical education teacher
education programs. Specific examples of how this tool can be used include.
Specific Uses for This Tool
K-12 Administrator
• Prioritize and rearrange the items on the evaluation tool to emphasize certain teaching
knowledge/skills/behaviors
• Modify the tool to meet needs for formative or summative observation and feedback
• Customize the tool to target areas identified in a professional growth plan
School District Curriculum Specialist
• Assist teachers with using the tool for professional growth
• Provide in-service programs to help teachers address point of emphasis or areas of
needed improvement
• Incorporate the tool into the mentoring program for new teachers
• Use the tool for formal or informal observation of teachers
K-12 Physical Education Teacher
• Use the tool for self-assessment (e.g., videotape a lesson and review)
• Study and prioritize the list of tool items to work on specific points of emphasis during
instruction
• Ask a colleague to observe a class and complete the evaluation tool for peer feedback
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College/University Physical Education Teacher Education Programs
• Use the tool to teach program candidates about critical instructional skills, for discussion
and practice purposes
• Make the tool available to program candidates for reflection and self-assessment in
practical experiences
• Utilize the tool as part of the student teaching process
Evaluation Principles
The following principles serve as guidelines for conducting observations and evaluations of
physical education teachers and are strongly encouraged by NASPE.
Physical educators should:
Be evaluated with standards, expectations, procedures, and rigor that parallel
teachers of other curricular areas.
Be observed, assessed, and evaluated by trained evaluators.
Be observed multiple times during the academic year.
Be observed for the entire class period, from beginning to end.
Be observed and evaluated as part of a comprehensive assessment plan, which
should include formal conferences, professional growth plans, etc.
Be accountable for student achievement of state standards in physical education
or the National Standards for Physical Education (NASPE, 2004) in the absence
of state standards.
National Standards for Physical Education
1: Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities.
2: Demonstrates understanding of movement concepts,
principles, strategies, and tactics as they apply to the
learning and performance of physical activities.
3: Participates regularly in physical activity.
4: Achieves and maintains a health-enhancing level of
physical fitness.
5: Exhibits responsible personal and social behavior that
respects self and others in physical activity settings.
6: Values physical activity for health, enjoyment, challenge,
self-expression, and/or social interaction.
Prior to observing a physical education class/teacher, NASPE requests that you review its online
guidelines, Appropriate Practices for Physical Education, which are available for early
childhood, elementary school, middle school, and high school at:
http://www.aahperd.org/naspe/template.cfm?template=peappropriatepractice/index.html
These booklets describe physical education practices that are in the best interest of children.
They address curriculum design, learning experience, fitness activities, fitness testing,
assessment, participation levels, forming groups, competition, and much more.
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Resources for Additional Information
Visit the NASPE position statement: What Constitutes a Highly Qualified Physical Education
Teacher? Go to: http://www.aahperd.org/naspe/pdf_files/HiQualified.pdf
Other key NASPE publications can be found at www.naspeinfo.org, under Publications, in the
Online Store, or call 1-800-321-0789 to order your copy:
National Standards for Physical Education, 2
nd
Edition (2004)
National Standards for Beginning Physical Education Teachers (2003)
Opportunity to Learn Standards for Elementary School Physical Education (2000)
Opportunity to Learn Standards for Middle School Physical Education (2004)
Opportunity to Learn Standards for High School Physical Education (2004)
Appropriate Practices for Elementary School Physical Education (2000)
Appropriate Practices for Middle School Physical Education (2001)
Appropriate Practices for High School Physical Education (2004)
© July 2007
National Association for Sport and Physical Education, an association of the
American Alliance for Health, Physical Education, Recreation and Dance
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Physical Education Teacher Evaluation Instrument
The following chart provides a five-level scoring guide and a selection of descriptive terms to
use in an evaluation. When giving feedback, provide a number in the “rating” column adjacent
to the statement. Use N/A if the statement is not applicable to this observation. Comment
sections can be added under each statement or, as provided, under each broad section. Provide
identifying information as necessary for records. Customize for specialized uses.
5
4
3
2
1
Outstanding
Above Average
Satisfactory
Below Average
Unsatisfactory
Mastery
Proficient
Basic
Needs
Improvement
Unacceptable
Clearly exceeds
standards
Strong
Meets standard
Developing
Does not meet
standards
Exemplary
Very good
Good
Poor
Needs significant
attention
Teacher’s name _______________________________________________________________
Evaluator’s name _____________________________________________________________
Date ____________________ Class observed _____________________________________
F = Formative S = Summative
1.
Rating
a.
b.
c.
d.
e.
to students
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
performance and/or information from formative assessment
5
p.
assessments
q.
r.
s.
Comments:
2.
a.
local, state and national standards
b.
c.
d.
e.
monitor student learning
f.
goals
g.
h.
i.
j.
k.
Comments:
3.
a.
b.
c.
d.
e.
expectations
f.
g.
h.
i.
j.
k.
l.
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m.
focused on the lesson and task expectations.
n.
% of the instructional time.
o.
p.
Comments:
4.
a.
b.
appropriate risk taking, positive self-expression and enjoyment
c.
d.
e.
f.
g.
h.
i.
Comments:
5.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Comments:
© July 2007
National Association for Sport and Physical Education, an association of the
American Alliance for Health, Physical Education, Recreation and Dance
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Physical Education Teacher Evaluation Guide
1.
Instruction
a.
Instruction is based on local, state and/or
national physical education standards
Current NASPE standards are presented and followed
in the lesson. Instruction is aligned with state and
local standards.
b.
Supports school improvement goals
Teacher is familiar with and assists in meeting school
or campus goals with active participation. The
teacher does not isolate him/herself in the gymnasium
or from school committees.
c.
Supports physical education program
goals
Teacher is familiar with and assists in meeting
physical education department goals with active
participation. The teacher does not isolate him/herself
from involvement from physical education
department meetings and/or committees.
d.
Lesson introduction is appropriate
Teacher provides an introduction that is appropriate
for the lesson focus and developmental levels of the
students. The introduction can be provided in the
form of an instant activity relating skill, concept,
and/or health-related fitness or verbally.
e.
Learning expectations/ objectives/
instructional goals are clearly
communicated to students
Teacher states the skill or concept the students are to
learn. It might also be posted or written on the board.
Students know the learning expectations.
f.
Content is accurate and current
Skills and concepts are taught accurately. Skills are
explained and demonstrated with proficiency.
Concepts taught reflect current knowledge and
research in physical education and health.
g.
Content and tasks are developmentally
appropriate and sequenced properly
All activities are developmentally appropriate and/or
completed in a logical, progressive sequence. Skills
and concepts are explained and demonstrated at the
developmental levels of the students. Skills are
broken down into learnable segments. Components of
the skill are taught before the entire skill is
performed, and concepts and skills are taught before
they are incorporated into an activity or game. Rules
and activities are modified to match the cognitive
levels of the learners.
h.
Content and tasks are presented concisely
and clearly, emphasizing key elements
Activities, drills, lead-ups are clearly understood by
the students. Directions for each activity are
explained and modeled. Students are not inactive for
more than brief periods of time to listen to
information.
i.
Engages students in learning through
multiple modalities
The lesson promotes maximum participation and
students remain on-task and motivated to participate
through multiple modalities that allow all students to
be engaged. There are few, if any, instances of off-
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task or disruptive behavior. All students are given
opportunities to practice the skill. Students do not
wait in line for a turn or wait to perform. Teacher
calls equally on non-volunteers during questioning.
j.
Opportunities for teachable moments are
recognized and utilized
Teacher recognizes teachable moments and
capitalizes on the moment to modify, add, delete, or
extend lesson content to maximize opportunity for
learning. For example, when teaching about
frequency and duration of physical activity, the
teacher my ask students to spontaneously think-pair-
share examples of family fitness activity choices
experienced the evening/weekend before.
k.
Instruction is differentiated for all learners
Teacher adjusts teaching and expectations based on
individual differences and needs. Accommodations
and modifications are made for students with
disabilities or varied learning styles. Teacher uses
alternative instructional strategies to assist students
who are not mastering the skill or concept. Alternate
cues (e.g., “Throw your elbow to the wall,” as
opposed to “Lead with your elbow”) are provided.
All students are included.
l.
Meaningful and timely feedback is
provided to students
Teacher analyzes each student’s performance to
provide appropriate corrective feedback or
reinforcement. Students are provided information on
their performance at a time and in ways that they can
improve their skill. Feedback is provided in ways
(verbal, visual, tactile, etc.) that facilitate success.
m.
Content is linked for transfer of learning
within physical education units and
among other subject area content
Teacher connects skills to relevant activities. For
example, the teacher may connect the overhand
throwing motion to baseball, football, volleyball, etc.
The teacher connects content to prior and future
learning within physical education and across
disciplines. For example, the teacher relates the
scientific principle of Newt
on’s Laws of Motion with
rotation in gymnastics. The mathematical concept of
elapsed time is connected to timekeeping and place
performance in games and sports.
n.
Student performance is continually
evaluated to guide instruction
Teacher actively monitors during the lesson to assess
understanding of the skill or concept. This is done
during guided practice, questioning, independent
practices (drills, lead-ups, games, etc.) consistently.
Student learning and performance guides the
planning and instruction for teaching. For example, if
“opposition” for the overhand throw is not
demonstrated, the teacher reinforces the concept of
opposition in cues, demonstrations, explanations,
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lead-ups, and possible future lessons. Teacher adapts
activities, drills, lead-ups, etc. according to student
success.
o.
Lesson presentation is changed in
response to observation of student
performance and/or information from
formative assessment
Teacher actively monitors student progress
throughout the lesson, (through observation of
student performance, questioning for understanding,
student worksheets, etc.), and changes lesson
presentation based on current levels of performance
and content understanding. The teacher may choose
to refocus instruction on a single component of the
skill, such as opposition.
p.
Independent learning is promoted,
encouraged and reinforced through daily
assessments
The students use resources within and outside the
school to increase their knowledge and skills. For
example, a bulletin board is created using pictures,
activity logs, and/or reflections of students applying
skills and content outside of class.
q.
Technology enhances instruction
Teacher is aware of latest trends and availability of
technology for physical education. Teacher
incorporates available technology (e.g., heart rate
monitors, computer-based fitness assessments,
pedometers, music, etc.) to facilitate learning the skill
or concept. Posters, pictures, video clips or other
media of the skill are used appropriately.
r.
Lesson pace is appropriate
The pace of the activities, instruction, transitions, etc.
is appropriate to keep students engaged. The pace is
not too fast or too slow such that students go off task
and become disruptive.
s.
Appropriate closure is provided
There is a closure which includes a review,
discussion, or summary of the skills or concepts
learned.
2.
Evidence of Student Learning
a.
Assessment is based on mastery of
learning expectations and aligned with
local, state and national standards
Assessments are aligned with local, state and NASPE
national standards. For example, when assessing
mastery of NASPE Standard # 2 (movement concepts
and principles) the teacher has second graders state
three critical cues for dribbling with the hand (use
fingerpads, dribble waist high, look forward). For the
secondary learners the students could engage in peer
teaching.
b.
Grading is based on assessment of student
learning
Grading is based on mastery criteria for skills and
concepts. Grading based only on attendance and class
participation is unacceptable.
c.
There is ongoing formal and informal
assessment
Teacher consistently monitors students’ performance
and re-teaches or provides reinforcement. Success or
non-success of the skills or concepts can be observed
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and measured.
d.
Assessment criteria is communicated to
students
Students clearly understand what is expected for
mastery of the skill or concept. Demonstrations are
provided for skills and expectations for quality and
quantity of performance is clearly explained. For
example, students are fully aware of the mastery
criteria for the overhand throw.
e.
Multiple assessment strategies and tools
are used (formative and summative) to
monitor student learning
Teacher monitors and documents students’ progress
toward mastery of the skills and concepts.
Summative assessments are used to document
mastery or non-mastery. Teacher incorporates a
variety of assessments. These may include skill tests,
peer observation checklists, self-assessments,
portfolio assignments, event-task projects, fitness
concept application assignments and scores. Student
work and assessments are available upon request.
f.
Students can self-assess and are aware of
their own progress toward learning goals
Students are familiar with skill expectations and are
provided accurate and timely feedback such that they
can self assess as appropriate. Teachers might use
student self-checklists so that students can document
their progress.
g.
Students are able to articulate relevance
and transfer of learning
Students describe how learned skills or concepts are
applied to other sports, personal fitness goals and
daily life.
h.
Students demonstrate creative and critical
thinking skills
Students are given opportunities for choice. For
example, students generate strategies in games and
activities, or students select the distance from the
wall to throw. Teacher allows students opportunities
for inquiry learning and divergent learning. For
example, when teaching rhythms and dance, students
are given opportunities to create rhythmic sequences.
Students understand positive choices regarding their
behavior.
i.
Evidence of students’ independent
learning outside of class is part of
assessment
Teacher maintains student generated portfolios with
examples of independent learning (fitness/activity
logs, PowerPoint presentations, journal reflections,
videos).
j.
Student progress is documented in a
retrievable record-keeping system
Teacher can produce records (e.g., skill tests, fitness
assessments, checklists, etc.) which document student
performance. Assessments are properly recorded.
k.
Student progress and achievement is
communicated regularly to relevant
stakeholders
What students know and are able to do in physical
education is communicated. For example:
Individual data is shared with students and/or parents.
School- wide data is shared with administrators
and/or legislators. Data can include fitness, progress
toward mastery of benchmarks, etc.
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3.
Management/Organization
a.
Lesson plans and curriculum are aligned
w/ current local, state and national
teaching standards
Teacher refers to local curricular documents, state
standards, and Moving Into The Future – National
Standards for Physical Education (NASPE) when
developing lesson plans.
b.
Instructional area is safe, orderly, and
supports learning activities
Teacher makes appropriate decisions regarding
selection and arrangement of instructional area.
Instructional area is properly prepared for the lesson.
There is adequate safe space to facilitate the learning
of the skill or concept. Activities are structured and
oriented in a way for safe, maximum participation
and success. Equipment is ready and accessible, and
equipment not in use is stored.
c.
Adequate and developmentally
appropriate equipment is accessible and
utilized
There is enough equipment for maximum
participation. Students do not wait for a turn to use
equipment and it is easily accessible such that time is
not wasted retrieving it or readying it for activity.
Equipment coincides with the developmental levels
of the learners. For example, “nerf” balls, larger
targets, smaller space, etc. are used for pre-control
learners.
d.
Instructional support materials are utilized
to enhance the lesson
Instructional support materials such as word walls,
pictures of children and/or adults performing skills,
charts, instruction packets, and other media resources
technology are utilized to enhance the lesson.
e.
Students understand and adhere to class
rules, routines and behavioral expectations
Students understand behavior expectations and
consequences for misbehaviors. Rules are posted in
the gymnasium. The teacher uses positive
reinforcement to acknowledge appropriate behavior
and performance. Students are motivated to follow
rules. There are few, if any, instances of off-task or
disruptive behavior.
f.
Class routines maximize instructional
time
Students are familiar with the routines. There is
orderly entry to the gymnasium, distribution and
collection of equipment, grouping, locker room
procedures, attendance taking, dismissal, etc.
g.
There is a behavior management plan that
is fair, firm, and equitable
Teacher has established rules and behavior
expectations, which are clearly understood by the
students. There are clearly defined consequences for
misbehaviors. Behavior problems are dealt with
immediately and on a personal level. Positive
reinforcement is issued consistently to those
following rules. Students are handled in a
compassionate and equitable, yet firm way.
h.
Appropriate behaviors are reinforced
consistently
Teacher recognizes and acknowledges appropriate
behavior. Students appear motivated to follow rules
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and instructions. Teacher may use reinforcements
such as allowing students to begin activity, allowing
students to assist with equipment, or allowing
students to select equipment for appropriate behavior.
i.
Effective management strategies are used
Teacher is aware of and effectively responds to all
situations in class. The teacher does not rely on
proximity to manage entire class. For example,
individual or groups of students should not be behind
the teacher (back –to-the-wall). The students perceive
that the teacher has eyes in the back of his/her head
and is aware of everything being said and done in
class.
j.
Students are actively monitored and
closely supervised
Teacher actively observes each student’s
performance of the skill to facilitate maximum
success. Teacher does not rely only on proximity to
monitor student performance and behavior. The
teacher actively monitors students across the
gymnasium/field/teaching area to enforce and
reinforce behavior and skill expectations. Teacher is
not just a referee or score keeper in the lesson.
k.
Students are appropriately grouped
The grouping facilitates maximum participation and
maximum success. Students work individually, in
partners, in small groups, or in larger groups
appropriate to the learning. In skill learning, the
grouping allows for maximum practice trials. For
example, students throw individually to a wall or
with a partner instead of having only one ball for a
large group, which minimizes practice trials for each
student. Students are pre-grouped by the teacher.
l.
Effective and smooth transitions are
apparent
Transitions from activity to activity are purposeful
and efficient. Students are not confused and time is
not wasted. Equipment is situated in ways to facilitate
smooth transitions. Changes in grouping and
organization are efficient.
m.
Allocated time is used effectively and
efficiently allowing students to remain
focused on lesson and task expectations
Class begins promptly. Class is not dismissed early.
There is no wasted or “free” time. Students are not
made to wait for the teacher to set up activities or get
out equipment. Every minute is used for instruction
reflecting the lesson focus and task expectations.
Students do not wait in line or wait for a turn. There
are no elimination activities.
n.
Students are engaged in relevant,
meaningful physical activity a minimum
of 60% of the instructional time
Teacher plans and delivers instruction that allows
students the opportunity to be engaged in physical
activity a minimum of 60% of the time. The physical
activity tasks are aligned with the lesson focus and
expected outcomes of the lesson.
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o.
Progress toward school improvement
goals is documented
As required, data is collected, recorded and displayed
for documentation purposes of how physical
education contributes to the school-improvement and
department goals. Information is analyzed to re-
evaluate and establish future goals.
p.
Accurate records are maintained
Teacher can produce accurate records of student
attendance, assessment, grades and any other
documentation required by stakeholders.
4.
Learning Climate
a.
Lifelong physical activity and skillful
movement are promoted
The learning environment promotes physical activity
through the display of posters, pictures, bulletin
boards and student work. Teacher uses positive
motivational strategies to encourage physical activity.
The teacher encourages lifelong physical activity and
makes students aware of activity opportunities
outside of class. Exercise is never used for
punishment. Timeout is not a primary form of
punishment. There are no elimination activities.
b.
There is a safe, secure, learning
environment that promotes success,
appropriate risk taking, positive self-
expression and enjoyment
The teaching space is free from clutter, unused
equipment, and other safety hazards. Activities are
organized and structured to minimize the chance of
injury from collision with people or objects, moving
equipment, or immovable obstacles (e.g., walls,
posts). There is adequate space for the activities
selected. Students appear motivated to participate and
are willing to take appropriate risks in attempting
new skills or incorporating skills into activities.
Students accept mistakes as part of learning and
eagerly accept teacher feedback. Appropriate music
is used to motivate students and enhance the lesson.
c.
High expectations for learning and
behavior are evident
Expectations and activities challenge students.
Students work hard and remain motivated. Students
do not become bored at the lack of challenge or
frustrated by too much challenge. The teacher
acknowledges the work of all students, not only those
who are talented or need remediation.
d.
Climate of courtesy and respect is
established
All interactions (teacher to student, student to
teacher, student to student, teacher to teacher) are
respectful and courteous.
e.
Students demonstrate respect and
appreciation for individual differences
Teacher adjusts teaching and expectations based on
individual differences and needs. Accommodations
and modifications are made for students with
disabilities or varied learning styles. All students are
included. Teacher is respectful and appreciative of
cultural differences and backgrounds. Commonly,
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teachers will incorporate cues and frequently used
commands (e.g., “stop,” “go,” etc) in different
languages and will teach activities/dances from
different cultures.
f.
Students accept responsibility for their
learning and actions
Teacher teaches good manner and self discipline by
example. The teacher creates a feeling of trust and
openness with students. Students exhibit
responsibility for the safety of self and others.
Students have high expectations of their own
behavior. Students give maximum effort.
g.
Students support the learning of others
Students are accepting of others. Students celebrate
others. Students foster others’ self esteem. Students
regularly encourage others and refrain from bullying
and put-downs. Students use maximum effort when
working with others.
h.
Students are recognized and praised for
efforts and positive contributions
Students are positively reinforced consistently for
efforts and skill performance, correct responses, and
appropriate behavior. Good sportsmanship and
cooperative behaviors are promoted. Inappropriate
comments and behaviors are corrected.
i.
All interactions are positive
All interactions (teacher to student, student to
teacher, student to student, teacher to teacher) are
respectful and courteous. The teacher consistently
interacts verbally and with proximity, and uses
positive reinforcement to acknowledge appropriate
behavior and performance. When negative
interaction occurs, teacher intervenes in a proper
manner.
5.
Professionalism
a.
Teacher is a lifelong learner within the
profession
Teacher assumes responsibility for professional
growth. Teacher accepts that becoming a master
teacher is a lifelong process. Teacher is a member of
professional organizations (AAHPERD, NASPE,
state AHPERD), subscribes to professional journals,
and is knowledgeable of current trends.
b.
Teacher is an advocate for the profession
Teacher conveys knowledge of and enthusiasm for
the discipline of physical education to students,
parents, administrators, colleagues, and other
constituents. Teacher communicates the value and
importance of the discipline. The teacher is
perceived as an ambassador for physical education
and its impact on a healthy lifestyle.
c.
Teacher adheres to professional and
ethical standards
Teacher understands his/her legal responsibilities.
Teacher understands legal and ethical issues as they
apply to responsible and acceptable use of internet
15
resources. Teacher exercises good judgment in all
aspects of teaching and professional activities.
Teacher interprets and complies with school policies.
d.
Teacher is receptive to feedback and seeks
opportunities for personal growth
Teacher embraces feedback as an opportunity to
improve. Welcomes the opportunity to be a better
teacher for his/her students. Teacher is receptive to
constructive criticism and suggestions.
e.
Teacher participates in professional
development organizations
Teacher attends professional conferences such as
state, district and/or national AAHPERDs.
f.
Teacher establishes professional
objectives each year
Teacher sets goals for his/her teaching and
professional development (e.g., based on NASPE
standards, school/district goals, personal growth plan,
etc.) and monitors progress toward these goals.
Teacher regularly analyzes his/her teaching and
makes appropriate changes.
g.
Teacher reflects upon and incorporates
new learning into practice
As the teacher learns new content, activities,
concepts, strategies, etc. he/she integrates them into
his/her teaching. The teacher is familiar with the
newest trends and research in the physical education
profession and adjusts his/her teaching to reflect
them.
h.
Teacher shares information, resources and
expertise with peers
Teacher willingly and enthusiastically shares health,
fitness and physical education information with
colleagues, staff, and interested parties.
i.
Teacher is collegial and interacts
appropriately with staff, parents and
school volunteers
Teacher solicits and encourages interactions and/or
assistance from parents and volunteers. Parents and
volunteers can assist with Field Days, fitness
assessments, etc.
j.
Teacher is an integral, contributing
member of the school community
Teacher is an active member of staff meetings and
school-based committees. Participates in school-
wide activities. Teacher is an active member of the
professional learning community at large.
k.
Teacher collaborates with community,
colleagues, staff, and resource persons
Teacher establishes collegial relationships with peers,
school staff, parents, and community members to
meet school goals, enhance his/her teaching, and
facilitate student learning.
l.
Teacher models appropriate appearance
and behavior
Teacher models behavior expectations, a physically
active lifestyle, healthful practices, and correct oral
and written expression consistently.
© July 2007
National Association for Sport and Physical Education, an association of the
American Alliance for Health, Physical Education, Recreation and Dance