| Mtg # | Date | Description [Rubric Category] Topic(s) |
| HAPPY VISIT (Teacher and Principal) | ||
| 1 | Aug 2014 | “Happy Visit” Relationship building, short term and long term goals; introduce SECPEA rubric; unpack SPARK resources; workshop overview; Q & A, logistics |
| TEACHER VISITS | ||
| 2 | Sept 2014 | Workshop Debrief Workshop debrief; goal setting; trust building; set tone for growth mindset and teacher engagement; demonstrate supportive approach; share expectations for future visits |
| 3 | Oct 2014 | Focus on Planning [Category 1] Recommended lesson structure: ASAP, clear goal, demonstration, skill practice, challenge activity, cool-down, and closure |
| 4 | Nov 2014 | Focus on Planning & Learning Environment [Categories 1 & 4] Short-term and long-term planning; standards-based instruction, teaching styles, relevant content, instructional alignment; differentiation of instruction; equipment and facilities |
| 5 | Dec 2014 | Focus on Management [Category 2] Application of SPARK BASICS (boundaries, ASAP, signals, inclusion, clear instruction, safety and supervision); grouping strategies, transitions |
| 6 | Feb 2015 | Focus on Communication [Category 3] Clarity, voice, enthusiasm, clear goal, 80 - 20 Rule, cues, feedback, closure |
| 7 | Mar 2015 | Focus on Fitness and Learning Environment [Categories 4 & 5] ASAP, fitness disguised, promotion of MVPA goals, brief instruction, inverted U, health-fitness tasks, skill fitness tasks, personalized goals |
| 8 | Apr 2015 | Focus on Skill Instruction [Category 6] Task development, feedback. Names, cues, 80 - 20 Rule, Fix the leaks, pinpointing, positive-corrective feedback 3:1 ratio; equitable feedback; desists, back to wall, promotion of MVPA |
| 9 | May 2015 | Closure Visit Year One Feedback on year one; input for planning year two |
| 10 | Year 2 | Focus on Assessment [Category 7] Instructional alignment, goals, tasks, assessment of student learning |
| 11 | Year 2 | Focus on Advocacy [Category 8] Advocating for quality PE; PE mandates (i.e., time, content, class size, funding, facilities and other factors that influence quality). |
| PRINCIPAL VISITS | ||
| 1 | Sept-Oct 2014 | Quality physical education Why is quality PE important? What does quality PE look and sound like? How does SPARK curriculum and SECPEA support quality PE? |
| 2 | Nov-Dec 2014 | Recognizing indicators of quality physical education What are indicators of physical education program quality? What observable strategies are common in a quality PE program? How do these observable strategies apply in the teacher evaluation process? Review video examples on the SPARK BASICS: a) boundaries; b) ASAP; c) signals; d) inclusion; e) clear instruction; and f) safety and supervision. |