The Reflective Practitioner - D182
Task 2
Instructor: Stacy Loyd
Masters: Curriculum & Instruction
Luke Stokowski
July 4 , 2023
Introduction:
I am a physical education teacher at an elementary school in an urban setting. I instruct
students ranging from kindergarten to 5th grade. With an enrollment of approximately 340
students, my classes typically consist of 13 to 23 students in each class. It is important to note
that our school community has 57% of our students participating in the Free and Reduce
Lunch program. This reflects the diverse socioeconomic backgrounds of our student body.
A remarkable aspect of our school is its rich cultural diversity. About 72% of our students
identify as African American, Latino, Native American, or Asian. There are also a population
of diverse learning needs in each class. As a teacher, I am dedicated to meeting the unique
needs of students who have Individualized Education Plans and 504 plans. I am dedicated to
make sure that every student receives the support necessary to succeed.
It is also important to acknowledge that our school also faces a significant number of
disciplinary issues. This challenge highlights the need to be diligent and proactive in creating
a positive and supportive environment that promotes good behavior and enhances learning
conditions.
A. Identify an instructional need or challenge related to student learning that you see in
your current practice as a teacher.
The instructional challenge I have observed in my classroom revolves around certain
students lacking motivation to actively engage in the planned activities for the day.
These students often choose to remain seated and refrain from participating, leading to
decreased overall engagement and limited opportunities for learning.
B. Develop a professional growth plan to address the need or challenge you identified in
part A by doing the following:
1. The 1st measurable long-term goal that I want to focus on is the following:
By the end of the school year, I will implement effective instructional strategies and
create a supportive learning environment that results in a significant improvement in
students' engagement and active participation in physical education classroom
activities. This will be measured through the completion of a 5-point engagement scale
by physical education teachers, with the goal of increasing the average rating
from 3 to 4.
a. This goal of increasing the average rating on a 5-point engagement scale from 3
to 4 by the end of the year will address the challenge of lack of motivation and
inactive engagement among students in physical education classroom activities.
By implementing a rating scale, a concrete measure of student engagement and
active participation will be established. This rating scale will provide specific
criteria that teachers can use to assess students' level of engagement, such as
their enthusiasm, involvement in activities, and willingness to participate in
group exercises. By regularly assessing and tracking these ratings, teachers will
be able to monitor individual student progress as well as the overall
improvement of the class.
b. These measurable short-term goals are instrumental in helping achieve the long-
term goal of increasing student engagement and active participation in physical
education classroom activities, as indicated by an improved average rating on a
5-point engagement scale.
Increasing student attendance from 85% to 95% by the end of the first quarter
demonstrates a higher level of commitment and active involvement. When
students consistently attend physical education classes, they have more
opportunities to actively participate, engage in activities, and contribute to the
overall learning environment. Higher attendance rates indicate a greater interest
in the subject matter and a willingness to be actively involved in classroom
activities.
Enhancing student involvement in group activities within the first semester
ensures that at least 80% of students actively participate, contribute, and
collaborate during team sports, group exercises, and cooperative games. This
goal promotes teamwork, communication, and social interaction, which are
essential components of engagement. Actively participating in group activities
allows students to build relationships, develop their physical and social skills, and
experience the benefits of collective effort, which in turn contributes to their
overall engagement.
Fostering student initiative in setting personal fitness goals by the end of the
third quarter encourages 75% of students to establish and strive towards
individual fitness goals. By completing fitness goal-setting worksheets and
regularly monitoring their progress, students take ownership of their physical
well-being and engage in a self-directed approach to their fitness journey. This
empowers students to set personal targets, track their achievements, and
actively participate in activities that align with their goals. This goal promotes a
sense of personal responsibility, motivation, and autonomy, leading to increased
engagement in physical education classroom activities.
By achieving these short-term goals of increasing attendance, enhancing group
activity involvement, and fostering personal fitness goal-setting, the desired
long-term outcome of improving the average rating on the engagement scale
from 3 to 4 is likely to be realized. These goals collectively contribute to creating
an environment where students are motivated, actively involved, and engaged in
physical education classroom activities, ultimately leading to a more enriching
and fulfilling learning experience.
i. Short Term Goal 1 : Actionable Steps – Researching Evidence Based Practices
1. I will set aside time to identify reliable sources and review articles from
academic journals, books, and websites. I will be sure that the motivational
and active learning research is evidenced based.
2. I will take notes and summarize key points that is specific to my teaching
context.
Short Term Goal 2: Actionable Steps – Selecting The Strategies
1. I will compile a list of potential strategies that have shown good results in
physical education settings. I will evaluate the practicality of implementing
the strategies in my classroom setting considering class size and student
needs.
2. I will choose at least three strategies that align with my goal and show
promise in demonstrating effectiveness in increasing motivation and active
learning. I will also look for professional development and training that
would increase my knowledge in implementing the three strategies that I
choose.
Short Term Goal 3: Actionable Steps – Develop and Implement a Rubric
1. I will create a comprehensive rubric that clearly outlines the criteria for
assessing students' participation and motivation in the physical education
classroom. The rubric will include specific indicators of engagement, such as
active involvement, enthusiasm, cooperation, initiative, and effort. I will
define each level on a 1 to 5 scale that has clear description and examples for
each rating category.
2. After creating the rubric, I will smoothly implement it in the physical
education classroom by introducing it to the students. They will be informed
about the rubric's purpose and its significance in evaluating their
engagement and motivation during classroom activities. I will provide a clear
and comprehensive overview of the rubric's criteria, rating scale, and
indicators of engagement. This introduction will ensure that students
understand how they will be assessed and the specific behaviors and
qualities that contribute to their level of engagement and motivation.
ii. Timeline
Short Term Goal 1 : Researching Evidence Based Practices
1. I will do some research in the month of August. During this time, I will read
through academic journals, books, and educational websites that focus on
evidence-based practices for motivation and active learning. This should be
completed on August 30, 2023. (30 Days)
2. During the researching, I will take notes and summarize key points that is
specific to my teaching context This should be completed by August 30,
2023.(30 days)
Short Term Goal 2: Actionable Steps – Selecting The Strategies
1. I will look over the notes that I took over my research. I will compile a list of
potential strategies that have shown promising results in physical education.
This should only take about a week. This should be completed by September 7,
2023. (7 days)
2. I will then evaluate the list and choose at least three strategies that align with
my goal. I will be sure that the strategies that I choose demonstrate
effectiveness in increasing motivation and active learning. This should take me
about a week. This should be completed by September 14, 2023. (7 Days)
Short Term Goal 3: Actionable Steps – Creating & Administering A Rubric
1. I will create a comprehensive rubric that clearly outlines the criteria for
assessing students' participation and motivation in the physical education
classroom. This should be completed by October 1, 2023.
2. After creating the rubric, I will implement it in my physical education
classroom by introducing it to the students. Implementation will begin on
October 2, 2023. (1 day)
2. The 2nd measurable long-term goal that I want to focus on is the following:
By the end of the school year, I will facilitate an environment that fosters a growth
mindset in physical skills and performance among students, as evidenced by their
positive attitudes towards their physical abilities and increased motivation to actively
engage in physical education activities. This progress will be measured through the
administration of pre- and post-surveys, which will assess students' self-perception of
their physical abilities, their level of motivation to participate in physical education
activities, and their overall belief in their potential for improvement in physical skills. I
will provide instruction, guidance, and support to help students develop a growth
mindset, promoting the belief that their skills can be developed and improved through
effort, practice, and perseverance. I will also incorporate strategies such as goal-setting,
personalized feedback, and creating a positive learning environment to further nurture
their growth mindset and enhance their engagement in physical education.
a. The goal of facilitating an environment that fosters a growth mindset in physical
skills and performance among students will directly address the instructional
challenge regarding students lacking motivation to actively engage in planned
activities. By implementing strategies to cultivate a growth mindset, such as goal-
setting, personalized feedback, and creating a positive learning environment, I will
create an atmosphere that encourages students to believe in their potential for
improvement in physical skills.
b. Identify three measurable short-term goals that will be instrumental in helping you
achieve the long-term goal from part B2.
The three short-term goals focus on improving active participation in physical
activities, promoting self-reflection, and fostering a growth mindset among students
in a physical education classroom. By researching and incorporating engaging
physical activities, designing self-assessment surveys, and implementing reflective
activities, the goal is to address the challenge of students lacking motivation to
participate and encourage them to believe in their potential for improvement. These
efforts will create an environment that values self-reflection, goal-setting, and a
positive mindset, ultimately enhancing students' engagement and performance in
physical education.
i. Short Term Goal 1: Actionable Steps – Learn How To Increase Active
Participation in Physical Activities
1. I will research more variety of engaging physical activities that meet different
interests and abilities.
2. I will make a list of new activities that I could add to my existing curriculum;
this will provide me with more options to choose from when I teach each
unit.
Short Term Goal 2: Actionable Steps – Learning Value of Self Reflection
Activities
1. I will design a comprehensive self-assessment survey that includes questions
related to students' beliefs about their physical skills, their confidence levels,
and their attitudes towards challenges and improvement. The pre-
assessment survey will be administered at the beginning of the school year,
while the post-assessment survey will be conducted towards the end.
2. I will create various reflective activities goal-setting exercises. These activities
will encourage students to reflect on their strengths, areas for growth, and
progress in their physical skills and performance. I will provide guidance and
support as they analyze their own abilities, helping them recognize the
potential for improvement and the value of perseverance.
Short Term Goal 3: Actionable Steps – Learn to Promote Growth Mindset
Language and Thinking
1. I will research Growth Mindset and the effects in the physical education
classroom.
2. I will choose some Growth Mindset strategies from my research to
implement in the classroom.
ii. Timeline
Short Term Goal 1 : Increase Active Participation in Physical Activities
1. Research more variety of engaging physical activities that meet different
interests and abilities. This process will take me 6 weeks. My timeline is the
following:
Week 1: Dedicate 2 hours to researching online resources, educational
websites, and professional literature to gather information on engaging
physical activities.
Week 2: Allocate 1 hour to review and analyze the collected information,
identifying activities that align with different interests and abilities of
students.
Week 3: Set aside 1 hour to organize the gathered resources, categorizing
them based on age appropriateness, skill level, and specific interests.
Week 4: Spend 1 hour to reach out to colleagues, physical education
networks, or online communities to seek recommendations for additional
engaging activities.
Week 5: Allocate 2 hours to review and evaluate the suggestions received,
considering their suitability for inclusion in the existing curriculum.
Week 6: Dedicate 1 hour to finalize the list of researched engaging physical
activities and ensure they align with curriculum goals and objectives.
2. Make a list of new activities that could be added to the existing curriculum.
This will take around 5 weeks to complete.
Week 7: Allocate 2 hours to review the current curriculum, identifying areas
where new activities could be integrated for enhanced engagement.
Week 8: Set aside 1 hour to brainstorm and generate a list of potential new
activities that could be included in each unit of the curriculum.
Week 9: Dedicate 2 hours to research and gather additional resources, lesson
plans, or instructional materials related to the identified new activities.
Week 10: Spend 1 hour reviewing and evaluating the gathered resources,
ensuring they align with the curriculum's learning objectives and outcomes.
Week 11: Allocate 1 hour to revise and refine the list of new activities,
considering their feasibility, practicality, and potential impact on student
engagement.
Short Term Goal 2: Learning Self Reflection Activities
1. I will research a variety of self-reflection activities that meet different
learning abilities.
Weeks 1-2: Dedicate 3 hours to conducting online research, exploring
educational resources, and seeking professional literature to gather
information on self-reflection activities that cater to diverse learning abilities.
Weeks 3-4: Allocate 2 hours to review and analyze the collected information,
identifying self-reflection activities that align with the specific needs and
abilities of students in the physical education classroom.
Weeks 5-6: Set aside 3 hours to organize the gathered resources,
categorizing them based on different learning abilities and considering
adaptations or modifications that may be required for individual students.
Weeks 7-8: Spend 2 hours reaching out to colleagues, attending professional
development workshops, or participating in online forums to gather
additional recommendations for self-reflection activities that cater to diverse
learning abilities.
Weeks 9-10: Dedicate 2 hours to review and evaluate the suggestions
received, considering their suitability and effectiveness in promoting self-
reflection for different learners.
Weeks 11-12: Finalize the list of self-reflection activities that meet different
learning abilities, ensuring they align with the goals and objectives of the
physical education curriculum.
2. I will create a pre-assessment and post assessment of students’ self-
perception of their physical abilities using self-assessment survey
Week 1: Dedicate 2 hours to design the pre-assessment survey questions and
format.
Week 2: Dedicate 2 hours to review and refine the pre-assessment survey
based on feedback and considerations for clarity and validity.
Week 3: Dedicate 2 hours to finalize the pre-assessment survey and prepare
it for distribution.
Week 4: Dedicate 30 minutes to administer the pre-assessment survey to
students, ensuring they understand the purpose and instructions.
Week 5: Dedicate 1 hour to collect and organize the completed pre-
assessment surveys for analysis.
Short Term Goal 3: Learn to Promote Growth Mindset Language and Thinking
1. I will research Growth Mindset and the effects in the physical education
classroom.
Weeks 1-2: Dedicate 5 hours to conducting online research and exploring
educational resources related to Growth Mindset in the context of physical
education.
Weeks 3-4: Allocate 3 hours to review and analyze the collected information,
focusing on the effects of Growth Mindset on student motivation,
engagement, and skill development in the physical education setting.
Week 5: Set aside 2 hours to compile and organize key findings, including
relevant studies, best practices, and practical strategies for promoting a
Growth Mindset in physical education.
Week 6: Dedicate 2 hours to reflect on the gathered information, considering
how it can be applied in the physical education classroom.
2. I will choose some Growth Mindset strategies from my research to
implement in the classroom.
Week 7: Review and revisit the compiled key findings and strategies from
researching, allocating 1 hour to refresh understanding.
Weeks 8-10: Select specific Growth Mindset strategies from your research
findings that are most applicable and feasible for your physical education
classroom. Dedicate 3 hours to carefully choose strategies that align with
teaching style, student needs, and learning objectives.
Weeks 11-20: Implement the selected Growth Mindset strategies in the
physical education classroom. Allocate specific class time and incorporate the
strategies into regular instruction, ensuring integration and alignment with
the curriculum. Continue throughout the school year. (175 days)
Weeks 21-24: Continuously assess the effectiveness of the implemented
Growth Mindset strategies through observations, student feedback, and
reflection. Dedicate 2 hours to collect and analyze data on student
motivation, engagement, and skill development related to the implemented
strategies.
Weeks 25-26: Reflect on the impact of the implemented Growth Mindset
strategies on student attitudes, motivation, and skill development. Dedicate
2 hours to analyze the collected data and identify areas of success and areas
that may require adjustment or refinement.
C. Explain how making and achieving long- and short-term goals can help you to continually
improve your instructional practice.
Setting and achieving goals is imperative for growth in instructional practice. Long-term
goals provide a clear focus and direction for instructional practice. It helps in identifying
areas that need improvement, and it helps in prioritizing action towards a specific goal.
Short-term goals help break down the larger goal. This is where you can create an action
plan in steps. Short-term goals can serve as a guide for your day to day instructional
practices. The process of setting and achieving goals promote continuous professional
growth and development.
Reference
Camp, H. (2017). Goal Setting as Teacher Development Practice. International Journal of
Teaching & Learning in Higher Education, 29(1), 61–72.
Michelson, J. (2015, April 30). How to help teachers find an area of focus. University of Washington
Center for Educational Leadership. http://blog.k-12leadership.org/instructional-leadership-in-
action/how-to-help-teachers-find-an-area-of-focus
Tustin, R. (2019, July). Why teachers should set goals before going back to school. Study.com.
https://study.com/blog/why-teachers-should-set-goals-before-going-back-to-
school.html
