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This article was downloaded by: [Temple University Libraries] On: 21 November 2014, At: 20:11 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Strategies: A Journal for Physical and Sport Educators Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/ustr20 Improving Your Instruction Through Self-Evaluation: Part Six Professional Growth Plans Barbara Ewens Cusimano a , Hans van der Mars a & Paul W. Darst b a Department of Exercise and Sport Science , Oregon State University in Corvallis , Oregon b Department of Exercise Science and Physical Education , Arizona State University in Tempe , Arizona Published online: 23 Jan 2013. To cite this article: Barbara Ewens Cusimano , Hans van der Mars & Paul W. Darst (1994) Improving Your Instruction Through Self-Evaluation: Part Six Professional Growth Plans, Strategies: A Journal for Physical and Sport Educators, 7:7, 26-29, DOI: 10.1080/08924562.1994.10591998 To link to this article: http://dx.doi.org/10.1080/08924562.1994.10591998 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions

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Page 1: Improving Your Instruction Through Self-Evaluation: Part Six Professional Growth Plans

This article was downloaded by: [Temple University Libraries]On: 21 November 2014, At: 20:11Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK

Strategies: A Journal for Physical and Sport EducatorsPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/ustr20

Improving Your Instruction Through Self-Evaluation:Part Six Professional Growth PlansBarbara Ewens Cusimano a , Hans van der Mars a & Paul W. Darst ba Department of Exercise and Sport Science , Oregon State University in Corvallis , Oregonb Department of Exercise Science and Physical Education , Arizona State University inTempe , ArizonaPublished online: 23 Jan 2013.

To cite this article: Barbara Ewens Cusimano , Hans van der Mars & Paul W. Darst (1994) Improving Your Instruction ThroughSelf-Evaluation: Part Six Professional Growth Plans, Strategies: A Journal for Physical and Sport Educators, 7:7, 26-29, DOI:10.1080/08924562.1994.10591998

To link to this article: http://dx.doi.org/10.1080/08924562.1994.10591998

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) containedin the publications on our platform. However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of theContent. Any opinions and views expressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon andshould be independently verified with primary sources of information. Taylor and Francis shall not be liable forany losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use ofthe Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: Improving Your Instruction Through Self-Evaluation: Part Six Professional Growth Plans

Professional G1

Barbara Ewens Cusimano, Hans van der Mars & Paul W. Darst

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S elf evaluation is important for all physical educators. The first five articles of this series explained some effective self-evaluation techniques. However,

there is more to improving your teaching than self-evaluation. Once you have discovered which areas or behaviors you want to improve, you need to determine how you are going to do that. Developing and implementing a profes­sional growth plan can get you started.

A professional growth plan (PGP) is a personal contract you create to guide you to become an outstanding teacher. It may be as simple as listing a few specific goals, identifying some strategies, and setting a date by which to achieve those goals. Some goals should relate to students' physical education, while others may involve school and parents. For example, if you are in a new job, one of your first goals might be to get acquainted with every staff member by October 15. You would then set strategies to meet that goal: introduce yourself to each staff member, visit each person's area, and invite staff members to visit your physical education classroom.

It is your responsibility to challenge yourself to become an outstanding teacher. Sometimes you may feel that the system is working against you with overwhelming class size, disruptive stu­dents, and you may have a general feeling that you have lost control of your situation. These are feelings many physical educators experience. It is up to you to change your circumstances; you can merely survive the system, or you can decide to become a contributing leader who models excellence to students, colleagues, parents, and administrators.

Why create a PGP?

You probably do not want to be one of those teachers who show up, go through the same routines every day of every year, and can't wait to get out the door in the afternoon. A professional growth plan can help you keep that from hap­pening. It will help you continue to grow as a teacher. A PGP will enable you to :

• take charge of your professional development

• outline a plan to prevent burnout

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Page 3: Improving Your Instruction Through Self-Evaluation: Part Six Professional Growth Plans

rowth Plans

• maintain or increase your teaching enthusiasm

• perfect your teaching skills

• become a leader for other teachers

• experience a sense of accomplishment

• see the results of your efforts

• be the type of teacher you desire to be

Where should you start? Once you have looked at your teaching skills, determined your strengths, and identified areas you want to improve, prioritize those areas. Choose a few you would like to improve immediately.

To develop your plan:

l . List actions you will take to improve specific aspects of your teaching. What changes in your teaching will bring you closer to your vision of an ideal teacher? Do you , for ex­ample, want to learn and use all of your

May 1994/Strategies

students' first names, always keep your back to

the wall, or look for and reinforce positive behaviors? If so, these items should be listed on your PGP.

2. Identify professional activities beyond your own program. For example, there may be oppor­tunities to get involved in programs that interest you within the school community or a local, state, or regional association . Focus on how can you contribute to your profession and grow in the process. You may w<:~nt to attend a lecture or workshop, organize a state conference session, or volunteer to help with a local event promoting healthy, active lifestyles.

3. Set reachable goals from the actions you listed above. Start with three to five that can be accom­plished in a reasonable length of time. Be sure you are realistic; don't set impossible goals for yourself. What can you accomplish this week, month, semester , or year? A reasonable weekly goal, for instance, would be to call three parents each week to "brag" on their children for positive actions in cl<:!SS. A long-term goal might be to

Barbara Ewens Cusimano and Hans vander Mars are assistant professors in the Department of Exercise and Sport Science at Oregon State University in Corvallis, Oregon.

Paul W Darst is a professor in the Department of Exercise Science and Physical Education at Arizona State University in Tempe, Arizona.

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Professional Growth Plan

Think about the skills you want to improve. Pick three to five and list the things you need to do to make them part of your everyday teaching style. In addition to the skills themselves, list specific steps you need to take to reach your goals.

To be an outstanding teacher, I need to reach these goals:

1.

to reach that goal, I need to take these steps:

2. to reach that goal, I need to take these steps:

3. to reach that goal, I need to take these steps:

4. to reach that goal, I need to take these steps:

5. to reach that goal, I need to take these steps:

By this date:

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Page 5: Improving Your Instruction Through Self-Evaluation: Part Six Professional Growth Plans

organize and invite kindergarten parents to a participation night.

4. Create a time line to guide you toward these goals and chart your progress as you proceed.

5. Share your plan with a colleague, supervi­sor, or administrator. This can be very motivating to others and reinforcing to you. By sharing your plan, you are showing other professionals that you are motivated to take full responsibility for your professional development.

6. Display your goals where you will see them daily (e.g., on your office wall, in your plan book, on your bathroom mirror).

7. Chart your progress as you achieve your goals. Change your timeline if you find it impossible to meet. (See chart, this page.)

8. Document your achievements in a profes­sional portfolio, professional file , and updated resume.

9. Identify three to five long-term goals for continued professional development. For example, what teaching skills would you like to have mastered at the end of your second, third, or fifth year of teaching?

Be sure to chart your progress, and, once you have achieved your goal, maintain it. For example, if you set a goal of 60 percent activity time in a class, you will need to check occasionally to see if you are still maintaining that goal. It is normal to slip a little once your attention is focused on something else. Therefore, you should check on the behavior about once a month to be certain you are still meeting your goal.

Repeat this process for each of the behaviors or actions you would like to improve. Remember: you cannot change everything at once. Mean­ingful change takes a great deal of time and effort.

School districts encourage professional growth in many different ways. Some encourage

May 1994/Strategies

Percentage of Activity Time Chart your progress as you work toward your goals Goal: Keep students active 50% of time (by week 10)

60% (1) E 50%

~ 40% >..

.-::: 30% >

"t5 20%

<( 10%

~

i i I I

~ ""!"

~ :

I I I I I I

• • • .. • ""!"

i i i j i i i I I I I I I I

Weeks 2 3 4 5 6 7 8 9 10 11 12

individually designed growth plans including initial data collection, implementation of an action plan, and documentation of results. Others use a ladder system which may include a professional portfolio to document professional growth based on individual goals and achieve­ments. Your PGP will fit easily into either of these approaches.

What else can you do? Although the PGP is a wonderful motivator, it is only one of the many things you can do to stay excited about your job. You can also:

read professional journals,

participate in conferences and workshops,

form support groups,

observe other teachers,

exchange videotapes with other teachers,

become involved with committee work,

mentor student teachers,

• make presentations, or

• take graduate courses.

These professional activities should be included in any comprehensive growth plan .

Sources Graham, G. (1992). Teaching children physical education. Champaign , IL: Human Kinetics.

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