San Diego Unified School District
Quality Secondary Physical Education (6-12)
Lesson Observation Tool
Teacher/Grade Level Observed:
Observer:
Date/Time of Instruction:
Check the observed, partially observed (< 50%), or not observed column to indicate evidence of behaviors observed. Enter comments to clarify/elaborate. This formative
assessment tool is intended to encourage and support professional growth. Physical education teachers may select to use it for self/peer review and/or administrator feedback.
O
PA
NO
Observable Evidence
Comments
CLASSROOM ENVIRONMENT
Locker room management, if applicable, is efficient (e.g., students line up to enter locker room, loaner clothes
are provided) and promotes student safety (e.g., adults actively supervise inside and outside the locker room)
Instructional area is organized for learning (e.g., portable whiteboards, instructional task cards, learning
objectives posted) with visible boundaries (e.g., cones, chalked lines) and is free from physical, auditory,
and visual distractions (e.g., students’ backs face the sun, debris is removed from courts)
Teacher knows and calls each student by first name and interacts positively with each student (e.g., greets
students individually as they arrive to class)
Teacher shows caring, warmth, and/or empathy for individual students (e.g., welcomes a new student and finds
a class “buddy” for her/him) and demonstrates the belief that each child, regardless of ability, can succeed
Equipment to learner ratio is adequate (e.g., at least one piece of equipment is provided per two students) to
maximize time on task/opportunities to respond
Teacher provides for equitable participation of each student regardless of ability, race or gender (e.g., forms
small-sided teams <6, modifies rules to promote gender equity, prohibits elimination games such as dodge ball,
prohibits students from picking teams)
Teacher employs and reinforces class rules, routines, and norms to support student learning (e.g., absentees make
up missed work, roll call is active, homework is expected, lesson closure takes place daily)
Teacher models and reinforces/praises appropriate student behaviors (e.g., always on task) and social skills
(e.g., accepts victory or defeat graciously, respects individual differences)
Students perform leadership and management roles in class (e.g., pod leader, warm-up leader, team captain,
referee, equipment manager, new student buddy)
Physical education/activity/exercise is never referred to or assigned in a punitive/negative manner (e.g., no
push-ups or laps for punishment)
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INSTRUCTION
Warm-up activity is beneficial for maintaining and improving flexibility for the specific activities being taught
(e.g., lunges for hurdle lesson). Stretching, if present in the lesson at all, occurs only after an appropriate warmup.
Teacher explicitly states and/or posts the lesson focus/objectives/purpose/standards/daily agenda (e.g.,
what are we learning, why are we learning it, how will we know when we have learned)
Students can articulate what is expected for mastery of the desired skill or concept (e.g., how to dribble and
pass to a partner while being guarded, how to develop a personal fitness plan)
Students are engaged in appropriate instructional tasks (e.g., develop individual goals for the five components
of health-related physical fitness) that allow for high rates of success (e.g., goals are realistic and attainable)
Students are engaged in relevant and meaningful moderate to vigorous physical activities/learning experiences
a minimum of 60% of instructional time (e.g., students demonstrate the six skill-related components of physical
fitness at a variety of fitness stations)
Teacher demonstrates purposeful grouping strategies (e.g., whole class, small group, triads, partners) to
optimize learner outcomes.
Teacher facilitates learning experiences that promote student independence, interaction, voice and choice (e.g.,
in a rhythms and dance unit, students in small groups have opportunities to create rhythmic sequences, students
co-create a self-defense skills rubric with the teacher)
Transitions (e.g., students/teachers exiting locker room, task extensions, task transitions) are efficient and
seamless and optimize instructional minutes (e.g., students jog vs. walk to field, team lists are posted in gym)
Teacher uses technology (e.g., LCD projector, iPod, DVD player, video gaming, digital camera, heart rate
monitor, etc.) to enhance student learning/motivation where appropriate (e.g., shows DVDs on rainy days that
relate directly to current course content and holds students accountable for content learned)
Teacher makes accommodations (e.g., adjusts difficulty level, assigns peer tutor), modifications (e.g., sets
alternate goals, provides various size balls), and employs multiple teaching modalities (e.g., visual
demonstration, kinesthetic manipulation) to promote inclusion of students with varying abilities/learning styles
Teacher employs appropriate ELD/CLAD/SDAIE strategies (e.g., employs nonlinguistic representations, uses
realia/manipulatives, labels sporting equipment, frontloads unfamiliar vocabulary) to help English learners
access physical education content
Teacher promotes transfer of learning within the physical education instructional lesson, unit and among other
content areas (e.g., connects force and inertia in bowling to physics class, connects overhand serve in tennis to
overhand throw in softball/baseball)
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ASSESSMENT
Teacher communicates assessment criteria to students prior to the assessment (e.g., SWBAT…explain three
offensive, transition and defensive strategic concepts used in volleyball)
Teacher provides opportunities for positive/corrective formative feedback to individual students about their
progress toward the learning expectations and feedback is congruent with actual student performance (e.g.,
keep head up while dribbling to see opponents)
Teacher conducts frequent checks for understanding and adjusts instruction while teaching (e.g., increases the
difficulty of a learning task for higher skilled students)
Students have opportunities to assess themselves and their peers and are aware of their own progress toward
learning goals (e.g., students assess each other’s lay-ups using a rubric)
Teacher uses authentic assessment tools that are integrated with instruction (e.g., students analyze a forehand
stroke in tennis and correct errors) and uses the results of assessment to guide instruction
Entry level (e.g., fitness pre-test), formative (e.g., rubric, skill checklist, journal) and summative assessment
tools (e.g., performance tasks, projects) aligned with CA Physical Education Content Standards are used to
monitor student learning and collect a body of evidence during each unit of instruction
Teacher initiates daily lesson closure (e.g., exit slips, partner talk - turn to a partner and share two things you
learned about the FITT principle today) to check for student understanding and to preview the next day’s lesson
VIP: Academic grading is based exclusively on mastery of learning objectives aligned with CA Physical
Education Content Standards (e.g., explain and demonstrate advanced offensive and defensive strategies in
badminton) vs. student compliance (e.g., attire, attendance, participation, effort on mile run, etc.)
CURRICULUM
Teacher uses a standards-based instructional model to plan curriculum (e.g., select standard, determine
evidence of learning, select assessment tool, plan instruction, etc.)
Learner outcomes, instructional strategies, and assessment tools are in alignment and based on the CA Physical
Education Content Standards (e.g., evaluate individual responsibility in group efforts  Project Adventure
initiative  journal reflection)
Lesson reflects a developmentally-appropriate sequence of instruction from one grade level to the next based
on the CA State Framework guidelines listed on page 4 (e.g., 6th graders are not taught the same content as 7th
graders, 9th graders engage in individual and dual sports, 10th graders engage in team sports)
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PROFESSIONALISM
Teacher is knowledgeable about the lesson content (e.g., understands and applies academic content standards,
tactical awareness, skill analysis, biomechanical principles, etc.) and encourages student enthusiasm for the
content
Teacher models and promotes physical activity for a lifetime (e.g., sets and shares personal fitness goals,
participates in and encourages community 5/10K runs)
Teacher collaborates with colleagues on campus and networks with the broader professional community to
support student learning (e.g., meets weekly with physical education department to discuss positive behavior
supports, plan lessons/units)
Teacher regularly attends in-services, workshops, and conferences (e.g., CAHPERD, AAHPERD, CA Subject
Matter Project) to enhance content knowledge and further develop pedagogical skills
Teacher regularly reflects on her/his teaching practice and incorporates new strategies to support student
learning
Note To Observer: The following CA Physical Education Framework learning experiences by grade level should be evident:
6th Grade: Folk and Line Dance; Lead-Up or Modified Games; Stunts, Tumbling and Rhythmic Patterns; FITNESSGRAM Prep/Practice for 7th Grade; Individual Fitness Plan:
One Day; Social Skills; Personal Responsibility Skills
7th Grade: Multicultural Dance; Individual/Dual Activities; Adventure/Outdoor Activities (e.g., Orienteering); Combatives/Self-Defense; Track and Field; State-Mandated
FITNESSGRAM Test; Individual Fitness Plan: One Week; Social Skills; Personal Responsibility for Improvement; Accepting Individual Differences; Risk-Taking
8th Grade: Square Dance; Team Activities; Gymnastics/Tumbling; FITNESSGRAM Prep/Practice for 9 th Grade; Individual Fitness Plan: Two Weeks; Social Skills; Transfer of
Learning; Group Affiliation Skills; Leadership
High School Course 1 (9th Grade Physical Education): Aquatics; Rhythms/Dance; Individual and Dual Activities (NO Team Sports); Effects of Physical Activity on Dynamic
Health and Mechanics of Body Movement; Biomechanics; Skill-Related Fitness Components; Training and Conditioning; Role of Emotions; Self Responsibility; Social
Interaction; Group Dynamics Prepare to Achieve 5 of 6 FITNESSGRAM Healthy Fitness Zones; Individual Fitness Plan and Goal Setting: One Month
High School Course 2 (10th Grade Physical Education): Combatives/Self-Defense; Gymnastics/Tumbling; Team Activities; Effects of Physical Activity on Dynamic Health and
Mechanics of Body Movement; Biomechanics; Skill-Related Fitness Components; Training and Conditioning; Role of Emotions; Attitude; Determination; Motivation; Individual
Differences; Prepare to Achieve 5 of 6 FITNESSGRAM Healthy Fitness Zones; Individual/Family/Community Fitness Plan and Goal Setting: Six Weeks
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