Sue Brittenham's
NASPE Teacher of the Year application
The application has five parts about which each applicant wrote. Follow the links below to read what Sue wrote.
If you wish to contact Sue, email her at sue.brittenham@bvsk.org
The five criteria
Criteria 1:
Conducts a quality Physical Education program as reflected in NASPE
standards and curriculum guidelines for K-12 Physical Education
programs.
Criteria 2: Utilizes teaching methodologies and plans innovative learning experiences to meet the needs of all students.
Criteria 3:
Serves as a positive role model epitomizing personal health and
fitness, enjoyment of activity, sportsmanship, and sensitivity to the
needs of students.
Criteria 4: Participates in professional development opportunities
Criteria 5: Provides service to the profession through leadership, presentations, and/or writing.
Criteria 1
Conducts a quality Physical Education program as reflected in
NASPE standards and curriculum guidelines for K-12 Physical Education
programs.
In August of 1999, I was struggling with how to align my
elementary physical education curriculum with the Boulder Valley Public
School District’s standards (which are based on NASPE Standards).
Fortunately, the district assistant superintendent also had the same
concerns for the district physical education program and asked if I
would develop an elementary physical education curriculum guide
(Kindergarten through 5th grade), which aligned with the district’s
standards. I eagerly accepted the challenge, but also wanted input from
other district physical educators, so I solicited volunteers and formed
a committee. Eight other educators joined me for 3 1/2 years in writing
of our elementary curriculum guide, which was completed in August 2003.
The purpose of writing the guide was to help veteran
teachers align their curriculum with the district’s standards and to
assist new teachers transition into our district. It was my goal to
have a standards-based document that was “teacher friendly” and allowed
for diversity of teaching styles and interests. For each benchmark,
there is the relationship to the national standards, assessment,
critical elements, cue words, common errors, lesson plans and a
resource list for additional lesson plans and assessment ideas.
We incorporated a variety of lesson plans so teachers had
options on how to teach and assess the benchmarks. For example, in
teaching the leap, a teacher whose strength is in dance may choose to
incorporate the leap during a dance unit. For a teacher who is
interested in track & field he/she may choose to incorporate the
leap while teaching the skill of hurdling over a barrier. Each grade
level is color coded for easy reference, plus student worksheets &
handouts are located in the back of the book.
In addition, we now have a standards-based report card
based on the district curriculum guide. I currently use the curriculum
guide in my teaching (as do most of the other 35 elementary physical
educators in my district) to assure we offer a quality standards based
physical education program. In addition, the elementary physical
educators have earned great respect from district level personnel as we
have showcased the quality of our program through the development of
our curriculum guide and standards-based report card. The district has
used our model for developing curriculum guides and report cards in
art, music, and other academic areas. By using this curriculum guide, I
know I have improved the quality of my physical education program. Plus
I believe the quality of other physical education programs in our
district has also improved.
I believe assessment is an integral part of a quality
program because it indicates the degree of learning. My goal for
students is to learn physical skills so they are capable of
participating in the physical activities of their choice now and in the
future. I also want my students to understand the health benefits
gained from participation in physical activities. It is imperative that
I assess my students to determine if they are meeting the objectives
and if I am effectively teaching my students. I teach my students the
critical elements that comprise certain skills and the corresponding
rubric scale. I am always looking for methods to effectively assess my
students in a timely manner and making it a positive learning
experience. I use a variety of methods for assessment such as: teacher
observation, self-observation, peer-observation, written assessment,
video-recording and digital camera pictures. In conclusion, assessment
results provide significant information for me that directs my
teaching, plus valuable information for students, parents and
administrators.
Criteria 2
Utilizes teaching methodologies and plans innovative learning experiences to meet the needs of all students.
At the beginning of the school year, I assign my students
into teams. The teams are heterogeneous groups of gender, race,
socioeconomic status and skill level. The team concept helps students
with a sense of belonging and is extremely useful in classroom
management. Every team member is responsible for various jobs and is
expected to show consideration and cooperation with teammates, other
classmates and teachers. They are also to work safely and productively
during physical education class. The team concept addresses our
district’s Standard 4: Students demonstrate safe, responsible behavior
in physical education settings (NASPE Standard 5).
The team concept also helps establish an environment of
trust, respect, and responsibility. By creating this type of learning
environment, it provides a safe learning arena and consequently
increases students’ enjoyment level of physical education and increases
their learning of skills and concepts.
I incorporate a variety of teaching strategies throughout
my teaching depending on the activity, equipment, age of students, and
skill level. My goal is to spend as little time as possible on
classroom management so that I can provide more time for instruction
and physical activity. Carefully planned lessons at the beginning of
the school year are designed to familiarize students with class
protocol, behavior expectations, and routines to maximize student
learning and physical activity throughout the school year. I gear my
teaching style to reach the various types of learners. I utilize
teacher/student demonstrations while emphasizing the critical elements
with cue words. I also incorporate the cue words into the specific
feedback given to students to increase student learning.
Technology is incorporated into my program by using
pedometers, heart rate monitors, and Cal-tracs to heighten student
awareness regarding their physical activity levels and patterns. During
the past five years, I have had all the 1st through 5th grade students,
staff, interested parents, and graduates from my school, wear a
pedometer during their waking hours for one week. I do not encourage
students to hit a specific number (e.g. 10,000 steps). Rather, I
encourage them to participate in their normal physical activity the
first two days to establish a baseline and then try to gradually
increase their daily number of steps the remaining five days.
Participants record their daily number of steps taken and keep a
physical activity log, recording purposeful physical activities. At the
end of the week, students in 3rd, 4th and 5th grade compose a paragraph
(1st & 2nd graders write a few sentences) about what they learned
during the week regarding their physical activity patterns. One of the
most positive outcomes from this yearly activity is the weight loss of
one of our parents. A mother who was overweight joined in on the
pedometer activity with her daughter two years ago. She became so
motivated by using the pedometer that she started an exercise program
and to date has lost more than 150 pounds.
I strive to provide a developmentally appropriate program
for all of my students. To effectively meet my students’ needs, I
strive to know them on a personal level and find out their interests.
This is accomplished by talking to them, their classroom teachers, and
parents. I believe if a student knows you care about them, then they
will care about what you are trying to teach them. My ultimate goal is
to teach my students to be physically active for a lifetime, plus
respect and value all members of their community.
Criteria 3
Serves as a positive role model epitomizing personal health and
fitness, enjoyment of activity, sportsmanship, and sensitivity to the
needs of students.
Two years ago I was nominated for the COAHPERD Outstanding
Educator of the Year Award. Although I didn’t receive the award, I was
not upset because they are so many outstanding elementary physical
educators in my district and across the state of Colorado. However,
when I was reviewing the criteria for the selection process I knew I
failed miserably in meeting the goals as a positive role model. While I
have always participated in physical activity, my calorie intake and
calories expended were not in balance and consequently I was
overweight. I strived to improve my physical education program by
attending workshops, conferences, earning a Master’s Degree and
Doctoral Degree, and becoming National Board Certified, however I was
lacking in the area of personal health and fitness. Therefore, last
year I decided to work towards becoming a more positive role model for
my students, staff and community. I found a healthy weight loss program
that I believed was a good fit for me and am proud to say I lost 65
pounds. I have reached my goal and feel so much better about myself
with more energy for teaching and my daily activities. I believe my
weight loss experience has been a valuable opportunity for my students
(and community) to witness the results when someone makes positive
changes in the areas of nutrition and physical activity.
Physical activity has always been a part of my life. When
I was growing up, sport opportunities for girls in my area were sparse.
However, my family was very physically active. My older brothers were
both involved in sports and would always let me and my sister join in
with their games around the neighborhood. My dad would play catch with
me for hours in the backyard and jump on the trampoline. My mom
belonged to a ladies walking club and during the summer months would
walk 4 miles every morning and sometimes I would join the group. I know
the importance firsthand of how influential parents can be on their
child’s physical activity patterns. I now participate in more
activities since I have lost weight. My personal fitness program
involves lifting weights 3 times a week and walking, jogging or biking
3 times a week. In addition, I play racquetball and tennis. Last
summer, I enrolled in golf lessons and now play the game. I share my
physical activity involvement with my students. They are often asking
how many steps I have on my pedometer.
Last year, I also started and participated in an
after-school staff fitness class that was taught by parents who are
certified fitness instructors. It was a great way for staff to model
being physically active. I shared with the students the various classes
the staff participated in and the children of the fitness instructors
were so excited that their mom “was teaching the teachers.”
I always encourage my students to explore various forms
of physical activity until they determine the most enjoyable ones and
then participate in those activities on a regular basis. We discuss how
everyone has different interests and those interests may change as they
grow up, but the important point is to find an activity they will
participate in and be physically active for a lifetime.
Sportsmanship is very important to me personally and I
share this with my students. I teach the “TEAM” concept (Treat Everyone
As Myself). I speak about the inappropriate sportsmanship I have
observed while watching a game on television or in person. When I
attend my own children’s activities, I also demonstrate good
sportsmanship (you never know if one of your students may be in the
stands). When I join in on activities with the students I demonstrate
good sportsmanship and I display humor to show just how much fun I have
participating in physical activity.
I value personally knowing my students so I can be
sensitive to their needs. Because of my own struggle with weight, I can
personally relate to the overweight children. Heart rate monitors allow
the overweight children in 4th & 5th grade to effectively exercise
within their individual target zone and demonstrate to them that it is
appropriate to work at their own level. I avoid comparing students to
one another and instead focus on current fitness and skill levels and
set appropriate individual goals for them to attain.
Criteria 4
Participates in professional development opportunities.
I earned by Master’s Degree in 1998 and my Doctoral Degree
in Physical Education with an emphasis in Pedagogy, and a minor in
Applied Statistics & Research Methods in August of 2002. I have
pursued my education to the highest level possible because I believe
teachers should constantly challenge themselves to become the best
possible. Through professional growth teachers become re-invigorated in
their field of choice. My love and enthusiasm for teaching was
rekindled when I started my pursuit for a master’s degree in 1997.
After receiving my master’s degree in 1998, I wanted to continue my
professional development through university courses and began work on a
doctoral degree in 1999. Through the process of earning my doctoral
degree, I gained a greater knowledge of content and better
understanding of the whole child. I continued teaching full-time at my
elementary school through my doctoral program thus allowing me to apply
the knowledge gained directly to my students. The information I learned
in the research and statistical courses gave me the ability to
critically review research articles and provided me with a base to
conduct my own research.
The process I went through in obtaining my doctoral degree
made me a more effective teacher, a leader in my district, a writer,
and researcher. Following is a list of accomplishments which were a
direct result of obtaining my doctoral degree: my students, staff, and
parents measure their physical activity levels yearly; my district has
a standards-based curriculum and assessment document which aligns with
our standards; district teachers have been provided with a variety of
professional development opportunities which has impacted student
learning; researching children’s physical activity and presenting the
results at national and state conferences. In general, through my
continuing education experiences, I have contributed to the improvement
of elementary physical education in my district and across the country,
through presentations at conferences and thereby enhancing the learning
experiences for many elementary children.
I have attended numerous regional and national conferences
since completing my doctoral program. I attended the National AAHPERD
conference in 2003, 2004, and 2005. I also attended the Physical
Activity & Teacher Education Seminar at Penn State University in
March of 2003. Other conferences I have attended have addressed such
issues as childhood obesity, Coordinated School Health programs,
nutrition, physical activity, and improving physical education
curriculum. As always I come away from conferences rejuvenated and
ready to incorporate new ideas into my curriculum.
In December of 2003 I became a National Board Candidate.
The process was a challenging but valuable learning experience for me
because it made me focus specifically on how my teaching impacted
student learning. I was notified in November 2004 that I was National
Board certified; one of two National Board certified physical education
teachers in the state of Colorado, to date. I am teaching a class for
19 National Board Candidates in my district (who are certifying in
various areas) in addition to mentoring National Board Candidates
certifying in Physical Education. I will continue to seek professional
development opportunities (and challenge my colleagues to do likewise)
because I have found the more I learn, the more I realize there is so
much more to learn in the field of physical education.
Criteria 5
Provides service to the profession through leadership, presentations, and/or writing.
I teach elementary physical education full-time in addition
to volunteering as the district physical education coordinator because
I believe we need a voice at the district level. I realize not everyone
has the opportunities I had to earn a Master’s and Doctoral Degree.
However, I realize how important these accomplishments were in helping
me to build (and continue to build) a quality physical education
program.
For that reason, I have a mission to help others as much
as possible with their professional development. I plan the district
in-services and after-school classes for credit. Topics have included
current research, best practices, latest technology, instruction and
assessment of the standards, and various sports and physical
activities. Several teachers in the district have expressed how their
participation in the professional developments makes them feel
rejuvenated about their teaching career. By coming together to learn
and share ideas with one another the teachers have strengthened the
bonds between schools. I have seen an increase of teachers sharing
equipment, handouts, worksheets and ideas. Even the district
administrators have noticed the cohesive bond that exists among the
physical education teachers. Through teachers becoming knowledgeable,
current, and focused in physical education they have extended
excitement to their students and are providing a better learning
environment. Teachers in our district have expressed that they feel
they are more effective teachers as a result of the learning
opportunities I have provided for them the last six years. Even though
I planned the professional development opportunities for teachers, I
also have learned as a result of the in-services and after-school
classes and have become a more effective teacher for my students. By
providing relevant and tailored in-services and after-school classes
which meet the needs and interests of my colleagues, I have assisted
teachers in providing the best physical education possible for all
students in my district.
I advocate for all physical education teachers by asking
the district for money for special classes and equipment. Last year the
district paid for a gymnastics coach at a local recreation center to
teach 4 tumbling/gymnastics classes for physical education teachers at
the city gymnastics center. During this class the concern for proper
mats was brought to my attention. I asked the district for funds to
purchase mats for schools in need and they responded with $40,000 for
the purchase of new mats. In our district we have what we call
“adoption money” which is money used to buy basic materials for each
subject area. Each subject area is to be eligible for adoption money
every 5 years. However, every time physical education has become
eligible for the funds something else comes up and we don’t receive the
money. This year I have secured adoption money for physical education,
for the first time since 1978.
I have given presentations at state and national
conferences and written articles for journals. I presented my doctoral
dissertation at the National AAHPERD in 2003, the Physical Activity
& Teacher Education Seminar at Penn State University in March of
2003 and the Colorado AHPERD in 2002. My dissertation abstract was in
the Research Quarterly for Exercise and Sport: March 2003 Supplement. I
also wrote an article for the Journal of the SC Alliance for Health,
Physical Education, Recreation & Dance, Spring 2004. Upon
completion of the curriculum guide (as explained in Criteria 1) it was
my desire to help other districts align their curriculum with their
standards therefore I, along with my committee, presented at the
National AAHPERD in 2004 and Colorado AHPERD in 2004. I have been
accepted to give 3 presentations at the Central District AHPERD in
March of 2006. I feel confident that through my presentations and
articles I have helped improve the quality of physical education for
children across the country.