"I used to stand by my approaches, but deep down, they did not really make sense to me."
This reflection came from a PE teacher in a recent graduate course I taught on quality assessment in PE. It captures a feeling many teachers quietly wrestle with, wondering if there might be a better way to assess and support student learning.
As a new school year approaches, you might find yourself quietly wondering:
“What do I want to do differently this year?”
It’s a natural time to reflect, not just on routines and planning, but on what kind of experience we want to create for our students, and ourselves.
Earlier this summer, I taught a week-long intensive grad course focused on quality assessment in PE. The teachers in the room were all in-service professionals, ranging from around five years of experience to more than twenty. They brought a wide range of perspectives, but many shared a common tension: a feeling that assessment wasn’t quite working the way they wanted it to.
What unfolded over the week wasn’t just about better assessment tools, it was a shift in mindset.
Some admitted:
- “I don’t know why I’m doing what I’m doing.”
- “I used to treat assessment as an afterthought. Now, I see it needs to be an intentional part of my teaching.”
One shared:
- “I used to see assessment as an add-on. My students didn’t buy into it, and honestly, neither did I. I wish I could go back and change things. But now, I’m excited. I finally have ways to assess in a way that supports real learning.”
And one that stuck with me:
“I knew intuitively that what I was assessing wasn’t helpful for my students or for me, but I never knew any other way. I see this more clearly now, and I finally know a better way to not only assess but to support each student in their growth.”
These weren’t isolated reflections, as many were shared across the room.
Each teacher found new clarity in their purpose, a new spark of energy to get started, tools to better support learning, and a renewed sense of possibility for the year ahead.
A Small Shift, A Big Start
None of these shifts came from a magic formula, a rubric, or a checklist.
They came from being willing to pause, ask different questions, reflect, and be open to new ways of approaching their practices. Where did they land?
- “I wish I knew this stuff when I began my teaching. Better late than never.”
- “This is something new that I can and will use in my teaching.”
And, for me as a teacher, and their teacher in this course, this was one of the biggest “wins” for me:
“I’ve come to see assessment as more than just evaluation; it’s about mutual trust and making sure students feel truly seen and supported, not just graded. This is something new that I can and will use in my teaching.”
These teachers did not just learn more about assessment; they shifted and transformed their thinking to align more fully with their core values as PE teachers. They saw that assessment can fuel connection, clarity, and confidence, for students and teachers alike.
Mapping Their Transformation
Part of the grad course had teachers reflecting on their learning in the week. Below is a thematic representation of where the teachers started and where they ended up by Wednesday (the last day they completed a reflection). We used AI to analyze and synthesize their journals for emerging and aligned themes. Below is a representation of their growth and transformation.
Looking Ahead
As you look ahead to this new school year, I’ll leave you with a simple question:
👉What, if anything, are you feeling ready to shift in your teaching right now?👈
Maybe it’s your approach to assessment.
Maybe it’s how you define success.
Maybe it’s how you support growth, for your students and for yourself.
Whatever it is, change starts by naming what matters.
⏰If you're open to it, take 60 seconds to share your thoughts on what you would like to shift or change for your teaching experiences for this upcoming school year.
It’s a small moment of clarity that might shape your year ahead:
Here’s to a year of clarity, confidence, and purposeful growth, for you and your students.
--Quotes have been edited for clarity and anonymity--
A Change for Me This Year
As a new school year begins, I’m committing to showing up more consistently with this newsletter to share practical support and fresh ideas for your PE teaching. My goal is to connect with you regularly and offer ideas, strategies, and support to help you feel more confident, energized, and equipped in your teaching. I’m excited to keep learning and growing alongside you this year.
Here's to a great year,
Josh
