#SayHerName: Black Women Physical Education Teachers of the Year

Purpose: Black women are devalued in many aspects of American culture—physical education (PE) is no exception. Platforms to celebrate Black women’s excellence in PE are scarce. Drawing on Black feminist thought and critical race theory, the purpose of this article is to describe and explain the experiences of Black women physical educators who earned PE Teacher of the Year. Participants: Two Black women share their experiences as physical educators and PE Teachers of the Year. Methods: Qualitative narrative inquiry consisting of semistructured, virtual group interviews was employed. Results: Four core themes were identified: (a) invisibility, (b) superwoman syndrome, (c) affirming role models, and (d) culturally responsive pedagogies. Discussion/Conclusion: Elevating Black women’s voices in PE requires a deconstruction of limited exposure opportunities. Normalizing Black excellence in PE acknowledges that Black women’s intersectionalities create enormous challenges yet foster students’ success. Black women physical educators benefit students and society.

Who Are America’s Teachers of the Year?

The Teacher of the Year (TOY) program is the longest-standing teacher recognition program in the United States. The purpose of this study is to describe the characteristics of state and national TOY awardees and the schools in which they teach. To accomplish this aim, we develop a new data set including the characteristics of all TOY awardees and their schools from 1988 to 2019. Using descriptive and regression analysis, we find that TOY awardees are most likely to teach at the high school level, while the most common subjects taught were elementary education, English language arts, natural sciences, and, for National TOY awardees, social studies. They also have a greater probability of being selected from schools with a smaller fraction of students eligible for free or reduced-price lunch, and higher student enrollments. We discuss how these differences may impede the TOY program’s efforts to amplify teachers’ voice in education policymaking.

PENINGKATKAN KOMPETENSI GURU SEKOLAH DASAR DALAM MENGIMPLEMENTASIKAN STANDAR PROSES PEMBELAJARAN MELALUI SUPERVISI KOLEGIAL TEKNIK KUNJUNGAN ANTAR KELASWardanaWardana

Penelitian ini bertujuan untuk (a) mengetahui peningkatan kompetensi guru dalam mengimplementasikan standar proses pembelajaran danpembelajaran kooperatif kolaboratif dalam rencana pelaksanaanpembelajaran setelah kunjungan antar kelas. (b) mengetahui peningkatankompetensi guru dalam mengimplementasikan standar prosespembelajaran dan pembelajaran pembelajaran koperatif kolaboratif dalampelaksanaan pembelajaran setelah kunjungan antar kelas. Penelitiantindakan ini dilakukan dua siklus, setiap siklus terdiri dari empat tahap, yaitu: perencanaan, pelaksanaan tindakan, observasi dan refleksi. Sasaran penelitian ini adalah Guru Kelas 5 tahun pelajaran 2016/2017. Dari hasil analisis didapatkan bahwa kompetensi guru dalam mengimplementasikan standar proses pembelajaran dan pembelajaran kooperatfi kolaboratif dalam Rencana Pelaksanaan Pembelajaran mengalami peningkatan yaitu siklus I (61,67%), siklus II (75,00%), sedangkan kompetensi guru dalam mengimplementasikan pembelajaran kooperatif kolaboratif dalam Pelaksanaan Pembelajaran mengalami peningkatan yaitu siklus I (65%), siklus II (75,56%). Simpulan dari penelitian ini adalah supervisi kolegial lewat kunjungan antar kelas dapat berpengaruh positif terhadap peningkatan kompetensi guru dalam mengimplementasikan standar proses dan pembelajaran kooperatif kolaboratif dalam rencana pelaksanaan pembelajaran dan pelaksanaan pembelajaran. The aims of this research are: (a) Want to know the improvement of teacher competence in implementing learning process standard and cooperative cooperative learning in learning plan after class visit. (b) Want to know the improvement of teacher competence in implementing learning process standard and cooperative learning cooperative learning in learning implementation after class visit. This action research is conducted two cycles, each cycle consists of four stages, namely: planning, action implementation, observation and reflection. The target of this research is the Class 5 Teachers of the year 2016/2017. From the analysis results obtained that the competence of teachers in implementing learning process standard and cooperative cooperative learning in the Learning Implementation Plan has increased that is cycle I (61.67%), cycle II (75.00%), while teacher competence in implementing cooperative cooperative learning in Implementation of Learning has increased that is cycle I (65%), cycle II (75,56%). The conclusion of this research is that collegial supervision through classroom visits can positively influence the improvement of teacher competence in implementing collaborative cooperative process standard and learning in the implementation plan of learning and implementation of learning.