1. The candidate has deep knowledge of current and emerging state initiatives and programs including, but not limited to, the Alabama Reading Initiative (ARI); the Alabama Math, Science, and Technology Initiative (AMSTI); Alabama Learning Exchange (ALEX); Alabama Connecting Classrooms, Educators and Students Statewide (ACCESS); and RTI (Response to Instruction) and their relationship to student achievement.
I make it a priority to stay at the top of my game by actively huddling with professional educator groups on Facebook and tracking real-time updates from the State Department on Twitter. This keeps my 'playbook' current on the evolving requirements and success stories of ARI and AMSTI. I treat my YouTube feed like a film room, studying instructional webinars and ALEX resource demonstrations to ensure my lesson plans are perfectly aligned with state standards. Collaborating with veteran coaches in digital forums across Alabama has given me a better sense of how programs like ACCESS support our rural students. This inspires me to advocate for a level playing field for every learner. I’ve even curated a digital equipment room on Pinterest for evidence-based RTI strategies; using these 'drills' has directly sharpened my tiered support and led to a major win in student growth.
2. The candidate understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.
By leveraging generative AI, I refined my prompting techniques to enhance the precision of my research and the effectiveness of my instructional implementation. Infographics and YouTube are among the ways I use to teach my physical education students how to perform exercises. Clear and precise explanations help students understand instructions, especially visual learners and students with disabilities.
3. The candidate dedicates time to collaborating with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.
Through intentional collaboration, I have expanded my instructional toolkit and elevated my teaching performance. By embracing emerging technologies, I have modernized my approach to Physical Education, creating more engaging and accessible learning environments. I am committed to using these mastered digital skills not only to benefit my students but also to mentor and inspire my colleagues in adopting effective, technology-driven practices.
4. The candidate continually improves his or her practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.
Just as we teach our students the importance of being active, I’ve stayed active in my own professional growth through Twitter and Facebook. These networks are where I collaborate with fellow P.E. teachers to modernize our approach to health and fitness. By discovering new software and apps through these peers, I’ve been able to provide much more targeted feedback on skill development and locomotor patterns. I use YouTube as a digital equipment room, sourcing high-quality strategies from researchers that keep my lessons inclusive and engaging. For me, the 'win' is in the collaboration—sharing what works so that we can all help our students reach their full potential, both on and off the court.
5. The candidate seeks out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
I actively pursue leadership opportunities that empower my students and enhance our collective teaching practices. By advocating for innovative technology use and collaborating with my peers, I strive to create an environment where student success is driven by both high-quality instruction and meaningful digital engagement. By creating infographics, YouTube video tutorials, and social media content, I can collaborate with my colleagues to improve their lessons and make them fun and engaging.