Standard 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.

Through social media, especially Facebook groups and YouTube, I was able to see how Alabama standards from ALEX are actually used in physical education lessons. Teachers shared activity ideas that align with state standards, which helped me better understand how to connect movement skills and fitness goals to what students are expected to learn. I also saw examples of RTI in PE, like modifying activities for different skill levels so all students can be successful. These posts helped me realize how state initiatives still apply in PE and can improve student participation and achievement.

Standard 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.

Using platforms like YouTube and Pinterest, I found a lot of PE activities and technology tools that support skill development and engagement. For example, I saw how teachers use videos to demonstrate skills like throwing or jumping, which helps students understand proper form. I also learned how to use tools like Kahoot and Google Forms to check for understanding in a fun way. As I explored these resources, I started paying more attention to whether they were age-appropriate, easy to use, and actually helped students stay active and learn, not just keep them busy.

Standard 3: The candidate dedicates time to collaborating with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.

Social media gave me a way to connect with other PE teachers and see how they run their classes. In Facebook groups, teachers shared station ideas, games, and ways to manage large classes, which is something I know I will deal with. I also saw how teachers adjust lessons when equipment is limited or space is small. Being able to read these ideas and conversations helped me think about how I would handle similar situations. It felt like I was learning from real experiences, not just a textbook.

Standard 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.

Watching PE teachers on YouTube helped me see what effective teaching actually looks like in a gym setting. I saw how they set up stations, give clear instructions, and keep students moving the whole time. I also learned how technology like timers, music, and videos can help with transitions and keep students engaged. Seeing these real examples made me think about how I can improve my own teaching and keep students active while still meeting learning goals. It showed me that small changes can make a big difference in student participation.

Standard 5: The candidate seeks out opportunities for leadership to support student empowerment and success and to improve teaching and learning.

Through social media, I saw how PE teachers take on leadership roles by sharing their ideas and supporting others. Some teachers posted their lesson plans or explained activities, which helped other educators try new things. This made me realize that leadership does not always have to be formal, but can be as simple as sharing ideas and helping others improve. It also showed me the importance of creating a positive environment where all students feel successful and included. These experiences encouraged me to step up and be more confident in sharing ideas and supporting student growth.