PREPARING FOR THE SCHOOL YEAR:

-Make a list of tasks you should complete during the pre-planning teacher work week.
1.Review and reflect on curriculum
2. Create visuals for the physical activity space
3. Create a pacing guide
4. Organize and check all equipment
5. Gather resources that will be used throughout the year
-Describe what you will do with your class during the first day/week of school. Include the
tone you want to set for the school year.
The first day/week will consist of introducing myself, going over classroom rules and
procedures, and doing an initiative. I would set an authoritative and positive tone for the school
year. I will make my expectations and rules clear.
-Describe how you will assess, collect data, and grade your students.
Formative assessments may include class discussion, exit slips, checklists, participation, and
observations. Summative assessments may include a project like a bulletin board, a self- or peer
evaluation, and an exam. Their grades will be kept track of digitally.
-Make a list of adaptations/modifications you will use for LEP (limited English proficient)
students.
1. Give directions in multiple forms (oral and written)
2. Speak slow and clear
3. Use visuals with key words in students’ native language
4. Allow more time during assessments
5. Pair them with a bilingual student
-Make a list of general adaptations/modifications you will make for ESE/APE (adapted
physical education) students.
1. Modify the equipment. Lighter, larger, lower, etc.
2. Adapt the physical activity space such as making it smaller to decease locomotion
3. Modify the activity itself.
4. Allow for more/less time to complete the task

PROCEDURES & ROUTINES (15 points):

-Describe how you will spend your morning from the time you arrive at school until the
time your first class or duty starts.
1. Check equipment for any damages
2. Set up the physical activity space
3. Review the lesson plans for the day
-For secondary teachers, describe in detail your dressing out/locker-room procedures.
-What are your attire, shoes, and jewelry policies?
Students will have 5 minutes to dress out. Shoes need to be athletic and close-toed. No crocs,
sliders, flip flops, heels/wedges. They must dress out following the school’s dress code. Jewelry
must be appropriate. The activity of the day may depend on what jewelry is considered safe to
wear.
-What method of organization will you use to assemble and begin your class?
I will use an instant activity/warmup/bell ringer to begin class so that students get right into
being physically active.
-How will you take role/attendance?
Students will be sitting in assigned seats in rows either on the bleachers or gymnasium floor. I
will take role how my school prefers, either electronically or on paper.
-How will you handle a student that claims he/she cannot participate due to an illness or
injury?
I will first ask for an official note from a doctor. Then, I will give an alternate assignment such as
a worksheet of what we are doing in class. If the student does not have a note, I will ask them to
provide me with one or I will have to take participation points off. If they continuously claim to
be injured or ill I will contact their family.
-What are students to do if they are tardy? Describe your policy for absences and making
up missed work.
Students should enter class without being disruptive. They will sign in on the tardy sheet or give
me a tardy slip to excuse their tardiness. It will be their responsibility to talk to have a peer catch
them up on what they missed or talk to me after class to see what they missed.
If a student is absent I will require justification to excuse that absence, or they will have
participation points taken off after 3 unexcused absences.
-How will you assign “helpers" or "peer buddies" and what roles will they play?
It will take some time to get to know my students, but once I do I will be able to assign peer
buddies that have a higher skill level with a buddy that has a lower skill level. The same will
follow for bad behavior with good behavior. I will choose well-behaved, responsible students to
be a helper with setting up and cleaning up the space.
-What are your attention signals (i.e., attention, start, stop, etc) and expectations for those
signals?
1 short whistle = Go
When students hear 1 whistle it will be their signal that they can begin the task.
3 short whistles = Stop
When students hear 3 whistles they should stop what they are doing immediately, place any
equipment on the ground or hug it depending on the equipment being used, and face me to listen
to directions.
*For hearing impaired students, I will use a thumbs up to start and a hand up to stop.
-What are students to do if they wish to ask a question or make a comment?
Students should raise their hand to ask a question or make a comment. Comments should be held
until the end and remain relevant to the content.
-How will you distribute and collect equipment? How will this differ for stations?
If every student is getting equipment I will call them off by their rows to get their equipment. For
putting equipment away, I will use different deciding factors like if their birthday is between 1-
10 they can put theirs away and then 11-20, and so on. If students are in groups, I will have one
student from each group collect the equipment. I will change up the deciding factor of which
group member gets to get the equipment. For example, the tallest/shortest group member. That
same group member will be responsible for putting the equipment away.
For stations, I will contain the equipment in a hula hoop or bin. The students will be required to
put all equipment back before switching stations.

-How will you handle bathroom and water breaks?

Students will be told to use the bathroom during their changing time I the locker room. If they
need the restroom during class, then they will need to ask for permission. Only 1 student will be
allowed at a time.
Students will be allowed to get water with permission. A maximum of 2 students can be waiting
in line for water.

-How will you and your class handle an emergency or injury?

When there is an emergency or injury, students will hear 1 long whistle and 2 hands in the air.
When they hear and see these signals they will return to their assigned seats as quickly and safely
as possible. No talking will be the expectation and rule. I will then contact the nurse or an
administrator depending on the situation. If needed I will get another administrator on site to
escort my students if the situation is that severe.
-How will you end your class?
Students will be instructed to sit in their assigned seats. If we are outside, they will still sit in that
order. Every class will end with a discussion to debrief and or exit slip.
-Describe how you will spend your afternoon from the time your last class or duty finishes
to the time you leave school.
I will put all the equipment away and clean the space. I will reflect on how the lessons went and
mark and modification that may need to be made. I will answer my emails. I will prepare
materials that may be needed the next day.

COMMUNICATON HOME (10 points):

-Develop at least two communication/notification forms (i.e., beginning of the school year
introduction, behavioral referral, positive referral, etc.) that can be used to send home to
parents/guardians.
Beginning of school letter:
Welcome to Team Sports!
Dear Parents/Guardians,
You are receiving this letter because your student is enrolled in my team sports class, and I'd like
to share some important information about the class and what to expect.
Class Essentials:
 Locks: For the security of students' belongings, we offer the option to purchase a locker
for just $5. Lockers are a safe space for students to store their personal items, and it is
highly recommended that they take advantage of this opportunity to keep their belongings
secure.
 Dress Out: Team sports is a P.E. class. Therefore, students are expected to dress out in
appropriate attire on class days. This includes close-toed athletic shoes.
What to Expect:
 Physical Activity: As mentioned above, team sports class will involve physical activities,
such as team games, exercises, and drills. It's essential that students come prepared to
participate to the best of their abilities.
 Teamwork and Cooperation: The class will emphasize teamwork, cooperation, and good
sportsmanship. Students will have the opportunity to work together, learn from one
another, and develop important life skills.
 Fun and Learning: While having fun is an important part of team sports, students will
also learn valuable lessons about fitness, strategy, and discipline.
Communication:
I believe that open communication between parents, students, and the teacher is vital for a
successful school year. Please feel free to reach out if you have any questions or concerns. You
can contact me via email at [email protected] or through the school's main office.
I look forward to a fantastic and active school year with your child in Team Sports. Let's work
together to ensure a positive and enriching experience for all students.
Sincerely,

Kerrigan Clark

Team Sports

Positive referral letter:

Dear Parents/Guardians,

I am thrilled to write to you today to share positive news regarding your child who is a student in
my team sports class. It is a true pleasure to recognize and commend them for their outstanding
behavior.

Over the course of this semester, I have observed your child consistently demonstrating
responsible behavior and a remarkable level of respect, kindness, and dedication toward their
peers and teachers.

Some of the notable qualities and achievements that your child has displayed are academic
excellence, exemplary behavior, and leadership.

If you have any questions or would like to discuss their progress further, please do not hesitate to
reach out to me at [email protected]

Sincerely,

Kerrigan Clark

Team Sports

CLASS RULES:
-Describe your philosophy of discipline/management.
Verbal Warning:
Procedure: When a student exhibits inappropriate behavior, provide a verbal warning. Use a
calm and assertive tone to address the behavior immediately. Avoid calling students out in front
of peers.
Purpose: The verbal warning serves as an initial reminder to the student about the expectations
and provides an opportunity for self-correction.
Behavior Reflection Time:
Procedure: If the inappropriate behavior persists after the verbal warning, ask the student to take
a short behavior reflection time. Provide a designated area within the classroom for this purpose.
Purpose: This gives the student a moment to reflect on their behavior and make a conscious
decision to redirect their actions.
Parent Communication - Note Home:
Procedure: If the inappropriate behavior continues, send a note home to the parents or guardians,
detailing the behavior observed, the actions taken in the classroom, and any consequences if
applicable.
Purpose: Involving parents keeps them informed about their child's behavior and fosters a
partnership between home and school to address and improve behavior.
Parent-Teacher Conference:
Procedure: If the behavior persists after the note home, schedule a conference with the
parents/guardians and student to discuss the concerns, set expectations, and explore solutions.
Purpose: This conversation allows for a deeper understanding of the underlying issues and
reinforces the importance of positive behavior.
Referral to School Counselor or Administrator:
Procedure: If the behavior continues to escalate, involve the school counselor or administrator.
Provide documentation of previous interventions.
Purpose: This step ensures that additional support is provided to the student and may involve a
more comprehensive behavior intervention plan.
Continuous Monitoring and Feedback:
Procedure: Regularly monitor the student's behavior and provide positive reinforcement for
improvements. Adjust the behavior plan as needed.
Purpose: Ongoing feedback and support help the student make sustained positive changes in
behavior.
-Develop a list of class rules, include graphics for LEP (limited English proficient) and
ESE/APE (adapted physical education) students. Explain how the rules will be enforced,
including how you will handle both inappropriate behavior as well as use positive
reinforcement (i.e., social, activity, etc.). Elementary teachers must develop two sets of
rules: one for K-2 or lower elementary; and one for grades 3-5 or upper elementary.

Class Rules/Normas
1. Be Respectful/Respetuoso

2. Be Responsible/Responsable

3. Be Prepared/ Preparado

4. Try Your Best/Haz Tu Mejor Esfuerzo

My philosophy is to create a positive and inclusive classroom environment by setting clear

expectations and providing support. I believe in fostering respectful communication and offering
positive reinforcement to motivate students. Positive reinforcement may include getting to be my
helper, getting to choose the instant activity, getting a positive referral sent home, or getting their
name on the board for student of the week.