Micro-Credential Digital Badges: 21st-century teaching tools and strategies

Completing the Micro credential digital badges through the Microsoft Learn Educator Center significantly enhanced my understanding of 21st-century teaching tools and strategies. This platform introduced me to innovative ideas and practical apps that I can integrate directly into my instruction. As a teacher, this experience strengthened my ability to use technology to engage students, differentiate learning, and streamline daily tasks. Earning digital badges along the way was not only motivating, but it also marked clear milestones in my professional growth. I’ve added these credentials to my resume as a reflection of my commitment to ongoing learning and effective, tech-integrated teaching.

Field Experience Observation Logs

Observation Entries

During my observation of Coach Amanda Perez at Lyndon B. Johnson High School, I witnessed a well-structured and student-centered physical education session that seamlessly integrated both physical activity and health education.

Classroom Management and Routine

Coach Perez began the class by taking attendance, ensuring all students were present and accounted for. This initial step not only maintained order but also set a tone of accountability. While waiting for the session to commence, students engaged in walking around the gym court for approximately 15 to 30 minutes. This activity served as a warm-up, promoting circulation and preparing their bodies for more intensive exercises.

Physical Activity and Instruction

Following the warm-up, Coach Perez introduced the day's lesson plan. Students participated in stretching exercises to enhance flexibility and reduce the risk of injury. Subsequently, they engaged in a brief run, which contributed to cardiovascular fitness and endurance. This progression from light activity to more vigorous exercise exemplified effective instructional sequencing in physical education.

Integration of Health Education

After the physical activities, Coach Perez transitioned the class into a health education segment. Students were assigned to write a brief essay responding to the prompt: "Why is it important to stay hydrated?" This assignment encouraged students to reflect on the physiological and cognitive benefits of hydration, reinforcing the connection between physical activity and overall health.

Reflection

Observing Coach Perez's class highlighted the significance of integrating health education into physical education curricula. The emphasis on hydration is particularly pertinent, as adequate fluid intake is essential for maintaining body temperature, joint lubrication, and optimal cognitive function.

This observation reinforced the importance of a holistic approach to physical education—one that combines physical activity with health literacy. As a future educator, I am inspired to adopt similar strategies that promote students' physical well-being and empower them with knowledge to make informed health choices.

Reflections on Teaching and Learning in the College of Education

Reflections: Student Teaching Experience at Lyndon B. Johnson High School

During my Block 2 student teaching placement at Lyndon B. Johnson High School in Laredo, Texas, under the mentorship of Coach Amanda Perez, I had the opportunity to bridge theoretical knowledge with practical application in a dynamic educational setting.

One of the most impactful lessons I designed and implemented focused on developing students' muscular strength and endurance through FitnessGram assessments, including curl-ups and push-ups. Aligning with TEKS 2A and ELPS standards, the lesson emphasized safe, structured physical activity and encouraged students to analyze and evaluate their personal fitness levels.

Recognizing the diverse needs of the student population, I incorporated culturally responsive and differentiated instructional strategies. For English Language Learners, I utilized peer assistance and modeling techniques inspired by the SIOP model, ensuring language accessibility within content instruction. For students with special needs, I adhered to individualized education plans (IEPs) and provided appropriate accommodations to facilitate inclusive participation.

The lesson's structure promoted active engagement through a sequence of warm-ups, targeted exercises, and cool-downs, fostering both physical competence and fitness literacy. Formative assessments, including reflective writing and exit tickets, enabled students to articulate the importance of muscular strength and endurance, while providing me with insights into their understanding and areas for further instruction.

Throughout this experience, Coach Perez provided constructive evaluations that highlighted my strengths in lesson planning, classroom management, and adaptability. Her feedback affirmed my ability to create an inclusive and effective learning environment, and guided my ongoing professional development.

This student teaching experience has been instrumental in shaping my educational philosophy, reinforcing the significance of empathy, evidence-based practices, and equity in teaching. As I advance in my career, I am committed to fostering environments where all students are empowered to achieve their fullest potential through physical education.

Reflective Teaching Statement: Insights from My Student Teaching Experience

Understanding Curriculum: Formal and Hidden
Exploring Instructional Approaches
Identifying Learning Styles
Attributes of Effective Teachers
Academic Engaged Time
Ethical Teaching Practices
Balancing Personal Life and Professional Responsibilities

During my student teaching experience, I came to appreciate the multifaceted nature of curriculum. As defined in Those Who Can, Teach, curriculum encompasses “all the organized and intended experiences of the student for which the school accepts responsibility,” extending beyond textbooks to include teaching methods and classroom interactions .

I observed the formal curriculum through structured lesson plans aligned with the Texas Essential Knowledge and Skills (TEKS), ensuring that students met specific learning objectives. Simultaneously, the hidden curriculum revealed itself in the daily interactions and social dynamics within the classroom, teaching students values, attitudes, and behaviors implicitly. Recognizing this duality prompted me to reflect on how my teaching practices influence not only academic outcomes but also students' personal development.

Engaging with various instructional approaches allowed me to adapt my teaching to meet diverse student needs:

Direct Instruction: I employed this teacher-centered method to introduce new concepts, providing clear explanations and guided practice.

Indirect Instruction: Encouraging student-led inquiry fostered critical thinking and problem-solving skills.

Experiential Learning: Hands-on activities enabled students to connect theory with practice, deepening their understanding.

Independent Study: Assigning projects and reflective journals promoted autonomy and self-directed learning.

Reflecting on these approaches, I recognized the importance of flexibility and responsiveness in teaching, ensuring that instructional methods align with students' learning styles and objectives.

Understanding that students have varied learning preferences—auditory, visual, and kinesthetic—was pivotal in my teaching practice. By incorporating diverse instructional materials and activities, I aimed to create an inclusive learning environment that caters to all students. This awareness reinforced my commitment to differentiated instruction and the continuous assessment of student engagement and comprehension.

Through observation and self-reflection, I identified key attributes that contribute to effective teaching:

Positive Attitude: Demonstrating enthusiasm and empathy fosters a supportive classroom atmosphere.

Subject Matter Expertise: A deep understanding of content enables clear and accurate instruction.

Theoretical Knowledge: Applying educational theories informs instructional strategies and classroom management.

Practical Experience: Learning from real-world teaching experiences enhances adaptability and problem-solving skills.

Teaching Skills: Effective communication, organization, and assessment techniques are essential for student success.

Reflecting on these attributes has guided my professional development and highlighted areas for ongoing growth.

Recognizing the significance of academic engaged time—the period students are actively involved in learning tasks—prompted me to design lessons that maximize student participation. By incorporating interactive activities and formative assessments, I aimed to maintain high levels of engagement, thereby enhancing learning outcomes.

Ethical considerations are integral to teaching. I strived to embody the following characteristics:

Moral Deliberation: Making thoughtful decisions that prioritize student well-being.

Empathy: Understanding and responding to students' individual needs and circumstances.

Knowledge: Staying informed about educational policies and best practices.

Reasoning: Applying logical thinking to resolve classroom challenges.

Courage: Addressing difficult situations with integrity and professionalism.

Interpersonal Skills: Building positive relationships with students, colleagues, and the community.

Reflecting on these ethical dimensions has deepened my understanding of the teacher's role as a moral and social leader.

Navigating the intersection of personal and professional life is a complex aspect of teaching. I believe that while educators have the right to privacy, they also bear the responsibility of upholding the values and standards of the profession. This reflection has heightened my awareness of the impact of personal conduct on professional credibility and the importance of modeling appropriate behavior for students.

Instructional Practice & Lesson Planning

Instructional Practice & Lesson Planning

As part of my field experiences and professional preparation, I have designed and delivered a variety of lesson plans for physical education classes across different grade levels. These lessons focus on promoting physical activity, developing motor skills, encouraging teamwork, and fostering lifelong wellness habits. Each plan aligns with TEKS (Texas Essential Knowledge and Skills) and demonstrates thoughtful instructional design, student engagement strategies, and clear assessment measures.

Grade Level: High School (9–12)

Lesson Focus: Introduction to Proper Form & Technique in Weight Training
Objective: Students will demonstrate correct form in basic strength training movements (e.g., squats, lunges, bench press) with an emphasis on safety, posture, and breathing.
Assessment:
🏀 Other Lessons Taught & Developed:

Activities:

• Warm-up with dynamic stretches and light cardio

• Station-based instruction for key lifts

• Peer feedback rotations

• Cool-down and reflection discussion
  

• Teacher observation using a skills checklist

• Peer evaluation using a simplified rubric

• Exit slip with key safety terms and concepts

• Team Sports Basics: Rules, strategies, and skills in basketball, volleyball, and soccer

• Fitness Circuits: Full-body routines designed to build strength, flexibility, and endurance

• Movement & Coordination: Activities focused on balance, agility, and motor skills for younger students

• Mindfulness in Motion: Integrating physical activity with SEL (Social Emotional Learning) strategies

• Inclusive PE Activities: Adapted lessons that ensure participation for students of all ability levels

Each lesson I design integrates clear objectives, age-appropriate instruction, active engagement, and purposeful assessment, ensuring that all students can learn, grow, and feel successful in the gym environment. These experiences have strengthened my ability to plan and lead effective, student-centered PE instruction.

During my field experience at Lyndon B. Johnson High School, I designed and taught a physical education lesson focused on muscular strength and endurance, using FitnessGram test items such as curl-ups and push-ups as the core components. The primary objective was to help students evaluate and analyze their personal fitness levels while engaging in structured and safe physical activity, aligned with TEKS 2A and ELPS standards.

Standards-Based Design and Clear Objectives
Culturally Responsive and Differentiated Instruction
Active Learning and Student Engagement
Formative Assessment and Student Reflection
Emphasis on Safety and Fitness Literacy
Professional Growth and Instructional Impact

The lesson was intentionally aligned with state standards requiring students to assess their physical fitness using appropriate evaluation tools. Grounded in Wiggins and McTighe’s (2005) principles of backward design, I created measurable, purposeful objectives that clearly communicated expectations. Students knew what was expected and how success would be measured, promoting clarity and focus.

Recognizing the diverse student population at Lyndon B. Johnson High School, I incorporated differentiation strategies to ensure all students could access and succeed in the lesson. For English Language Learners (ELLs), I applied peer modeling, visual cues, and support strategies from the SIOP Model (Echevarria, Vogt, & Short, 2007) to enhance language comprehension within content instruction. For students receiving special education services or 504 accommodations, I followed individualized plans and made necessary modifications to support full, safe participation.

The lesson followed a structured sequence: attendance, warm-up, curl-ups, push-ups, and cool-down, with each phase designed for specific instructional and fitness purposes. Students remained physically active while learning fitness concepts. This approach aligned with CDC (2010) recommendations promoting active learning as a foundation for healthy behaviors and engagement, especially for kinesthetic learners.

To gauge understanding, I embedded formative assessments, including exit tickets and partner discussions. Students responded to the question: “What is the importance of muscular strength and endurance for general health?” This reflective activity allowed me to assess their grasp of the concepts, adjust instruction as needed, and reinforce the connection between fitness knowledge and real-world application. As Black and Wiliam (2009) assert, formative assessment is essential in providing immediate feedback and improving learning outcomes.

Safety and literacy were central to the lesson. I explicitly taught proper form, supervised all exercises, and ensured students understood how to track their performance and avoid injury. This balanced approach aligns with SHAPE America’s (2014) standard for high-quality physical education, which emphasizes both physical competence and knowledge.

Teaching this lesson was one of the most impactful experiences in my journey toward becoming an effective instructional leader. It allowed me to connect theory with real-world practice, apply research-based strategies, and adapt to the needs of a diverse student body. Most importantly, it reinforced my belief that empathy, equity, and evidence-based planning are the pillars of great teaching. Moving forward, I am committed to supporting all learners through meaningful, inclusive, and engaging instruction.

Lesson Plan: Advanced Catching Techniques and Application in Team Sports
Course: High School Physical Education
Grade Level: 9–12
Duration: 45–60 minutes
Location: Indoor Gymnasium
Lesson Overview
Learning Objectives
This lesson focused on enhancing high school students' catching abilities through structured drills and team-based activities. Emphasizing proper technique, hand-eye coordination, and strategic application in various sports contexts, students engaged in exercises designed to improve their adaptability and teamwork. The lesson aligned with TEKS and ELPS standards, incorporated differentiation strategies to support diverse learners, and included formative assessments to gauge student understanding. Safety protocols and fitness literacy were integral components, ensuring a comprehensive approach to physical education.

Instructor: Destiny M. Montes

This lesson is designed to enhance students' proficiency in catching skills, emphasizing proper form, hand-eye coordination, and strategic application within various team sports contexts. Students will engage in drills and activities aimed at improving their ability to catch objects of different sizes and velocities, fostering adaptability and teamwork.

By the end of this lesson, students will be able to:

1. Demonstrate correct catching techniques while in motion during games and activities.

2. Identify and explain movement activities that develop skill-related fitness components.

3. Collaborate effectively with partners to exchange performance feedback during passing activities.

Professional Education Core Coursework

As part of my preparation to become a certified physical education teacher, I have completed a series of professional education courses through the College of Education at Texas A&M International University. These courses are designed to provide a strong foundation in instructional design, assessment, cultural competence, and classroom practice. Below is a summary of completed and in-progress coursework, as well as courses still required for program completion. Continued student teaching with increased instructional responsibility, lesson delivery, and professional evaluation.

📘 Important Coursework

• EDCI 1102 – Introduction to the Teaching Profession
  

• EDUC 1301 – Introduction to the Teaching Profession
  

• EDCI 2224 – Cultural Foundations of Education
  

• EDCI 3200 – Survey of Content Knowledge & Experience
  

• EDCI 3301 – Assessment for Instructional Design (WIN)
  

• EDCI 3302 – Teaching English Language Learners
  

• Block I Field Experience – Early Clinical Practice
  

• Block II Field Experience – Advanced Clinical Practice
  

• EDCI 3305 – Instructional Planning & Delivery

• EDCI 3315 – Classroom Management & Organization

• EDCI 4310 – Advanced Strategies for Diverse Learners

• EDCI 4693 – Clinical Teaching (Capstone Student Teaching)

• EDSE 4350 – Inclusive Practices for Exceptional Learners

This coursework reflects my commitment to becoming a well-prepared, reflective, and student-centered educator. As I progress, I will continue building the skills necessary to effectively engage and support all learners.

Welcome to my Teaching Portfolio 2025 Website

Welcome to My Educator Portfolio

Welcome, and thank you for visiting my educator portfolio. My name is Destiny M. Montes, and I am currently a senior at Texas A&M International University. I am pursuing a Bachelor of Science in Education with a major in Kinesiology and a concentration in Secondary Certification through the College of Education, Department of Curriculum and Pedagogy.

I am passionate about teaching and dedicated to becoming a dynamic and impactful Physical Education Coach. My goal is to inspire students through movement, promote lifelong wellness, and foster a love for physical activity in every learner. I believe in creating inclusive, engaging environments that support students' physical, emotional, and social development. Through this portfolio, you will find a collection of my teaching philosophy, academic work, field experiences, and original projects—each reflecting my growth and commitment as a future educator.

COED Block II Spring

During my Block Two field experience, I had the opportunity to complete my student teaching at Lyndon B. Johnson High School in Laredo, Texas. I was placed under the mentorship of Coach Amanda Perez, where I shadowed and assisted in both the main gym and small gym classes. This experience allowed me to observe and participate in daily physical education instruction, classroom management strategies, and student engagement techniques in a high school setting.

Working alongside Coach Perez, I gained valuable insights into lesson pacing, student motivation, and the importance of maintaining a structured yet supportive environment. This hands-on experience strengthened my understanding of effective teaching practices in Kinesiology and reinforced my commitment to promoting student wellness and physical literacy.

Demographics & Contextual Analysis: Lyndon B. Johnson High School, part of the United Independent School District in Laredo, Texas, serves a predominantly Hispanic student population. As of the 2021–2022 academic year, the school enrolled approximately 3,102 students, with 99.7% identifying as Hispanic. A significant portion of the student body, 90.9%, is classified as economically disadvantaged, and 64.6% are considered at risk of dropping out. Additionally, 28.8% of students participate in bilingual or English as a Second Language (ESL) programs, reflecting the community's linguistic diversity. 

Academically, the school achieved a four-year graduation rate of 97%, surpassing the state average of 90%. However, proficiency levels in core subjects indicate areas for growth, with 39% of students proficient in math and 37% in reading, both below state averages. The student-teacher ratio stands at 16:1, slightly higher than the Texas state average of 14:1, which may impact individualized instruction. Despite these challenges, the school's commitment to student success is evident in its graduation rates and the availability of programs catering to diverse learning needs. Understanding this demographic and educational context is crucial for developing effective teaching strategies that are culturally responsive and tailored to the unique needs of the student population at Lyndon B. Johnson High School.

Lyndon B. Johnson High School Demographics Overview
Category	Data
Total Enrollment	3,102 students
Ethnicity	Percentage
– Hispanic	99.70%
– White	0.20%
– Asian	0.10%
– African American	0%
– American Indian	0%
– Pacific Islander	0%
– Two or More Races	0%
Economically Disadvantaged	90.90%
At-Risk Students	64.60%
Limited English Proficiency	27.40%
Program Enrollment                                                 Percentage
– Bilingual/ESL	28.80%
– Special Education	11.60%
– Gifted & Talented	11.20%
Graduation Rate	97%
Student-Teacher Ratio	16:1

Original Research & Projects

As part of my coursework in Block Two at Texas A&M International University (TAMIU) in Laredo, Texas, this section highlights original research and instructional projects I have independently designed and completed. These works reflect my commitment to understanding and addressing real-world challenges in education, particularly within culturally diverse and bilingual learning environments. By engaging in inquiry-driven projects, I have applied theory to practice, developed data-informed strategies, and grown as a reflective practitioner. Each entry demonstrates my ability to critically analyze teaching practices, adapt to student needs, and contribute meaningfully to the field of education.

This section showcases original academic work that reflects my growth as a reflective and analytical future educator. As part of my Block Two coursework at Texas A&M International University (TAMIU) in Laredo, Texas, I explored literature that highlights underrepresented voices and the power of storytelling in shaping empathy and understanding in young readers. One of my key projects focuses on the book Oh, What’s This I Hear? by Destiny Manuela Montes—a deeply moving, coming-of-age story about a young girl, Tany, who discovers her hearing disability through a life-changing moment in her home kitchen. Through a close literary analysis, I examine the book’s use of plot structure, first-person narration, vivid imagery, and onomatopoeia to convey themes of identity, resilience, and the lived experience of disability. This project not only analyzes important literary elements but also explores the significance of representation in children’s literature, particularly for the deaf and hard-of-hearing community. By highlighting Tany’s journey of self-discovery and empowerment, this research underscores the importance of inclusive narratives and the educational value they hold for both students and teachers.

As a future high school Kinesiology teacher, I aim to create inclusive lessons that address all learning styles—visual, auditory, and kinesthetic—while embedding multicultural and character-building elements. In this project, I developed a lesson aligned with the TEKS standard for Exercise Physiology focusing on safety procedures and proper technique.

Students begin by watching a short video on exercise fundamentals, followed by a teacher-led demonstration. Then, in small groups, they practice and explain selected exercises, promoting teamwork, leadership, and communication—core aspects of the invisible curriculum. This project reflects my commitment to blending academic goals with life skills and student engagement.

Field Experience Evaluations

During my Block Two field experience, I had the opportunity to complete my student teaching at Lyndon B. Johnson High School in Laredo, Texas. I was placed under the mentorship of Coach Amanda Perez, where I shadowed and assisted in both the main gym and small gym classes. This hands-on experience allowed me to observe and actively participate in daily physical education instruction, classroom management, and student engagement in a diverse high school setting.

Throughout the placement, I supported instruction by modeling exercises, guiding student workouts, and facilitating small group activities. I provided immediate, constructive feedback, especially during strength training sessions, helping students improve their form, technique, and confidence with weights. I also implemented effective grouping strategies that promoted collaboration, self-monitoring, and engagement.

Coach Perez consistently provided strong, encouraging evaluations of my teaching performance. She praised my professionalism, classroom presence, and ability to lead activities with clarity and enthusiasm. She noted that I gave “great and helpful feedback” during instruction and highlighted my use of positive reinforcement to motivate students. She also commended my attention to safety, use of effective teaching strategies, and ability to group students in ways that supported teamwork and accountability. In her written evaluation, she described me as a “very effective coach” who demonstrated both leadership and care for student success.

This experience deepened my passion for physical education and affirmed my commitment to creating structured, student-centered lessons that support lifelong health, movement, and character development.

Teaching Philosophy

 

Teaching Philosophy

Physical education plays a vital role in students' development—promoting physical health, enhancing mental well-being, and supporting academic achievement. Beyond running laps or learning how to play a sport, physical education teaches perseverance, self-discipline, teamwork, and resilience—skills that students carry with them throughout life.

My passion for teaching physical education is rooted in my personal experiences. Growing up, I was deeply inspired by my sister's involvement in cross-country and track and field, and by my father, who played soccer and practiced boxing. These early influences sparked my love for physical activity. More importantly, my own physical education teachers had a profound impact on me. They not only taught me how to stay active, but they also modeled values like consistency, cooperation, and motivation—even when faced with challenges like my hearing impairment. Some doubted my ability to fully engage or understand, but those who believed in me made all the difference. Their support inspired me to become the kind of educator who encourages every student, regardless of ability, to thrive.

As a future physical education coach, I aim to create a welcoming and inclusive environment that motivates students to engage in healthy lifestyles. I want students to know that even if they’re new to a sport or don’t perform well at first, they can grow with support and practice. I believe in teaching through encouragement and clear step-by-step guidance. I frequently ask students questions to ensure understanding and adjust my instruction to meet their needs.

I intentionally plan lessons that are adaptable to all skill levels, aligning with the Texas Essential Knowledge and Skills (TEKS) for physical education. For example, TEKS 116.5(b)(1) emphasizes the importance of students participating in moderate to vigorous physical activity daily, while TEKS 116.5(b)(4) and (6) focus on skill development and cooperative teamwork. When teaching basketball, I might modify the hoop height for beginners or offer differentiated ways to participate in passing drills so every student can feel included and successful.

Research shows that positive emotional experiences in physical education are strongly linked to lifelong participation in physical activity (Hastie et al., 2011). As a teacher, I want my students to build positive memories—not ones rooted in comparison or criticism. Remarks like “You’re too slow” or “I’m better than you” can destroy confidence and discourage students from future participation. Instead, I foster kindness, encouragement, and peer support so students feel safe to try, fail, improve, and succeed.

Teaching, to me, is more than a profession—it is a way to inspire students through movement. As the great educator Rita Pierson once said, “Every child deserves a champion—an adult who will never give up on them” (TED, 2013). That is the teacher and coach I aspire to be.

 

References

Hastie, P. A., Rudisill, M. E., & Wadsworth, D. D. (2011). Providing students with voice and

choice: Lessons from a physical education teacher education study. Journal of Physical

Education, Recreation & Dance, 82(3), 42–49. https://doi.org/10.1080/0730

3084.2011.10598584

Pierson, R. (2013). Every kid needs a champion [Video]. TED Talks.

https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

Yeats, W. B. (n.d.). Education is not the filling of a pail, but the lighting of a fire. (Often

attributed). Quoted in Bartlett’s Familiar Quotations.

 

 "Teachers and coaches have three loves: love of learning, love of learners, and the love of bringing the first two loves together."

— Scott Hayden

Teaching is my passion...

 

Coaching in action!

 

 Teaching Portfolio 2025