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Teaching Experience

Physical and Health Education is a subject like none other. The purpose of Physical and Health Education is to teach the whole person, not just movement and their body. My time attending Springfield College allowed me to get hands on experience educating the whole person in spirit, mind, and body. Physical and Health Education provides the opportunity to teach students about movement, team dynamic skills, and health related fitness. Each of these important aspects are discussed in the National Association of Sport and Physical Education's (NASPE) standards that is critical for teaching the entire person. Developing our students in the physical, social, and emotional domains of learning through exposing them to numerous physical activities, sports, and methods of fitness can provide students with a better appreciation for physical activity. My goal as a Physical and Health Education teacher is simple. I strive to safely provide my students with the tools to enjoy physical activity, become more confident in their skills and abilities, and increase their understanding of health related fitness. This in turn will hopefully lead students to implements physical activity in their daily lives. Unfortunately, the current state of activity among children and young adults is an epidemic with obesity levels rising to all-time highs. With my passion for the field, I hope to not only change the thinking of my students but also my colleagues because one person can't change this problem. Together as a collective group of educators we can make a difference in the lives of our students so they can develop an appreciation for physical activity.

 

With students being exposed to a variety of information through the psychomotor, cognitive, and affective domains, how do we measure that student learning is or has occurred? During my time at Springfield College I have explored with many different assessment strategies that measure student progress which provides me with evidence student learning has occurred. Assessment in Physical and Health Education also informs me on how effective my teaching is so adjustment to practice can be made if needed. Just as I teach my students my students teach me. Having evidence on teacher effectiveness only improves practice for future lessons and units. During my student teaching experience at the Elementary and Secondary level, my professional practice goal was to collect student evidence through different assessment strategies, analyze that evidence, and adjust my practice based on that evidence to best meet the needs of all my learners. Along with meeting the needs of all learners, the analysis of student data allowed me to design and implement challenges within activities so all students would be engaged no matter skill level or ability. Collecting, analyzing, and calibrating practice for student progress and teacher effectiveness resulted in student learning behind achieved. Designing attainable student goals and assessing the results of those goals each lesson leads to a positive learning process for all my students. 

Teaching Experience:

  • Ludlow High School, Physical and Health Education Long-Term Teacher, Ludlow, MA (December 2017-June 2018)

    • Designed and instructed Physical Education units on pickleball, handball, badminton, dance fitness, line dance, snowshoeing, volleyball, high intensity games (anaerobic/aerobic activities), basketball, and cooperative games

    • Developed and taught lessons for a comprehensive junior health curriculum centered around life skills, relationships, social media, drug and alcohol education, stress management, and food safety

    • Explored learning models in Health Education including project, scenario, and team-based learning to maximize students’ ability to have positive transfer of learning to authentic situations, leading to health literacy

    • Implemented a variety of informal and formal assessments to measure student learning through Google Classroom

    • Analyzed results of formative and summative assessments to enrich teacher effectiveness and student achievement

    • Incorporated technology for numerous units to best meet the needs of all learners

    • Modified lessons to meet the needs of students with disabilities by working directly with the Adapted Physical Education Teacher

    • Observed various physical and health education lessons to gain an assortment of instructional strategies and effective teaching methods

    • Volunteered supervising sporting events, volleyball captain’s practice,  and after-school programs to build strong rapport with students, faculty, and administration

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  • Chicopee Comprehensive High School, Teaching Practicum, Chicopee, MA (Fall 2017)

    • Planned and taught units in racket sports, territorial and invasion games, circuit training, and swallow end activities

    • Designed units with appropriate objectives, tasks, and assessments that aligned with state and national standards

    • Administered formative/summative assessments to collect, analyze, and adjust practice for student growth and teacher effectiveness

    • Witnessed that exploration of assessment practice provided evidence that student learning occurred in the psychomotor, cognitive, and affective domains

    • Implemented tiered instruction to meet the needs of ELL, LEP, IEP, and 504 Plan students

    • Observed numerous physical and health education lessons from experienced educators to enrich quality of practice

    • Connected the five components of health-related fitness to exercise physiology and biomechanical concepts during a circuit training unit with the goal of developing student appreciation for lifelong fitness activities

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  • General John J. Stefanik Elementary School, Teaching Practicum, Chicopee, MA (Fall 2017)

    • Taught cooperative, target, net/wall, striking, and territorial games to a diverse group of students in an urban setting

    • Developed well-structured lessons with measurable objectives and developmentally appropriate instructional strategies to best meet the needs of all learners

    • Administered a variety of informal and formal assessments to measure student learning and development

    • Collected student evidence to analyze, calibrate, and adjust practice so progress toward the lesson/unit objectives could be achieved  

    • Reflected on the efficiency of lessons/units through assessment data to improve practice and student learning

    • Engaged in differentiated instruction by incorporating technology to meet the needs of ELL and LEP students

    • Adapted and modified lessons for students with ASD, IEPs, and 504 plans to create an inclusive environment

    • Explored with interdisciplinary instruction by integrating science and math concepts on task sheets for the Fitness Club

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  • Agawam High School, Teaching Pre-Practicum, Agawam, MA  (Winter 2017)

    • Planned, prepared, and taught Physical Education lessons for grades 9-12 in a suburban setting

    • Designed and implemented a volleyball unit which involved different skill-based activities

    • Coordinated and instructed a volleyball tournament which allowed skills learned in lead up lessons to be translated and assessed in an authentic, open environment

    • Developed and taught a developmentally appropriate fitness unit with concepts and principles centered around biomechanics and exercise physiology

    • Effectively managed classes of more than 85 students

    • Created a PowerPoint on the five components of health-related fitness as a review for the final exam

    • Developed a series of handball lessons highlighting the importance of strategizing, collaboration, and other essential team dynamic skills

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  • Alfred M. Glickman School, Adapted Teaching Module, Springfield, MA  (Fall 2016)

    • Designed, adapted, and modified lessons for students with multiple disabilities

    • Delivered detailed lesson plans that met national and state standards for adapted physical education

    • Used various different assessment strategies to measure student learning

    • Differentiated instruction to meet the needs and abilities of all students by preparing visuals and videos

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  • Birchland Park Middle School, Teaching Module, East Longmeadow, MA (Spring 2016)

    • Incorporated age-related invasion game lessons that enabled positive transfer of learning through skills such as sending an object, receiving an object, and dodging

    • Incorporated science based concepts on speed and agility through different invasion games instructed

    • Developed authentic assessments to analyze student learning through the psychomotor, cognitive, and affective domains

    • Evaluated and mentored from a former MAPHERD teacher of the year

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  • Zanetti Montessori Magnet School, Student Mentor Internship, Springfield, MA (Spring 2016)

    • Mentored 4th grade boys and girls

    • Helped students reach individual math goals

    • Under the supervision of Health professor and author Dr.Leslie Beale

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  • Mary M. Lynch Elementary School, Teaching Module, Springfield, MA (Fall 2015)

    • Developed and instructed developmentally appropriate lessons to students in an urban setting

    • Designed a dance unit to enriched skill themes and movement concepts

    • Incorporated an assortment of assessments in all three learning domains that enhanced student learning

    • Supervised and mentored under the former president of MAPHERD

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  • Elias Brookings Elementary School, Teaching Module, Springfield, MA (Fall 2015)

    • Taught cooperative game to a diverse group of students emphasizing teamwork, leadership, and sportsmanship

    • Gave corrective, specific, and positive feedback to students throughout the lessons to maximize student learning

    • Incorporated visuals to meet the needs of all learners

    • Explored with different teaching behaviors such as critical demandingness, proximity control, pinpointing, and global feedback

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Mr. Abad is an organized and professional individual. He shows respect to students, staff, and families. He is a creative, resourceful person who sees the big picture. Mr. Abad is always willing to go the extra mile to help and assist students meet their goals. He is a man of high morale character, trustworthiness and demonstrates responsibility to the fullest. Mr. Abad would be a true asset to any school district and contribute to student learning and excellence."

-Mr. Jon Stogner, Physical Education Teacher, General John J. Stefanik ​Elementary School

"Brendan has shown to have a great passion and mind for being a complete Physical Education teacher. He is a quick learner, connects easily with his students, and handles himself professionally."

-Mr. James Mercer, Physical Education Teacher, Chicopee Comprehensive High School

"It's not often that an individual comes in as a pre-practicum student with the skills and professionalism that Brendan had, but what impressed me most about him how he was consistently trying to improve himself as an instructor. Brendan has the tools to become a great Physical Education teacher. He is a future star in the business."

-Mr. Jamie Podworski, Physical Education Teacher, Agawam Hgh School

"When I think about Brendan as a preservice physical education student in my class, I remember his broad smile and kind spirit that would light up the room. His excitement for teaching, strong work ethic, and ability to plan and implement developmentally appropriate lessons was truly inspirational for other peers, faculty and middle school students. I feel blessed to have taught an individual of Brendan’s character."

-Dr. Diane Lorenzo, Retired Professor of Physical Education, Springfield College

"Brendan is a confident and energetic educator. His personality and poise working with students makes him very approachable. His background in coaching and athletics has created a strong base for him to grow and expand his teaching craft. Brendan has the potential to be a strong Physical Education teacher at any level, which I couldn't say for many educators his age."

-Dr. Timothy Losee, Former Springfield College Physical Education Doctoral Student, Current Professor of Physical Education, Plymouth State University

"Brendan's pedagogical and content knowledge is proficient. He has good verbal skills and written skills, can work independently and he is able to follow through to ensure that the job gets done. Brendan has outstanding teaching behaviors and managerial skills."

-Dr. Christie Gonzalez-Toro, Former Springfield College Physical Education Doctoral Student, Current Assistant Professor of Physical Education, Manhattan College

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