Pamlico+High+School


 * Please read the following and outline of possible PD interventions that are assigned to your group. Working in a small group, determine if the PD suggestions are appropriate. For example, are the NETS correct, are the goals SMART (specific, measurable, attainable, ). Also, do you think all of the necessary resources are listed? Point out at least 2 weaknesses and areas of improvment form each PD suggestion.**


 * English**

The English department chairperson, Mrs. Jane Smith, has met with you to talk about incorporating more technology into language arts instruction. Mrs. Smith would like for you to plan a series of professional development sessions to help the English teachers within the school use the student laptops to their full potential.

According to Mrs. Smith, some of the general responsibilities of the English department include the English I EOC, the 10th Grade Writing Test, and Graduation Projects. Several English teachers mentioned they would like to learn how to use the laptops for writing instruction. Mrs. Smith has shared two lesson plans needing technology integration, and outlines of the classroom activities from these lesson plans are listed below:

Day 1 Choosing a topic, browsing for resources Day 2 Creating a bibliography, writing a thesis statement, taking notes Day 3 Brainstorming, outlining, developing a Works Cited page Day 4 Paragraph structure, incorporating quotations and in-text citations Day 5 Drafting body paragraphs Day 6 Grammar mini-lessons (based on skills--as needed) Day 7 Writing an introduction and conclusion Day 8 Improving style mini-lessons, creating a title page Day 9 Peer Editing Day 10 Submission of final draft
 * Writing a Research Paper Unit Activities**


 * //Some of the teachers expressed concerns that students were having trouble selecting appropriate resources from the Internet. Teachers also shared that they were concerned about students' summarizing, paraphrasing, and quoting skills during the note-taking process. Finally, many teachers were worried about Internet plagiarism.//

Day 1 Introduction to Shakespeare, background on the play //Macbeth// Day 2 //Macbeth// anticipation guide, reading of Act I, Scenes 1-2; mood activity Day 3 Read Act I, Scenes 3-4; close reading activity Day 4 Read Act I, Scenes 5-7; character activity Day 5 Act I quiz, Act I review activity
 * //Macbeth//, Act I Activities**

//**PD 1 Suggestion** ENGLISH 1 A 1 C 2A, 2C, 4A PD with English Department will be done on proper research strategies, citing resources, tools and resources for students to use. This will be done in 3 separate 1 hour sessions during their planning time.// //Create Power Point with Acts Embedded, have students answer questions through a Google Form regarding the reading, watch an embeded You Tube/United Streaming video, Compare and contrast through Google Docs. Have students reinact and record the acts.// //- Show how to effectively find the videos they want - How to embed the videos into Power Point/Presentation - Making the teachers aware of the available resources. Using Flip Cams to record the students acts.// //* TICA Phases, Google Docs, United Streaming/You Tube, Flip Camera, Presentations.

ENGLISH 4 a 4 c 3b,3c- Day 9. Teacher will be able to demonstrate the use of citation maker & citation tool in Microsoft Office 2007. The finish product would a be a bibligraphy.-Day 2 Teacher will be able to demonstrate the use of review and comment in Microsoft 2007 for student use in peer editing. Day 9. The teacher will become familiar with a wikia tool for use of student in peer editing.// [|//http://www.osliss.org/orig-steps/resources/cm/mlacitationss//] //www.wikispaces.com// //Microsoft Word 2007//
 * PD 2 Suggestion**


 * History**

U.S. History Teacher, Charles Beard comes to you and expresses frustration in the fact that his annual Washington, D.C. Field trip was canceled due to Budget Issues. He wants to know if "these new laptop things" can be used to give students a sense of the history and culture preserved in the Smithsonian Museum, Capitol Building, and National Archives. He has allotted three class periods for the "trip" and would like to supplement as many of the NCDPI Goal 1 Objectives as possible. In addition he has not trained on a computer since his MS Office 2003 workshop (In 2005).

//**PD 1 Suggestion** HISTORY 2 d ` d 1D model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments The technology faclitator and Mr. Beard will be able to move questions from an Office document to a google form. The technology facilitator and Mr. Beard will create a google doc that links to his form and includes links to the historic places to be visited. The technology facilitator and Mr. Beard will create a presentation to link with his google form.// [|//http://docs.google.com/View?id=dfxd8nfw_7g2xgf4g4//] //Google Doc directions

HISTORY 3 3b 5 5b Access Smithsonian virtual tour with U.S. History students analyzing the political freedoms available for minority groups and ethnic groups prior to 1820. Design relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity through virtual tours of the Capital Building. Design relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity through various tours available through the National Archives site. National Archives -// [|//http://www.archives.gov///] //Capitol Building -// [|//http://www.visitthecapitol.gov///] //Smithsonian Museum -// [|//http://www.mnh.si.edu/panoramas///]
 * PD 2 Suggestion**


 * Math**

Geometry Teacher, Scott Avett is ready to go paperless in his classroom. He'd like to distribute and collect all student work, give assessments in a digital environment, and use some type of polling system (for his warm up exercises) to determine who is eligible for after school tutoring. He has a background with using computers in the corporate world, but is unfamiliar with Content Management Systems (CMS).

//MATH 1 b 1 d 1b 2c 4a 4b 5a 5b 5c Teacher will develop a timeline of implementation of a variety of digital tools into instruction to move to a paperless classroom when appropriate that scaffolds upon each step over a period of 6 weeks. Teacher will develop and create classroom programs and processes to distribute and collect all student work paperless when appropriate. One for surveys One for distibuting documents One for presentations// //over a period of 6 weeks.// //Teacher will model for students a paperless environment when applicable within his classroom by the end of the first 9 weeks.// //Computers on a 1:1 basis Programs Internet Access/Connectivity Projector System Wireless Connection Content Filter Site Licenses for software Student Accounts Password protected parent/student portals Access to PD videos//
 * PD 1 Suggestion**

//MATH 2 a 2 d The tech facillitator will work with Mr. Avett to set up a Google account. The tech facillitator will collaborate with Mr. Avett to create a Google Doc that links to his Google account which includes links in his content area. The tech facillitator will collaborate with Mr. Avett to evaluate the results from the data collected in order to make appropriate instructional decisions such as reteaching, enriching, and retesting.// [|//http://docs.google.cid=dfxd8nfw_7g2xgf4//] //Google Doc directions// //Math Textbook Publisher Software// [|//http://www.youtube.com/watch?v=eRqUE6IHTEA//] [|//www.quia.com//]
 * PD 2 Suggestion**

Biology teacher Mrs. Mary Ann Winkle is also the school-wide Writing Across the Curriculum chairperson. She would like to see how technology can be used to incorporate more writing in the science curriculum.
 * Science**

Mrs. Winkle needs your help. The science department is facing several crises. First, the department's EOC scores have been low, and Mrs. Winkle is feeling some pressure to help the department raise their scores as a group. In her own classes (which are much larger than usual), there are several "repeaters" mixed in with students taking the course for the first time. Many of the students in her classes have limited reading skills, and student attendance is poor. A large number of her students have IEP's. Mrs. Winkle is a caring, devoted teacher, and she would like to learn how to use the laptops to differentiate instruction in science courses throughout her department to help keep students engaged.

The science department is also dealing with quite a few budget restrictions. The department has been warned about excessive copy machine use. Supplies are limited, and teachers are often forced to buy their own lab materials or find alternative activities. Mrs. Winkle is beginning a lesson on osmosis, and she cannot afford to buy enough lab materials for her 108 students out of her own pocket. She is wondering how laptops can help her teach the objectives for this particular unit.

//**PD 1 Suggestion** SCIENCE 3 b 4 b The teacher will create a wiki with virtual labs for the students to view. The teacher will have 3 virtual labs embedded for the students to view. The teacher will create a rubric to grade labs. wikispaces.com sas curriculum pathways// [|//http://rubistar.4teachers.org//]

//SCIENCE 2 c 1 c Teacher will learn to use Google docs to design activities to foster collaboration among students within her 1:1 classroom. At completion, teacher will have created a Google form, Google spreadsheet, and a Google document. Within the workshop, teacher will learn how to use online applications(vozMe, Auto Summarize in Word, Google Translate, etc.) to differentiate learning for various reading levels. Teacher will effectively use advanced search functions within Google and Discovery Education, to find at least 3 free, online, and appropriate virtual science labs for her students to complete. SAS Curriculum Pathways, Google docs, Google translate, vozMe, Google Advanced Search, Discovery Education, Microsoft Office Suite//
 * PD 2 Suggestion**