Standard 4: Curriculum, Instruction, and Assessment

4a. Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision,
and core values of the school, embody high expectations for student learning, align with academic standards,
and are culturally responsive.

Activity: Trout in the Classroom Training

Time: 15 hours

Description: Before implementing the Trout in the Classroom program, I had to attend trainings.
In this training I learned how to set up the tank, how to test the water, and practiced lessons that
correlate to science standards.

Reflection: Learning something new can be intimidating. This program seemed like a lot to take
on as a classroom teacher in elementary schools. I love learning new things, and I was excited to
get to combine science standards with something I knew my students would love. Getting
students outdoors and giving them hands-on experiences was what excited me most about this
program. After this training I started the Trout in the Classroom program at two of the three
schools that participated this year. This professional development not only allowed me to
incorporate the trout into my classroom, but it allowed me to teach other teachers about how to
use it in their classrooms.

Artifact: Trout in the Classroom Workshop Agenda

Workshop Topics to Enhance Trout in the Classroom

Lathrop E. Smith Environmental Education Center
October 28, 2017

Center for Coastal and Watershed Studies - Hood College, Frederick, MD

Maryland Department of Natural Resources – Aquatic Resources Education Program
Trout Unlimited – Trout in the Classroom

8:30 a.m. Registration/Check In

8:45 a.m. Introductions/Goals for the day – Cindy Etgen, Maryland Department of Natural Resources and Chuck
Dinkel, Trout Unlimited

9:00 a.m. Content – Dr. Drew Ferrier, Claire Hudson, Susan Simonson - Hood College, Center for Coastal and
Watershed Studies

I. Introduction: Enhancing the TIC Experience with classroom and hands-on learning
Pre-Test

II. Introduction to Trout

Trout in Maryland: What species are here?

III. How are they identified? Which are natives and non-natives? Trout Anatomy and Physiology

External Anatomy of a Trout

Swimming adaptations / Life in flowing waters / Fish scales
Internal Anatomy of a Trout
Feeding and food digestion
Sensory Systems – How trout perceive sound, vibration, sight, and odors

IV. Trout ecology

The trout life cycle
Mating behaviors
Egg development and the importance of environmental conditions
Trout habitat requirements and the consequences of climate change
The role of trout in the stream food web

V. Environmental issues that impact trout in Maryland

Land use Change – the increase of impervious surfaces
Opportunities for mitigating possible harmful effects
Post-Test

12:00 p.m. Lunch

12:30 p.m. Modeling TIC Lessons – Cindy Etgen, MD DNR

1:30 p.m. Tank Set up/Trouble Shooting – Chuck Dinkel, Trout Unlimited

3:30 p.m. Workshop Concludes

Standard 4: Curriculum, Instruction, and Assessment
4a. Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision,
and core values of the school, embody high expectations for student learning, align with academic standards,
and are culturally responsive.
3c. Ensure that each student has equitable access to effective teachers, learning opportunities, academic and
social support, and other resources necessary for success.

Activity: Orton Gillingham Intermediate Training

Time: 35 hours

Description: I attended a five-day workshop to learn the Orton Gillingham program for phonics
and spelling. This program was put in place by the county in all grades preschool through fifth
and will be expected to be fully implemented next school year. The training was to teach the
concepts behind the program as well as how to teach the program with hands-on demonstrations.

Reflection: The five-day Orton Gillingham training was intense to say the least. It was
information overload and completely changed our spelling curriculum. I had some background
information from a previous training I completed when I taught in West Virginia, so that did ease
some of the anxiety other teachers felt. The training taught teachers spelling rules and patterns
that were never taught when we went to school. It also has very regimented procedures to follow.
After I completed the training, I decided to immediately begin using the training in my classroom
to prepare for the next school year. If this is the best practice for my students, I will use the
program fully. So far, I have loved the program with my students and feel comfortable teaching
the curriculum next year.

Artifact: Professional Leave Form for OG training

Standard 4: Curriculum, Instruction, and Assessment
4a. Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision,
and core values of the school, embody high expectations for student learning, align with academic standards,
and are culturally responsive.
Standard 2: Ethics and Professional Norms
2b. Act according to and promote the professional norms of integrity, fairness, transparency, trust,
collaboration, perseverance, learning, and continuous improvement.

Activity: Glenville Science Camp

Time: 40 hours

Description: I attended a five-day workshop at Glenville State to learn more about the Next
Generation Science Standards (NGSS) curriculum. In these five days, I was taught my college
science professors. They provided hands-on learning experiences that connected to NGSS. I was
also given time to collaborate with fellow colleagues from Garrett County in writing plans to
meet NGSS and use the hands-on activities that were modeled.

Reflection: This training was beneficial and made me a better science teacher. With this huge
shift in science curriculums, I was glad to have the time to get a better understanding of the
standards and the framework. I also liked being able to collaborate to see how science standards
progress across grade levels. I was also able to explore many parts of West Virginia to get a
hands-on concept of the NGSS. I was able to take back so many ideas from this training to use
with my students. I also shared ideas with my colleagues that did not attend the training. In
addition to lessons, I was provided with new technology to use with my students. This
technology included weather sensors, sound sensors, thermometers, iPads, and motion detectors.
The five days of intense study were definitely worth it.
Garrett County MSP Workshop
Tentative Schedule
Artifact: Glenville Itinerary June 19-23, 2017

Team 1 Team 2 Team 3

Crellin Broad Ford Grantsville, Accident,
Swan Meadow
June 19

12:00 p.m. Lunch

1:00 p.m. Pre-Test

2:00 p.m. Introduction to PASCO Instrumentation – IPad, Air Link, and PASCO probes

3:00 p.m. Break

3:15 p.m. Collection of GPS and Weather Data for Glenville, WV /Recording Data on
Weather Map

4:00 p.m. Examine Planet/Earth History/Plate Tectonic NGSS (Maryland-modified)

4:15 p.m. School-based Geology Field Trip (Campus)

5:00 p.m. Dinner

6:00 p.m. Each Team Select Hydrosphere/Atmosphere Standards across K-5 that can
incorporate Inquiry Laboratory Activities and utilize PASCO Instrumentation/
Outline Lesson for each Grade Level (K-5)/Develop Lessons using PASCO probes
for any Grade Level (minimum of two lessons)

7:00 p.m. Develop Individual Slide for Showing Modified Data

8:00 p.m. Complete Development/Modification of Lessons using PASCO probes for any
Grade Level (minimum of two lessons)

June 20

7:00 a.m. Breakfast

8:00 a.m. All-Day Geology Field Trip (lunch and dinner en route/returning to Campus by
10:00 p.m.)

June 21

7:00 a.m. Breakfast

8:00 a.m. Share Hydrosphere/Atmosphere Units/Present all PASCO lessons using

Interactive White Boards

9:00 a.m. Planetarium Show

10:00 a.m. Break

Standard 4: Curriculum, Instruction, and Assessment
4a. Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision,
and core values of the school, embody high expectations for student learning, align with academic standards,
and are culturally responsive.
Standard 6: Professional Capacity of School Personnel
6i. Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a
healthy work-life balance.

Activity: Greenbank Observatory Trip

Time: 15 hours

Description: As a follow-up to the Glenville Science Training, I was able to go to Greenbank,

West Virginia to visit the Greenbank observatory and telescope. I was also able to expand my
learning of earth and space science to pass along to my students. During this training, we learned
how to run and record data from the radio telescopes.

Reflection: This training was definitely unique in nature. Greenbank is a small town famous for
its radio telescopes. I learned so much about radio waves and how to read the telescope data. If I
can provide these same hands-on experiences to my staff and students. Hands-on, authentic
learning experiences provide the knowledge that sticks with us. As a teacher, we typically
continue learning through workshops. This professional development opportunity was much
different. Not only did I learn new content for the new science standards, but I was able to take
back information to students on how this content can connect to the real world. That is how we
all should improve and study, and a good leader should promote that type of development.

Artifact: Professional Leave Form for Greenbank