Plant Vogtle is filled with content related to mathematics and science. Extensive knowledge of matter and its reactions is the foundation of nuclear power. Every classroom that I walk into is closely tied to science. All the disciplines within science are covered in a nuclear power plant. Mathematics is necessary to complete scientific calculations and equipment adjustments. It is amazing exactly how important the understanding of fractions is to anyone working at the plant. Learning to check calculations is vital in the plant.

Technology is cutting edge in some areas and ‘ancient’ in others. For example, the latest testing equipment is used in chemistry and the fastest computers are used in office workstations. Software is up-to-date and user friendly. Almost all employees have to understand how to use a computer to do their job well.

The technology in the control room (where any adjustments to the reactors would be done) is old. There is a dependence on the old way of doing things in the control room because those ways are definitely reliable and safe. With all of today’s viruses and other challenges, there is a reluctance to depend on current technology. There are instances where the data shown by dials and meters is also shown on a computer screen, but this serves as secondary data.

I am specifically assigned to the training center. The training center has two divisions – instruction and simulation. I am stationed in the instruction division. All employees at the plant most go through initial training; initial training usually lasts at least 2 months. All employees must also take a minimum number of training hours each year. The retraining, as it is called, always encompasses a look at current events and changes in the plant. Additionally, there are subjects that must be reviewed every year and subjects with which the particular department needs additional help. Employees must pass the class test.

I was brought to the training center because of my knowledge of computers, specifically, PowerPoint. I am assisting the instructors (about 30) with understanding and incorporating that software into their teaching. My specific assignments are as follows:

1. SAT process for PowerPoint skills

1. Document the analysis of determining what PowerPoint skills the instructors should have.

2. Revise instructor qualification criteria IN-CL-1 to ensure all instructors meet that standard.

3. Develop a training module for it.

4. Develop a Job Aid (instruction sheet) for implementing PowerPoint presentations in our classrooms with our equipment.

5. Document the incumbent review. That is, provide a written status of instructor PowerPoint capabilities and the schedule of training/skill verification for each instructor.

6. Create a curriculum outline, lesson plan, and PowerPoint presentation to deliver one-hour class on skills identified as needing redelivery.

2. Develop a written proposal for where the training materials should be located on the LAN so instructors and plant users can find what they’re looking for.

3. Develop a standard for PowerPoint presentations: titles, filenames, locations, etc.

4. Develop a web site for HP or Chemistry training program tied to the Vogtle training page. Do in Frontpage and copy to: S:\….\PlantVogtle\Dtaashare\Webpages\Training\

Mastering the above tasks will:

It is amazing to me how much more I have learned about PowerPoint this summer. I have learned how to construct detailed drawings and how to animate graphs to assist students in understanding the relationship within the data. I can now use PowerPoint to create review games and even practice tests. I have created a handbook to help my students use PowerPoint to create their presentations.

I have learned how to use FrontPage to manage several sub webs. FrontPage is the standard program that Plant Vogtle uses to manage their internet pages.

Many of the suggestions that I made regarding the management of the LAN have been written into a procedure. Therefore, if the changes are not completed by the due date, the training center will have to write themselves up until they complete the work. Additionally, there will be an audit of the training center in December; auditors will look to see if materials are in good order.

I had to get over my initial fears of teaching classes of men quickly. I ended up teaching 8 one-hour PowerPoint specialty classes and spent a slew of hours working with instructors one-on-one. All the instructors were positive and treated me as one of their own.

The discipline content that I gained this summer is generally related to computer technology. I did gain a basic understanding of the operation of a nuclear power plant. The knowledge that I gained this summer related to instrumentation is restricted to computer technology.

In the past, I have concentrated on teaching the objectives rather than teaching the students. While it is important to cover the objectives set out for a particular course, of primary concern to a teacher should be to ensure that students understand and integrate knowledge learned from a course into their knowledge base and into their lives. In the past I have tried to have a hands-on approach to teaching, but always fell into the explicit teaching trap when time or ideas ran short. To view an example of how I taught last year, see the attachment labeled "Old Lesson Plan."

Next year, I will develop inquiry-based units that will require students to be in control of their learning. No longer will I step in and lecture endlessly. I will continue to do some direct teaching, but it will be in smaller chunks related to the actual learning that students are trying to accomplish. An example unit utilizing the inquiry method is included in this action plan. My goal is that 75% percent of my classes be truly inquiry-based (the other 25% would include standardized testing, direct instruction and guest speakers). I expect for the percentage to be lower at the beginning of the year as I become more comfortable and confident in the process and to increase gradually over the year.

A teacher’s goals should correlate directly with student needs. Therefore, I have targeted three of the goals from my student needs assessment as follows:

With the redesign of my teaching approach, I expect students to be excited about coming to science class. I expect them to describe their learning process as "fun" and "interesting." I expect my students to increase their public speaking skills and feel confident about their public speaking abilities. I expect all my students to feel like they can learn. Students will want to complete their work and do well because their peers are depending on them. I will access many of my students’ multiple intelligences so that they can demonstrate their abilities and knowledge in different ways.

The students I teach are grouped in the lowest two divisions in 8^th grade. My students are predominately black; their families have low SES. My students do not go on many vacations; usually, over half have never seen the beach. I intend for this unit to educate them about oceanography, expose them to issues related to the ocean, and give them realistic experiences with oceanography. My students will be able to understand our trip to the beach so much better after they have completed a "virtual cruise."

I hope to expand this unit into an interdisciplinary unit when I confer with my teammates. I have outlined suggested areas of study and activities in the attached unit.

I will adopt the inquiry model in my classroom from day one. At the beginning of the year, I need to do many "think alouds" with my students to help them understand how to read scientific resources, understand the scientific process, utilize many technologies, and how to work together. I will begin everyday with a hook, whether it is a fascinating question, a situation, or even the costume that I wear. The "think alouds" will follow the inquiry process, but I will not overtly state it at the beginning of the year.

By the second six weeks of school, it should be obvious that my class is following the inquiry process. I will have at least one inquiry-based unit for each major topic that I teach. Additionally, shorter lessons independent from the unit will also include the inquiry process.

I have included the first inquiry-based unit that I have developed. It relates to oceanography. The end-product that I expect from this oceanography unit is a "virtual cruise" where my students are the tour guides. They will lead their guests on a PowerPoint created cruise on and under the ocean. Each student will be assigned a different job with the crew and they will complete the needed research to convince their guests that they are tour experts. Additionally, they must know enough about the ocean to handle problems that they may encounter (e.g. a hurricane or the Gulf Stream). I have greatly increased my PowerPoint skills this summer that will help my students become proficient with the software.

The inquiry-based units will have 2-4 rubrics associated with them. In the oceanography unit, one rubric covers the excursions and explanations and one covers the connections and applications. Some example elements that will be evaluated by the rubrics are: The speaker clearly understands the scientific theory behind the topic, The speaker uses 5 PowerPoint slides, and The conclusion sums up the points made in an interesting and thoughtful manner. Copies of the rubric are attached to the unit.

Students must have a command of the scientific knowledge and technology to be able to present the "virtual cruise." Students must be able to apply their knowledge to new situations to explain how a "virtual cruise" would different if the ship was sailing polar waters.