Elkin High School Beth Felts

 Introduce students to the principles, concepts, and software applications used in the management of projects  Through project-based learning, students learn the five stages of project management  Initiating  Planning  Executing  Monitoring & Controlling  Closing

 5 high schools in North Carolina are conducting a Test Pilot this semester  Course becomes a Pilot Course statewide in  Course Pilots for the Project Management II will become available in  Two Level II courses will be available  Project Management II – Global  Project Management II – Technology  A Level III Course will become available

 Students complete 8 projects throughout the semester  Each project includes:  Context: Gives students background information in order set the tone for the project through brief descriptions and rationales  Task: Describes how the project is to be completed ▪ Forming groups, holding discussions, interviews, research, etcetera  Deliverable: Describes what students are to produce by the end of the project ▪ Exhibits, Research Reports, Oral Presentations, Budget Submissions, Gantt Charts

 Understand project management as a concept and as a process  Understand the importance of professional associations in project management  Understand how group dynamics, personality types, and the “team concept” affect project success  Understand the principles and skills required for effective management and leadership  Apply core and facilitative functions as appropriate within the various process stages of project management  Apply appropriate methods and techniques to monitor and control project activities

 Reading for Information  10 Standards incorporated into the curriculum ▪ Students read assigned texts, research topics, analyze reading selections, evaluate content presented, and evaluate the argument and specific claims  Writing  10 Standards incorporated into the curriculum ▪ Student write arguments to support claims, synthesize information, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism  Speaking & Listening  6 Standards incorporated into the curriculum ▪ Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

 BOOK STUDY  The Leadership Moment: Nine True Stories of Triumph and Disaster and Their Lessons for Us All ▪ By: Michael Useem  INTERVIEWS  Interviews conducted with school administrators  GROUP PROJECTS  Project Manager Assignments  SWOT Analysis ▪ Strengths, Weaknesses, Opportunities, Threats

 Research  Valid and Reliable Researching  Validating the content of webpages  Writing  MLA Formatted Research Paper with Citations  White Paper  Synthesis of 10 Guiding Principles of Group Dynamics & Leadership

Beyond the competencies, what else does the student learn?

 Students learn many skills that are not included in other curriculums  Leadership  Collaboration  Risk Management  Oral Communication/Presentation Skills  Workplace Readiness Skills  Authentic Experiences

 Students learn that the community is a stakeholder in many situations  Research community organizations and how they benefit the community  Not planning on a business career:  Learn skills applicable to all areas  Projects occur in all sizes and in all aspects of life

Students are taking an active role in their own education Setting the stage for other courses to do the same