CWO Tommy Hickman

CWO Hickman
Hello My Name Is...

Chief Warrant Officer
 
T.D. Hickman

Senior Naval Science Instructor

U.S. Coast Guard (ret)

Chief Warrant Officer T.D. Hickman is a graduate of Jordan Vocational High School in Columbus, Georgia, and he received his Bachelor of Science degree in Criminal Justice/Economic Crime Investigation from Utica College of Syracuse University. He also received his Master of Arts degree in Criminal Justice from American Military University, and Master of Science degree in Criminal Justice Administration from Columbia Southern University.    His enlisted and Chief Warrant Officer Air Force/Coast Guard careers exceeded 27 years followed by his retirement in 2014. His specialties throughout his enlisted and commissioned career was Law Enforcement/K9 Specialist and Maritime Law Enforcement Specialist. He also worked a total of 22 years in civilian law enforcement with 14 of those years as a criminal investigator followed by a second retirement in 2019.  Following his retirements from military and civilian law enforcement, CWO3 Hickman has been working as the Senior Naval Science Instructor at Macon County High School since April 2019.  He is thankful for the opportunity to develop and mentor the youth of Macon County High School through the Navy JROTC program and beyond.  His take, “being part of the NJROTC program is challenging and enjoyable, and the results are priceless!”

Class schedule 2019-20 

1st Period Planning 

2nd Period Naval Science 3 

3rd Period Naval Science 3 

4th Period Naval Science 3-4 

5th Period Naval Science 3-4 

6th Period Naval Science 3 

                                                                                                                    

NAVAL SCIENCE 3/4 COURSE SYLLABUS

 

 

Title of the course:

Naval Science 3/4

 

Teacher of the course:

Senior Naval Science Instructor

CWO Tommy Hickman

Teacher contact information:

478-472-8579 ext. 5139

 

School’s contact information:

Phone:  478-472-8579

Fax:      478-472-6206

 

Rationale for the course:

Career, Technical and Agricultural Education (CTAE) began a curriculum revision process in conjunction with the Governor’s Strategic Industries and Workforce Development Task Force recommendations.  In a collaborative effort involving secondary and post-secondary school instructors, determinations were made based on what knowledge and skills are necessary for future successes in the Georgia workforce.  Ten Program Concentrations were developed for Georgia based upon this work.

 

Each Program Concentration has Career Pathways that have been developed for students to select and complete.  Career Pathways have three or four specialized courses developed to provide students rigorous core elements, performance standards, and skills necessary after high school graduation to go straight into the workforce or choose college/university, or the military for additional training.

 

 

Course description:

Naval Science 3/4

 

 The Program is broken down as follows:

 

            Naval Science III

Enhances level-two skills; covers methods to improve leadership, communications. Introduces career and vocational options, future challenges for the Navy.

Naval Science IV:

Enhances level-three skills; offers options of more in-depth study of previous topics and practice leadership, communication, managerial and decision-making skills.  Emphasizes career awareness and continuing education options.

 

 

 

Tentative list of learning objectives:

Georgia Performance Standards:

Georgia Performance Standards provide clear expectations for instruction, assessment and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.” The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate and make connections with other information.  They also tell the teacher how to assess the extent to which the student knows the material or can manipulate and apply the information. The performance standard incorporates the content standard, which simply tells the teacher what a student is expected to know. Additionally, it adds to these concepts by providing three additional items: suggested tasks, sample student work, and teacher commentary on that work.

Reading/writing portfolio:

Reading across the curriculum develops the student’s academic and personal interests in different subjects, as well as his or her understanding and expertise across subject areas.  As the student reads, he or she develops both content and contextual vocabulary and builds good habits for reading, researching, and learning.  The Reading Across the Curriculum standards focus on the academic and personal skills a student acquires as the student reads in all areas of learning.  There will be some sustained reading as well as a writing portfolio which will be kept in the classroom to be evaluated.  Each assignment will be graded and weighted the same as a daily grade.

 

 

Course delivery method:  Macon County NJROTC utilizes active classroom participation during its training.   NJROTC uses several methods of instruction formal classroom instruction, and large group and small group practical training. The formal instruction is in accordance with the NJROTC curriculum and Georgia NJROTC performance Standards. Practical training may consist of large unit and small unit drill, color guard, drilling with rifles, guide-on training, sword training, physical training, and marksmanship training.

 

 

Materials needed for this course:

          -Black shoe polish

          -Mothers Polish

          -Red NJROTC T-Shirt

          -PT Gear (to include running shoes)

          -POSITIVE ATTITUDE!        

Make-up work:

Make-up work will be completed before or after school if the absence is excused or school related.  Please remember you have three (3) days after returning from an excused absence to make up work.  Remember:  It is YOUR responsibility to make arrangements with me!  Failure to make up work will result in a zero.  A substitute assignment may be given.

 

 

Late work:

Under normal circumstances late work will not be accepted.

 

 

Due dates:

Due dates for assignments will be issued in advance.  If changes are made, students will be notified.  DUE DATES ARE NON-NEGOTIABLE!

 

 

Expected classroom behavior:

The main goal of NJROTC is to instill self discipline and motivation and to develop a better citizen.  Students’ attitudes and behavior are very important.  Each student will be responsible for his or her own actions and are subject to all the school rules set forth by Macon County High School.  In addition, each student is responsible for all classroom rules set forth by the Career, Technical and Agricultural Education Department (attached).

 

Failure to follow these rules will result in the following consequences:

  1. Student conference (implement suggested modification)/warning
  2. 5 break detentions and/or phone call to parent
  3. Phone call/counselor or administrative conference/parent conference
  4. Office referral
  5. Reduction in Rank
  6. Removal from the NJROTC Program

 

Semester exam exemption policy:

  • 95 or higher average in the course
  • No more than 5 absences (excused or unexcused)
  • No more than 3 unexcused tardies
  • No ISS or OSS during the semester
  • No discipline issues in the course

 

Grading scale:  A = 90-100; B = 80-89; C = 70-79; F = 69 and below

 

 

Grading procedures:

Semester assessments:

  • Tests.Tests will be given at the end of each academic unit. Tests may also be given throughout the unit.Grades from Wednesday’s uniform inspection will count as a test grade also.
  • Daily grades. Daily grades will be comprised of participating in physical training on Monday’s and Friday’s, wearing red MCHS NJROTC T-shirt on Tuesday’s and conduct.
  • Exams.No mid-term exam will be given.The final exam will be given as stated in the MCHS Student Handbook.The exemption policy located above and in the student handbook will be followed.

 

 

Progress report/9 week averages:

The averages for both the progress reports at the 4th week mark and the 9 weeks average mark should be calculated based upon daily work grades and test grades posted.

 

Type

 

Examples of

 

Weight

Daily work

Quizzes, daily grades

=

45%

Unit tests

Summative assessments

=

55%

 

Average of daily work

multiplied by (0.45)

+

Average of unit tests

multiplied by (0.55)

=

Progress/ 9 weeks grade

 

 

 

Cadet Johnson’s Grade Sheet:

Daily work

 

Daily grade

Daily grade

 

 

Average

Grade

 

100

90

 

 

95

 

Unit tests

Chapter 1

Chapter 2

 

 

 

Average 80

Grade

70

90

 

 

 

 

95 multiplied by  (0.45)  + 80  multiplied by (0.55)   =   87%   Progress or 9 wks grade

 

Semester grade:

To calculate the average for the semester, add the grades for both nine weeks to the final exam grade and divide by 3.  (1st semester grade calculation utilizes only 1st and 2nd nine weeks averages; 2nd semester calculation utilizes only 3rd and 4th nine weeks averages.)

 

          Example:       Nine weeks average  ≈ 33%

                             Nine weeks average  ≈ 33%

                             Final exam               ≈ 33%

 

Summative assessment possible formats:

Summative assessments could be constructed in written format using the school-wide testing construct procedures (with a study guide), or performance-based projects   (with a guiding rubric).

 

          What can I expect from a written assessment (test)?

                   Multiple choice questions (60%)

                   Fill-in the blank/matching questions (25%)

                   Open ended questions/short answer (15%)

 

Cognitive level questions        %

          Knowledge              50%             Easy

          Comprehension        20%            

          Application              10%                                         

          Analysis                  10%

          Synthesis                5%

          Evaluation               5%             Difficult

         

Formative assessments application in the classroom:

The purpose of formative assessments is to help guide the teaching and learning process in order that the students may be assessed on each standard explored for a significant level of cognitive development to support mastery learning.

 

A formative assessment is an evaluation tool used to guide and monitor the progress of student learning during instruction. Its purpose is to provide continuous feedback to both the student and the teacher concerning learning successes and failures. Formative assessments diagnose skill and knowledge gaps, measure progress, and evaluate instruction. Teachers use formative assessments to determine what concepts require more teaching and what teaching techniques require modification. Educators use results of these assessments to improve student performance. Formative assessments would not necessarily be used for grading purposes. Examples include, but are not limited to pre/post tests, portfolios, benchmark assessments, quizzes, teacher observations, teacher/student conferencing, teacher commentary and feedback.

 

-Georgia Department of Education 2007

 

Most asked questions about this subject:

 

  1. What will it take to earn an “A” for this class?
  2. How much homework will I have each week?
  3. How can I get help when I do not understand the standard being studied?
  4. How will you inform me when I am failing the course?
  5. How will my grade be calculated?
  6. What should I do if my home phone number or address changes?
  7. If I have a question, when can I speak with you?
  8. Do I have to participate in the Physical Training?
  9. Do I have to meet grooming standards?
  10. Do I have to wear my red shirt on Tuesday’s?
  11. Do I have to buy my NJROTC uniform?

 

Answers:

  1. Good attitude, exceptional work ethic, consistent effort, completing all work, mastery of standards.
  2. Occasionally
  3. Ask questions during the class period, Early School, 7th period, peer tutoring.
  4. Progress Reports, Recovery Sheets, Parent Phone Call/Letter Home
  5. Progress report/9 week averages and Semester grades
  6. Notify all of your teachers and the counseling department so that your records can be updated.
  7. Before and after school or during class with permission
  8. Yes!
  9. Yes!
  10. Yes!
  11. No, it is provided by the Navy

 

 

Maintaining the student’s work sample file:

The teacher will keep a copy of all graded assessments for review by the student, parent, or administration to assess potential concerns in the learning process.  The student’s work samples will be used to confirm any possible appeals that may arise during the course of study.  The student should also keep track of graded work.

Plagiarism or cheating:
Plagiarism is defined as use of intellectual material produced by another person without acknowledging its source. For example:

  • Wholesale copying of passages from works of others into an assignment, paper, discussion board posting, or thesis or dissertation without acknowledgment
  • Using the views, opinions, or insights of another without acknowledgment
  • Paraphrasing another person's characteristic or original phraseology, metaphor, or other literary device without acknowledgment

A student proven to commit plagiarism or cheating will be referred to the administration staff and the teacher will call or write the parents or guardians to inform them of their child’s disposition. The student may or may not be given an opportunity to retake or re-do the assessment. If the teacher selects to give the student a second opportunity to retake or re-do the assessment the student maximum score can only be a 75.

 

Parent contact:
The teacher will contact the parent in the following manners beyond parent connect, progress reports cards, report cards, or open house activities:

  • Student weekly tracking sheets
  • I-Grade Pro status report
  • Recovery Sheets
  • Academic conferences via phone or face-to-face
  • IEP meetings or SST process
  • E-mail

 

Student’s self-efficacy:
Macon County High believes that it is important to nurture students’ self-efficacy by positive verbal persuasion, mastery experiences, vicarious support, and reducing stressful issues to improve their self-regulatory skills for learning by developing academic and physiological attributes to support improved academic outcome. Macon County High School will also use formative assessments and data analysis to support improving students’ motivation and self-regulatory skills.  

Each student must sign to confirm receipt of the syllabus and understand the items outlined.  The following page needs to be returned to the teacher within 1 week of receipt. Each student should retain the course syllabus in his/her notebook for reference.

 

CLASSROOM RULES

 

 

  • All rules set forth in the Macon County High School Student Handbook are to be followed.
  • No cell phones are allowed in class.
  • Computer games and music CD’s are not permitted at any time.
  • NO food or drinks allowed in the classroom or lab areas.(This includes candy and gum.)
  • Keep your hands, feet, and comments to yourself.
  • Students should be in their seats, not entering the room, when the tardy bell rings.
  • No personal grooming in the classroom.
  • Students should use the restroom and get water before coming to class.
  • The classroom phone is NOT for student use.
  • Shirttails are to be tucked in at all times.Pants, belts, skirts, and shorts are to be worn at the proper level.
  • Hats and sunglasses are NOT to be worn inside.
  • Respect the rights of others.
  • Raise your hand and wait for acknowledgement to speak or get out of your seat.
  • Bring all books and supplies with you to class daily.
  • No headsets allowed in classroom.


 

 

 

Course:  NJROTC 3/4                                                                Period:____________                                                                                                           _________________          

 

 

 

Parent and Student Confirmation of Receipt of the Syllabus

 

 

I, the student, ___________________________________ (print name) confirm that I have received a copy of the course syllabus and fully understand the expectations of this course of study.  I understand that I must take an active and supportive part in this course of study in order to be successful in this course.  I understand that extended instructional support is available to me before school and after school. 

 

I, the parent/guardian, ____________________________________ (print name) confirm that I have read this course syllabus and fully understand that I must support the teacher and school to ensure that my child is working diligently at home to meet the standards of this course. I understand that the school and the teacher will be available for parent/teacher conferences at 7:30 AM, during the teacher’s planning period, or after school to discuss my child’s academic progress.

 

 

Student Signature: ______________________________                       Date:_____________  

 

 

Parent Signature: _______________________________                       Date:_____________

 

 

Teacher Signature: ______________________________   Date: 

 

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