Exploratorium
Institute for Inquiry
Introductory Workshop
January 24-29, 2005
Participant Biographies
Brookline Public Schools
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I lead a group that organizes curricula, distributes materials, and trains teachers from K-8 to teach science and health. A major undertaking for us over the next few years is developing a system of simultaniously representing curriculum and assessment in skill frameworks. |
Connecticut Center for Science and Exploration
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Christine Moses
Christine Moses has more than 15 years experience in marketing, public relations, and community relations in both for-profit and non-profit settings. As part of those responsibilities, she has provided certified professional development programs to classroom teachers for more tham 8 years. In addition, she has 3 years teaching experience at independent school s across the country. Chris lives in Hartford and is the former chairman of the board for Literacy Volunteers of Greater Hartford and the Princeton Alumni Association of Central Connecticut. Chris gratuated from Princeton University with a bachelor's degree in sociology and is pursuing her master's degree in public policy at Trinity College in Hartford. |
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Holly Harrick
Holly Harrick has been involved in public education for 20 years. She was a classroom science teacher for 13 years, and then became a Curriculum/Learning Specialist for Orange County Public Schools in Orlando. Upon moving to Connecticut in 1999, Holly became the district wide Science Curriculum Coordinator for Wallingford Public Schools, then became the Director of Curriculum for Groton Public Schools. Holly is currently a board member of the DNA EpiCenter, affiliated with the Dolan Learnig Center at Cold Spring Harbor DNA research laboratory, as well as a member of the board of the CSSA (Connecticut Science Supervisors Association) and a fellow of the CT Academy of Math, Science, & Technology. Holly received her B.A. in Elementary Education from Rollins College and her M.A. in Administration and Supervision of Education from the University of Central Florida. In 2002, Holly was accepted to attend a Harvard University Institutue entitled "Focus on Accountability". Holly has also attended multiple basic and graduate level inquiry training sessions at the San Francisco's Exploratorium's Institute for Inquiry. |
COSI Toledo (Center for Science and Industry)
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Eva Diedrick
No bio submitted. |
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Sandy Williams
No bio submitted. |
ETHOS, Inc (Encouraging Technology and Hands-on Science)
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David Emery
My position as the newly created District Science Teacher is to provide leadership in science professional development and keep the district aware of current trends and best practices in science education. Because of this we have entered into a partnership with the ETHOS, Inc, and Purdue University to obtain an educational science reform grant. it will be my position within the grant to be the manager of the master teachers (the two teachers in our team). My other position is with ETHOS as the Director of Professional Development and Science Initiatives. In this way, my ties to this educational reform process can continue throughout the year as my teaching contract ends in June. I will be providing the professional development at ETHOS and at our district's Professional Development Center just across from my office, under the direction of two Purdue education professors. |
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Jeff Antioho
I am currently a 4th Grade Teacher at Bristol Elementary School, a part of the Elkhart School District. I have been selected to become a master teacher for Elkhart's Math and Science Partnership grant from the Indiana Department of Education. My responsibilities would be to go into various schools and provide leadership and some professional development at each grade level. I will also take a role in the professional development on inquiry in science that will be taking place at ETHOS of the Professional Development Center for Curriculum and Instruction of Elkhart Schools |
Fayette County Public Schools
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Fayette County Public Schools' "Math and Science Partnerships:Tiered Mentoring program" is the focus of a district plan to implement reform inboth mathmatics and science education. The goal of the Science Initiative is to enable classroom teachers, science teachers, and administrators to increase their capacity to provide Standards-based science instruction through depth of content knowledge and institutional pedagogy. The goal is within the context of the district and state's broader reform efforts. To make a strong case for elementary science instruction, an element of the program has been crafted to create a community of science leaders. The initiative includes veteran teachers (mentors) who demonstrate competencies in teaching science or mathmatics as well as teachers who want to devlop their skills (mentees). Inquiry-based learning is at the heart of the initiative. University/Community experts work with mentors to share content expertise and real-world experiences. The total implementation of the plan is based on one-year cycle and spans over a three year period. Grant funding from the Kentucky Department of Education supports this initiative's full implemantation. Struggling schools (identified by the Kentucky State Department of Education and the Federal Government's No Child Left Behind Act) receive intensive services from the district-level Science Specialist. Those services include professional development trainings in science curriculum, science content, materials, and classrooom management, as well as inquiry-based approaches to teaching. In additin to these initiatives, a braod base of schools receives professional development training in science education. Professional development sessions are offered to encourage teachers to utilize their hands-on, inquiry-based materails to teach science process and content. School Site Based Councils determine their professional development needs based on student performance on the Kentucky Core content Test. School-specific, grade level-specific coaching is provided. Schools also request training on a topic from Kentucky's Core Content for Assessment, Inquiry-based strategies for teaching, and on the use of a commercial program such as FOSS or SCIS.All three of the Exploratorium's participants are working with the Tiered Mentoring Project and provide professional development at veteran levels for the Fayette County Public Schools. |
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Lori Bowen
Fayette County Public Schools' "Math and Science Partnerships:Tiered Mentoring program" is the focus of a district plan to implement reform inboth mathmatics and science education. The goal of the Science Initiative is to enable classroom teachers, science teachers, and administrators to increase their capacity to provide Standards-based science instruction through depth of content knowledge and institutional pedagogy. The goal is within the context of the district and state's broader reform efforts. To make a strong case for elementary science instruction, an element of the program has been crafted to create a community of science leaders. The initiative includes veteran teachers (mentors) who demonstrate competencies in teaching science or mathmatics as well as teachers who want to devlop their skills (mentees). Inquiry-based learning is at the heart of the initiative. University/Community experts work with mentors to share content expertise and real-world experiences. The total implementation of the plan is based on one-year cycle and spans over a three year period. Grant funding from the Kentucky Department of Education supports this initiative's full implemantation. Struggling schools (identified by the Kentucky State Department of Education and the Federal Government's No Child Left Behind Act) receive intensive services from the district-level Science Specialist. Those services include professional development trainings in science curriculum, science content, materials, and classrooom management, as well as inquiry-based approaches to teaching. In additin to these initiatives, a braod base of schools receives professional development training in science education. Professional development sessions are offered to encourage teachers to utilize their hands-on, inquiry-based materails to teach science process and content. School Site Based Councils determine their professional development needs based on student performance on the Kentucky Core content Test. School-specific, grade level-specific coaching is provided. Schools also request training on a topic from Kentucky's Core Content for Assessment, Inquiry-based strategies for teaching, and on the use of a commercial program such as FOSS or SCIS. All three of the Exploratorium's participants are working with the Tiered Mentoring Project and provide professional development at veteran levels for the Fayette County Public Schools. |
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Wendy Dick
Fayette County Public Schools' "Math and Science Partnerships:Tiered Mentoring program" is the focus of a district plan to implement reform inboth mathmatics and science education. The goal of the Science Initiative is to enable classroom teachers, science teachers, and administrators to increase their capacity to provide Standards-based science instruction through depth of content knowledge and institutional pedagogy. The goal is within the context of the district and state's broader reform efforts. To make a strong case for elementary science instruction, an element of the program has been crafted to create a community of science leaders. The initiative includes veteran teachers (mentors) who demonstrate competencies in teaching science or mathmatics as well as teachers who want to devlop their skills (mentees). Inquiry-based learning is at the heart of the initiative. University/Community experts work with mentors to share content expertise and real-world experiences. The total implementation of the plan is based on one-year cycle and spans over a three year period. Grant funding from the Kentucky Department of Education supports this initiative's full implemantation. Struggling schools (identified by the Kentucky State Department of Education and the Federal Government's No Child Left Behind Act) receive intensive services from the district-level Science Specialist. Those services include professional development trainings in science curriculum, science content, materials, and classrooom management, as well as inquiry-based approaches to teaching. In additin to these initiatives, a braod base of schools receives professional development training in science education. Professional development sessions are offered to encourage teachers to utilize their hands-on, inquiry-based materails to teach science process and content. School Site Based Councils determine their professional development needs based on student performance on the Kentucky Core content Test. School-specific, grade level-specific coaching is provided. Schools also request training on a topic from Kentucky's Core Content for Assessment, Inquiry-based strategies for teaching, and on the use of a commercial program such as FOSS or SCIS. All three of the Exploratorium's participants are working with the Tiered Mentoring Project and provide professional development at veteran levels for the Fayette County Public Schools. |
Indian Creek Elementary (Indiana)
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Dennie Brooks
I am the Principal of Indian Creek Elementary School, a Magnet School for Science and Technology, in the Metropolitan School District of Lawrence Township. Of the eleven elementary schools in Lawrence, two are magnet programs where students are selected from a computerized lottery system. Indian Creek is home to 660 first through fifth graders. Since opening in 1986, Indian Creek has been a lighthouse for age appropriate science and technology curriculum integration. Each grade level has 5-6 major science themes that are aligned with the Indiana Academic Standards. For the past 3 years every school in our district has employed the servicesof a literary coach to assist teachers in professional development as we teach and prepare students for the 21st century skill requirements in the areas of basic, technological, visual, and informational digital age literacy as well as inventive thinking in the areas of self direction and higher order thinking skills. Our school is embracing the inquiry approach to teaching science which is a natural fit with self direction and higher order thinking skills. Following the San Francisco experience, teachers will be available to guide all elementary school teachers in our district toward an inquiry based approach to science instruction. |
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Lisa Powell
I am currently working in my district as a digital age literary coach. This position has been designed to support teachers in my district as they explore and implement best practices. The support I provide includes model teaching, coaching, and consulting. I also plan workshops and presentations on educational practices. I work closely with teachers in my own home school (Indian Creek) but am also available to work with teachers and coaches in other buildings in our district. Inquiry learning is the focus of the staff development I am doing this year both in my school and at the district level. Indian Creek Elementary is a science and technology magnet school. We decided as a school to focus this year on inquiry learning. My principal and I have designed our staff development around this topic. Every teacher in our school is exploring inquiry in one or more ways as an area of professional growth. Some teachers are investigating inquiry as a structure to guide student learning in their classrooms. They are working together to develop inquiry units in science, math, social studies, and language arts. I am guiding other teachers to use an inquiry process as they investigate educational topics that are of importance to them. These teachers are investigating an array of topics including PALMs in the classroom, student engagement, music appreciation, outdoor lab use, writing conferences, reading workshop, to name just a few. At the distriict level, I am working with two other coaches to write an online college level course through Purdue University. The title of this course is "Inquiry into Inquiry" and will be available to any teachers in our district through our township website. I will be one of the facilitators of this course when it is launched next semester. Because I have been researching and experimenting with inquiry for the past two years, I have also had several opportunities to share my resources with other coaches and teachers in our district who express interest in this critical teaching/learning approach. |
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Terri O'Brien
I, along with the rest of the staff, am pursuing professional development opportunities to learn about inquiry in the classroom. I envision my role as a facilitator for a working classroom model. This model will serve most immediately to encourage my 5th grade team members to incorporate more inquiry opportuniites. As a team, we can then serve as an observation site for other 5th grade teachers around the township. Ultimately, I hope tp particiapte as an advisor or trainer for teachers across all grade levels. |
LMSRC (Lowcountry Math and Science Regional Center)
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Amy Threatt
As one of three Science Specialists in my region, my primary responsibility is the development of the statewide K-5 coaching program, including the training and mentoring of school-based science coaches. In addition to the coaching initiative, I provide K-12 science professional development and resources that promote standards-based, inquiry-centered science to districts, schools, and teachers. |
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Cindy Riley
The main emphasis of the South Carolina Science Initiative is one coach, one school, and one content area. My responsibilities include providing professional development for teachers that will increase the use of hands-on and inquiry-based programs in science and increase the use of a variety of appropriate assessments that are aligned to the state and national standards. One of my goals is to ensure that all kindergarden through fifth grade teachers acquire the appropriate content knowledge and pedogoy necessary to address the SC Science curriculum standards. I strive to provide the teachers in my school with exemplary materials and content knowledge to use in their classrooms with their students. I serve as a resource to the teachers in addition to a "coach" that asks them to plan and reflect with me on the lessons they are teaching. In addition to my coaching responsibilities, I work with the other two science coaches in my district to ensure that, district-wide, our teachers are receiving the same high-quality science professional development. |
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Harry Wooding
I serve my school and district as the science coach. My major responsibilities include: helping teachers to use research-based science kits and outdoor learning environment activities that are aligned with the South Carolina science standards; helping teachers to be knowledgeable of their grade level science content and provide exemplary science instruction; helping teachers use science assessments that are aligned with the SC state Standards; helping to make sure that kit based science materials and additional supplies are readily available as needed; and helping to make sure that the school and community are aware of, supportive of, and involved with the schooli in its mission. |
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Janet Rizer
My responsibility as a MSU Science Coach is to use the coaching model as a means to increase student achievement in science. Coaching involves listening, observing, questioning, and offering support to teachers through research based curriculum, instructional materials, aligned assessment, facilitating administration and community support and providing staff development that enhance teacher competency. Coaching provides teachers the opportunity to reflect upon personal classroom teaching strategies and evaluate thier impact on classroom instruction. The on-site staff development, in conjunction with reflection, empowers the teacher to improve his/her instructional practice in the context of his/her own classroom. Coaching provides continuous growth in teachers of all experience levels, therefore impacting all learners in a school community. |
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Mary Whaley
As one of three Science Specialists in my region, my primary responsibility is the development of the statewide K-5 coaching program, including the training and mentoring of school-based science coaches. In addition to the coaching initiative, I provide K-12 science professional development and resources that promote standards-based, inquiry-centered science to districts, schools, and teachers. |
Middle Grades HASP (Hands-on Activity Science Program)
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Carol Mueller
As Director of the AMSTI (Alabama, Math, Science, and Technology Initiative) I am responsible for providing and organizing professional development for a summer institute that is two weeks of math and/or science training for approximately 400 teachers. A material center housed at UAH provides and refurbishes kits and modules to assist these teachers throughout the year. As Associat Director of HASP I am responsible for professional development and materials for 7 HASP school districts. |
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Carolyn Pistorius
I currently work with The University of Alabama in Huntsville (UAH) and assist them in implementation of their hands-on science program. I am a science specialist, and my job involves going out to numerous classrooms to help the teachers implement their science modules. UAH has established a hands-on science program where science modules are provided for teachers, and we provide professional development for teachers to help them effectively use the materials. I also help write and facilitate professional development for the science teachers in the North Alabama area. |
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Elizabth Lacy
My responsibilities in my school district relating to science education are to supervise the science instruction for 6th through 8th graders, provide on-going, research-based professional development for teachers, and to support our participation in the MGHASP program through The University of Alabama in Huntsville (UAH). To prepare for these responsibilities, I participated in a two-week training program for math and science during the summers of 2002 and 2003. I have also attended other professional development activitites including a three-day administrator's training in Montgomery in the spring of 2004. |
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Leigh Adams
About five years ago I was introduced to inquiry-based, hands-on instruction for 7th grade science students. This approach to teaching has forever altered the learning environment of my classroom. I teach 7th grade integrated science using a 100 minute block schedule that runs for 18 weeks. I am strongly supported by the Alabama Math, Science, and Technology Initiative. Within my building, I serve as Science Department Chair. In this capacity and as the Science Curriculum Specialist for our school district, I strive to promote the science education reforms that made such a difference with my students. |
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Maria Young
No bio submitted. |
Partnership for Student Success in Science
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Georgette Oppezzo
Our reform effort is to match our grade level units to the standards. This has meant that some of the grade levels are piloting new units, as well as revisiting some of our old units. The charge is to be sure to imbed inquiry based instruction into our units while meeting the standards. |
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I am the liason between the "old"elementary BASEE project and the new PS3 project for the Menlo Park Elementary School District. I am responsible for attending PS3 meetings and communicating with our district's Assistant Superintendent in charge of curriculum. I am also working with her to update the 4th and 5th grade kits so they are more alligned to the State Standards. I am responsible for helping the Assistant Superintendent plan kit trainings for our new teachers. I also teach 4th grade full-time. |
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Sandra Sperow
I am the Elementary Science Resource teacher for the San Mateo-Foster City School District. My role is to coordinate and organize all activities to meet the goals of the Strategic Plan with Administration and teachers of Sna Mateo-Foster City School District. The Strategic Plan was written by a team of teachers, administrators, and myself in Washington DC at the Laser K-8 Science Education Strategic Planning Institutue. Our district has outlined goals and objectives to help lay the foundation for creating inquiry based and hands-on science classrooms, as well as implementing standards-based curriculum. I organize and/or facilitate any workshops, seminars and professionsl development opportunities that may be needed to support our teachers in this reform. I also act as a resource for all techers and principals within our district. |
St. Charles Parish Public Schools
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Ann Folse
As the Curriculum Specialist for Grades K-2 for St. Charles Parish Public Schools, I am responsible for the following:
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Connie Gassen
As the Curriculum Specialist for Grades 9-12 for St. Charles Parish Public Schools, I am responsible for the following:
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Joette Sirmon
As a Curriculum and Assessment Facilitator for St. Charles Parish Public Schools, I assisst the district in the following areas:
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Roesmary Sanders As the Curriculum Specialist for Grades 3-5 for St. Charles Parish Public Schools, I am responsible for the following:
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St. Cloud State University
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Beverly Kochmann Beverly teaches elementary science methods and does classroom supervision. Beverly also directs a special master's program for elementary teachers. |
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Jean Hoff Jean teaches the elementary science course for the teachers and a special earth science course for elementary science specialists. Jean is a memeber of the science education committee that develops science courses and programs for elementary teachers. |
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Patty Simpson Patty teaches an introductory science content course for elementary teachers and their final science class on classroom inquiry. Patty chairs the science education commitee that developes science courses and programs for elementary teachers. |
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Rebecca Krystyniak Becky teaches the introductory science content course for elementary education students and a chemistry course for elementary science specialists. Becky is a member of the science education committee that develops science courses and programs for elementary teachers. |
Tulare City School District
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Gina Machado Currently, I am on an science inquiry committee that meets each month to discuss the ideas surrounding inquiry and test them in our own rooms before presenting them to other teachers. The committee holds workshops for other teachers in our district that are interested in learning about inquiry. Our committee leaders areTerry Sayre and Suzi Ward. I am also working with two other 3rd grade teachers to develop a unit about astronomy which fits our earth science standards. |
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Mike Hays Currently, I am on an science inquiry committee that meets each month to discuss the ideas surrounding inquiry and test them in our own rooms before presenting them to other teachers. The committee holds workshops for other teachers in our district that are interested in learning about inquiry. Our committee leaders areTerry Sayre and Suzi Ward. I am also working with two other 3rd grade teachers to develop a unit about astronomy which fits our earth science standards. |
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Shelia Patterson
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