Exploratorium Institute for Inquiry
Classroom Strategies for Teaching Inquiry
March 8-12, 2005

Participant Biographies

William (Bill) F. Jones My major responsibilities at ASSET exist as a Resource Teacher and the Middle School Coordinator. As a Resource Teacher I am accountable for developing and presenting professional training activities and other supportive activities to teachers in the ASSET program to increase their proficiency in the teaching of science. My primary focus is to provide training and coaching experiences for teachers of science to expand their knowledge of science, to display the inquiry approach of instruction and to be able to assess more readily what they have learned. As the Middle School Coordinator my principal responsibility is to coordinate, schedule, plan, and conduct staff development sessions with teachers and Middle School Material Providers. The planning and presenting of Professional Development sessions is provided to improve the teaching and learning of scientific principles. When requested, I will serve in a resource or consulting role for school district teachers as well as administrators to help with decisions in enhancing their science programs.

Jacqui King As a resource teacher for ASSET, Inc. I have many different responsibilities. I regularly conduct Level 1 trainings and support teachers with the implementation of the hands-on approach within their individual classrooms. I work with administrators, teachers, and other resource personnel in developing professional development opportunities for teachers. I am on ASSET's Institute for Inquiry team, which includes facilitating a five-day course on inquiry and providing support for teachers within their classrooms. I was on the focus group for developing our Science Notebook course, and am one of the trainers. In addition to being an active member of our Teacher Research Team, I have assisted in the preparation of and have presented at our Teacher's Inquiry Conference.

Karen Pavlik No bio submitted.

Sharon Beddard Hess My major responsibility is acting as the Resource Teacher Team Leader and Professional Development Coordinator. I oversee all of the professional development courses and institutes we provide for our 44 districts. I am part of a team whose responsibilities are to develop and present professional development for science modules, notebooks and assist in facilitating the 5 day Institute for Inquiry. In addition to this I assist and support teachers in our districts with their knowledge of science and their ability to use the inquiry approach in teaching their modules. I have also worked with a focus group to establish the "Teachers Inquiry Conference" which was designed by teachers for teachers to present their research on teaching and learning. The conference is now in its third year. This conference is the result of our Institute for Teacher Research which I helped to develop and facilitate. Presently I am on the Leadership Team for Science and Literacy, a research and development project ASSET is involved in. We will be working with classroom teachers to begin to develop strategies to assist teachers with the integration of literacy into their science classes. .

Victor Zuraw Provide content information during Level 1 and Level 2 training for the modules dealing with Chemistry or Physics. I am a member of the team which conducts our five-day Institute for Inquiry.

Connecticut Center for Science and Exploration

ˆ	Kathy Blouch No bio submitted.

Ann LaChance I am a science teacher on leave from my district and serve as a science specialist for area teachers who are involved with the Middle Grades Hands-on Science Program (HASP) and/or the Alabama Math, Science, and Technology Initiative (AMSTI). I have served as a science specialist for 3 years and provide on-site assistance to teachers as they engage in the implementation of science modules and science teaching changes. I design and lead professional development for science teachers in North Alabama and throughout the state. I am a leader in AMSTI and just recently gave up the role of president of the Alabama Science teachers Association.

Joe Jackson As principal and instructional leader of the only middle school in our district, it is my responsibility to provide direction for any new innovations for the middle school. The main area of concern for us at Athens Middle School is developing a rigorous curriculum for science that is inquiry based. Students are in need of being challenged with each lesson and allowed to experience more open-ended learning experiences. It is my responsibility to work with teachers and other staff to create the best learning environment possible to accomplish the goal of science education reform.

Sandra Enger I am the Principal Investigator and project director for the NSF-funded Middle Grades Hands-on Science Activity Program. UAH has played a major role in science education reform first in North Alabama and now throughout the state. Uah was the first professional development site for the Alabama Math, Science, and Technology Initiative which now has established two other professional development sites in the state. My roles include professional development design and delivery, research design, and evaluation. I conduct research within the project and serve as a content expert for modules in biological science and chemistry. At UAH, I reach pre-service science methods and a graduate assessment class. My research background in biological sciences, classroom teaching experiences in science and mathematics, and education from The University of Iowa have been invaluable to my multiple leadership roles.

Steve Jacobs During the 2003-04 academic year, I was on leave from my district and served as a science specialist with the Middle Grades Hands-on Science Program (MGHASP) and /or the Alabama Math, Science, and Technology Initiative (AMSTI). I provided on-site assistance to teachers who were implementing science modules that had been adopted as a part of curriculum changes for MGHASP and/or AMSTI. As a science specialist, I played a key leadership role in professional development for science teachers in North Alabama and throughout the state. I have returned to the classroom, but continue to be a professional leader for both MGHASP and AMSTI.

Damon Jensen PS3 is focused on Middle School science. My primary responsibility is in working with five schools: one junior high in Newark and four middle schools in San Mateo-Foster City. Our project is just starting up. These are some of the activities I am or will be involved in. I am helping to develop and teach our summer institute, which will include classes in each of the 6th through 8th grade subjects, as well as three elementary classes. The institutes aim to teach deeper understanding of concepts while modeling good inquiry-based teaching practices. I will also help to facilitate teacher study groups, and to work to allow teachers to observe each other and help them debrief what they have seen.

Kim Burke CUSD contains 20 K-5 or K-6 sites and 4 middle schools. Oversee, Write and train: K-6 curriculum: development/materials, etc. Support K-6 teachers from specific curriculum questions to entire kit (unit) Oversee Kit Stop with refurbishment of kits Facilitate Science Lead Meetings (24 school sites) Facilitate Professional Development Courses for Science (K-6) Continue to be a resource for district teachers both online and in the classroom Manage and train parent science volunteers Assist in current revision of Human, Growth and Development Serve on DATE committee-Drug Alcohol Tobacco Education/Child Wellness Support Grade 3 Field Studies at McClellan Ranch Continue efforts to maintain website BASEE II Attend regular meetings to collaborate and work with consortium Manage day to day details of program Participate in implementation of new NSF grant PS3-support link with K-5 Participate in regional trainings

Natalie Yakushiji Newark Unified is part of a 9-district NSF grant consortium. The goal of this grant is to improve science achievement in grades K-8 by improving science instruction. I will be heading the grant efforts for Newark for grades K-6. I will be facilitating teacher training efforts to incorporate effective inquiry science strategies in all classrooms. Working with the Jr. High School Science Resource Teacher, as well as the other districts in the consortium, we hope to create a cohesive district-wide science program where inquiry is key, science is exciting, and science is being learned.

Dee Goldberg My major responsibilities in our elementary science education reform effort are to conduct professional development for our teachers, develop curriculum, lead teacher groups in the use of strategies for the improvement of science instruction, and lead and manage the educational efforts at the Science Center. I conduct professional development for elementary teachers and have organized and presented many inquiry workshops. I organized and helped present the workshop on Formative Assessment after we attended the conference at the Exploratorium. I usually offer professional development on each Tuesday, Wednesday, and Thursday.

Kaz Kuzminski Duties and responsibilities include placing and maintaining FOSS Science Kits for our 25 elementary and 8 Middle Schools, coordinate and present FOSS Training sessions for district teachers, maintain FOSS warehousing, refill and refurbishment programs, work with administrators as to the implementation and assessment of the FOSS Program. Additional responsibilities include designing effective assessment vehicles for the district's science curriculum, i.e. benchmarks.

Mary Hobbs As Administrator for Science pre-K-12 for the district, I oversee the alignment of the entire curriculum and instruction program. This school year we have implemented FOSS completely in grades 3 through 5 and partially in grades 1 and 2. I consider this an incremental step in preparing teachers for pure inquiry-based instruction.

Liesl Chatman Articulate strategic planning Oversee design and implemantation of science education initiatives, K-12 Establish and deepen science partnerships with universities, non-profits, corporations, and goverment agensies to support science education. Secure external funds to support the above.

Marty Davis I am part of a long-range differentiated professional development plan which works closely with the University of Pittsburgh’s Institute for Learning. My main role is as a content-focused Junior High Science inquiry coach. I plan and run inquiry workshops for a small group of teachers. I then work individually with these teachers to design, implement and reflect on rigorous, standards-based inquiry lessons. I work with each teacher over a number of years allowing them time to develop their skills and create an inquiry-based classroom.

Peggy Knapp No bio submitted.

Randee Edmundson Organize, coordinate, and teach science staff development programs (4) , part of the Catalyst Science project K-12 in St. Paul Public Schools. This is a four year initaitive to 1.) improve teacher knowledge 2.) develop teacher/scientist partnerships to design, plan, and teach science in the classroom 3.) reflect on teacher strategies and student assessment (k-12) by teacher teams, 4.) develop "science associate schools" where a retired scientist/parent works part time in a school refurbishing science kits, aquipment, and help with lab set-up 5.) summer institutes (1-2 wks) for teachers (k-12) to study with a master teacher and scientist.

Andrea Rains As a teacher leader in Stillwater Public Schools responsibilities include: Conducting module workshops for Stillwater teachers, teachers from Ponca City, and teachers attending the Science PDI. Coaching and training new teachers to the assigned grade in Stillwater and Ponca City. Teaching the module kits (STC) each year in the classroom. Participating in and conducting leadership institutes for the Cadre Members from Stillwater, Ponca City, and other districts. Serve on outreach team for supporting National Board Candidates Member of Writing Project portfolio team.Teacher with OSU Writing Project each Summer Demonstration teacher for Math PDI.

Megan Matthews As member of the training cadre, my responsibilities include: Conducting module workshops for Stillwater teachers, teachers from Ponca City, and teachers attending the Science PDI. Coaching and training new teachers to the assigned grade in Stillwater and Ponca City. Teaching the module kits (STC) each year in the classroom. Participating in and conducting leadership institutes for Cadre Members from Stillwater, Ponca City, and other districts. Coordinating the summer component of the Math Science Partnership program funded by Title II. Facilitating collaborate coaching teams.

Wallingford Public Schools

Diane DeLibero As a second grade teacher in the Wallingford, CT district, my responsibilities are to gather strategies for inquiry from this workshop so that we can examine our science curriculum and make adjustments to the lessons we teach. I will be part of a professional development team to introduce the strategies to other teachers in our district, especially 2nd grade and make myself available to model lessons and facilitate teachers in other classrooms.

Jeffrey Sousa I am an active member in our district's Science Management team which is in the process of revising many areas of our science curriculum. I have been involved in revising the district's solids, liquids, and gases kit (states of matter) using an inquiry approach to do so. I will be helping the science resource teacher to provide professional development to first grade teachers.

Kristen Dietrichsen I participated for two weeks in a summer institute where I helped to draft a new third grade science unit for the district. I implemanted the unit in my classroom this fall, taking time to meet with other institute members, and revised the unit accordingly. In November, I participated in leading a professional development workshop acquainting grade level teachers with the unit's content and format. Following our Exploratorium experience, I will participate in facilitating inquiry activities in primary classrooms, especially 3rd grade, within my school, as well as other schools in the district.