Exploratorium Institute for Inquiry
Formative Assessment
in Elementary Science
November 18-22,2003

Participant Biographies

ARSI Master Teacher Project
(Appalachian Rural Systemic Initiative)
Diane Johnson

I am currently serving as a Regional Teacher Partner in Lewis County schools. In this role and with full-time release, I work with elementary teachers on implementing standards-based instruction and assessment. Providing professional development for teachers is one of the focuses of my world. Some of the professional development is provided through a district-wide cadre group, which meets regularly. Current cadre professional developments topics have included science as inquiry, literacy strategies in science, adopting standards-based materials, implementing a kit-based program, and using state test data to make curricular and instructional decisions. Another responsibility that I have in elementary science education reform has been to assist teachers with lesson/unit design including performance assessments. This has included developing lessons, units, assessments, literacy strategies, and often involves modeling these strategies for teachers.
Diane Vaughn

As regional Teacher Partner for the University of Kentucky ARSI Resource Collaborative Master Teacher Program, my primary goal or role is to work with a school within a district that is poised to implement an exemplary K-8 science program. Some of my responsibilities to assist the school are as follows: *Increase my content knowledge and pedagogy skills by working with mentors and attending appropriate training opportunities. *Assist in the refining/revising of science curricula. *Assist in the evaluation and selection of science instructional materials. *Design and/or facilitate staff development that will enhance teachers' content and pedagogy knowledge and skills. *Assist schools in evaluating their programs using evaluation instruments and action research. *Assist and train school in the use of data in making sound instructional decisions.

Evelyn Mayer

As a Regional Teacher Partner my major responsibilities consist of assisting K-8 teachers in the areas of: *Designing standards-based units of study utilizing a science curriculum that is aligned with state national standards. *Locating standards-based resources and how to implement them. *Improving science content knowledge of classroom teachers. *Increasing science teachers' knowledge of inquiry-based science. *Conducting formal professional development as well as job-embedded professional development. *Providing science teachers with current research in classroom practices and their applications. *Developing principals' knowledge regarding what makes a "quality" science instructional program.

Kim Zeidler
  • Support the work of 6 Regional Teacher Partners (RTPs) (3 science; 3 math) who are released full-time from their teaching responsibilities to serve as regional agents of change.
  • Design, identify, and facilitate professional development experiences for RTPs, Teacher Partners (who work with the Appalachian Rural Systemic Initiative), science teachers, instructional supervisors, and principals.

Banneker 2000 (Omaha Public Schools)

Aurietha Hoesing


At Banneker 2000: CEMS Professional Development Specialist my major responsibilities in the Omaha Public Schools elementary Science education reform efforts include the following:

  • Facilitate science in-service training offerings to elementary teachers.
  • Facilitate the work of teachers who are involved in the portfolio process.
  • Coordinate a math, science, and read summer camp that includes teacher in-service and student enrichment.
  • Assist in the planning and facilitation of the district wide school improvement plan.
  • Provide schools assistance and resources in their school improvement.
  • Coordinate the training and execution of work by the mathematics and science Professional Development Specialists.
  • Conduct seminars in the district and at the university.
  • Assure timely and accurate completion of portfolios.

Frank Tworek

My responsibilities as the district Science Specialist are to coordinate and monitor the science curriculum for Pre-K through 12. These processed include alignment of the articulated curriculum to national and state standards, selection of teaching materials, development of Criterion Referenced Assessments, and training of teachers for the implementation of the curriculum and assessments. My district role is to support the teachers with materials and teaching strategies aimed at increasing student achievement.

Susan Koba

As Banneker 2000: CEMS Project Director (USP in Omaha Public Schools) my major responsibilities include:

  • Day to day direction of the project on site in close cooperation with the Co-Principle Investigator (A major enabling goal of our project is teacher professional development in science and mathematics, focusing on standards implementation through inquiry and problem solving.)
  • Serve on the EXCELS Plus (district improvement process) Executive Committee; give input on science/mathematics.
  • Participate in curriculum design and professional development content and delivery in the district (As part of our district improvement process, we are in the first year of a 3-year district-wide focus on science and mathematics--inquiry and problem-solving).
  • Directly involved in activities driven by the partnership goals and reporting Project activities and progress to all participants in the community and in communication from the PI.
  • Assure that teachers are provided the services and resources promised in the proposal.
  • Coordinate with school system offices and the CEMS office staff the management of finances, purchasing, organization of events, scheduling of professional development, and communication with district staff. As Banneker 2000: CEMS Professional Development Coordinator my major responsibilities include:
  • Serve on the district's Professional Development Priority Committee to align embedded professional development efforts across disciplines and district efforts (including grant efforts).
  • Coordinate activities among the science and mathematics professional development specialists.
  • Structure the portfolio and the online delivery of profiler, personal professional development plans, and portfolios
  • Facilitate the work of participating schools' leadership as they complete Leadership Portfolios in science/mathematics.
  • Structure Action Research and Portfolio activities in cooperation with the university and site Co-PI.
  • Structure professional development content and process as outlined in the project goals and activities.
  • Coordinate the training and execution of work by the mathematics and science Professional Development Specialists.
  • Conduct seminars in the district and at the university.
  • Serve as a Building a Presence for Science in Nebraska Key Leader for the Omaha Public Schools.

Brookline Educators Studying Science
Chris Whitbeck

The science coordinator creates and coordinates all science professional development K-8. I work directly with teachers and science teacher leaders as they implement new curricula and pedagogy in the classroom. My role includes purchasing and/or writing curriculum, planning and leading professional development, working with teacher leaders to plan grade level professional development, working with other district coordinators to bring the most up-to-date research and information to the Brookline Public Schools.

Mark Goldner

As a Brookline teacher leader, I am responsible for developing lessons in my classroom and in conjunction with the science coordinator. I work with teachers at 7th & 8th grade throughout the district and support the implementation of inquiry lessons in their classrooms. I also assist the science coordinator with professional development workshops.
Yasameen Sharif

This is my 9th year of teaching in Brookline having completed a BA degree at Tufts University and an M.Ed. degree at Boston University. I presently teach 6th and 7th grade science but have also taught language arts. I participated in the Brookline Inquiry Institute two years ago and began implementing what I learned there in my classroom last year. During the spring and summer I work on the children's TV show ""ZOOM"" as the science and math content manager. I work with the seven cast members on their science knowledge as well as helping to create the science segments on the show. On a ""nothing to do with science"" note, I love Shakespeare and do a Shakespeare play with my 6th graders each spring."

Greater Philadelphia MSP (Math Science Partnership)
Donna Cleland

Having been instrumental in conceiving and creating the Southeast Pennsylvania Regional Science Initiative, I now continue to facilitate the group and arrange for the professional development in elementary science teaching that we sponser. The five school districts have joined together in establishing a common curriculum which meets our national and state science standards. We are introducing one new module each year. Each module is preceded by a day-long workshop in which teachers work through all the lessons of the unit themselves as learners and leave the day with an understanding of the conceptual flow, the materials and how it feels to learn in and inquiry-centered way. WE reach all 500 of our teachers with this experience. In the summers, we also offer three-day institutes which focus on Assessment, Inquiry-centered Teaching, Becoming a Workshop Leacer, Science Content, Background, etc. My primary responsibility is the development of new offerings and the coordination of existing professional development offerings.

Jackson Public School District
Kescher Love

No bio submitted.

Portia Powell

Science Education Facilitator at P.W. Peeples Middle School, grades 6, 7, and 8. Responsibilities include empowering students in their quest for knowledge. A member of the teacher leader team sponsored by "Project Seed," a Jackson Public Schools education reform incentive. As a team member I am responsible for the planning and facilitation of professional development sponsored by Project Seed.

Tom Williams

Principal Investigator - NSF - Jackson Urban Systemic Program Sub-award Provide professional development for mathematics and science teacher K- 12. Content support for K - 5 science teachers.

Los Gatos Union School District

Cheryl Werth

I am a third grade teacher in Los Gatos. I have taught in the district for over thirty years. I love teaching third grade. I have been a member of the science leadership team for about five years now. I am not a scientist. My degree is in history. I have always enjoyed reading about science. I really learned a lot about science and teaching from my two sons. They both have enjoyed the subject since infancy. They grew up with trips to the Exploratorium, Monterey Bay Aquarium, and Dinosaur Natl. Monument etc. I attended a workshop at the Exploratorium in June of 2002 on investigating and science. I am looking forward to this piece of science assessment.
Sandi Yellenberg

My Responsibilties include:

  • Providing training to teachers in science inquiry method use of district's science kits planning science lessons science content knowledge
  • Organizing science kit use and replenishment
  • Helping district select new kits to be adopted
  • Recruiting and lead district's Science Leadership Team
  • Overseeing parent volunteers who help with the district's science program.

Middle School Science Systemic

Meg Town

As part of the team of six Science Resource Teachers in this LSC, I am responsible for being the link to teachers in the six junior highs in the Northshore School District. I provide professional development support primarily through mentoring and modeling effective practices with an inquiry approach to science instruction. I work directly with the science leadership in Northshore (Dr. Carolyn OÕKeeffe, Curriculum Director) to develop and implement an effective, secondary level inquiry science program that is built on the foundation of the long standing elementary kit-based science program in Northshore.

Middle School Science Systemic Change Partnership

Caroline Kiehle

Caroline is directing the new Seattle-area LSC for secondary level science. Five school districts have formed a partnership with the University of Washington to provide 185 hours of professional development for all 250 middle level science teachers. Teachers are participating with their school's whole science department for the five years of this program. They will work on developing their science program to be standards-based, using the best instructional materials with an inquiry approach to teaching, and with a deeper understanding of science content. To support teachers through this change process, Caroline is leading the team of Science Resource Teachers and scientists that will provide support for teachers at their school building, on a daily basis. In this role, she is blending her experience in research science, in middle school science teaching, and in teacher professional development in inquiry science.


Missouri Botanical Garden

Barbara Addelson

As Senior Manager of the Education Division of the Missouri Botanical Garden I am responsible for coordinating and ensuring the implementation of our professional development activities for teachers. We work mostly with elementary and middle school teachers from the region. Our programs focus on botany, ecology, environmental issues, integrating technology into science, general science and mathematics. We work on helping teachers learn how to integrate hands-on, inquiry-based instruction into their classrooms. Additionally, I oversee our school partnerships with various local elementary and middle schools. We work in partnership with a number of schools, providing direct instruction to students and support to teachers.

Lydia Toth

As Manager of Educational Services for Shaw Nature Reserve it is my responsibility to coordinate and ensure the implementation of all school, adult and family programming, including programming at our new overnight education facility. We work predominantly with elementary and middle schools from the St. Louis region, focusing on natural history, ecology, botany and environmental science. Our overnight facility will have a strong emphasis on inquiry-based and technology-enhanced field studies. I'm also involved with the Garden's professional development activities for teachers, helping them to integrate inquiry-based, hands-on instruction into their classrooms. I also oversee curriculum development at the Nature Reserve, volunteer training, school partnerships, adult and family programming, interpretation and assist with public events.

Partnership for Student Success in Science

Cathy Stokes

Cathy is in her third year as a science resource teacher with Seattle Public Schools. ÊShe concentrated on elementary science for the past two years as a part of Seattle's Inquiry-based Science Program, an NSF funded Local Systemic Change grant. ÊThis year, she returned to her first love, middle school science, where she's working with Seattle teachers as part of a five district middle school science consortium tied to the University of Washington's Department of Education and funded by NSF. ÊHer duties includes site-based work with teachers in promoting standards-based and inquiry-based instruction. On the district level, her responsibilities include planning department chair meetings, facilitating this year's middle school science curriculum adoption, and designing professional development for K-8 teachers in the area of science instruction and reform. ÊLooking ahead, she will be working on the development of a common course description for middle school science in the district and work with teachers in the creation of classroom-based assessments aligned to district standards. ÊShe plans to work this spring on the state level in the creation of a state science instruction framework that will inform teachers on concepts and skills to target through the grades and how these spiral and deepen through the grades.

Damon Jansen

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.

PESE-ESD #112 (Partnerships for Elementary Science Education)
Gloria Ferguson

I am one of three Science Specialists hired by Educational Service District 112 for the NSF Partnerships for Elementary Science Education grant funded-project, to provide professional development and classroom support to elementary teachers of six rural school districts over the next four years. In this capacity, we work with Washington State University faculty, approximately thirty lead teachers within the districts, and science volunteers. Five of the districts are in the process of adopting the FOSS curriculum, adding one new kit at each grade level each year. The sixth and largest district, as large as the other five combined, has been using the FOSS kits for several years know. My primary role is to support the first and second grade teachers. I work extensively with the teachers in the classroom, lead grade level meetings, help provide direction to the lead teachers in planning and delivery of kit training, deliver inservice workshops throughout the year, and assist in the development and delivery of science content training during the summer.

Lean-Gaik LaRowe

Lean-Gaik LaRowe is currently the Science Specialist for the Educational Service District 112 of Southwest Washington State on the NSF-funded project, Partnerships for Elementary Science Education (PESE.) This project is a collaborative effort by the ESD 112, Washington State University (Vancouver,) Hewlett-Packard and the consortium of 6 school districts (Battle Ground, Hockinson, Kalama, La Center, Ridgefield and Woodland.) In this capacity, Lean works full-time supporting third through sixth grade teachers to bring more inquiry-based science instruction into the classrooms. As part of a team of science curriculum specialists, Lean provides technical assistance to individual and small groups of teachers. The technical assistance varies according to the needs of the teachers and includes assistance with lesson planning and preparation, identification of resources, modeling of lessons, answering questions about the use of the science kits and serving as science content resource person. Lean also facilitates workshops on science content and inquiry learning and leadership training. Prior to her current position, Lean was a science specialist with the Curriculum Planning Division of the Ministry of Singapore from 1985-1995 after ten years as a classroom teacher, teaching science and mathematics at the secondary school level.
Peggy Degg

No bio submitted.

Salish-Kootenai Rural Systems Initiative

Debbie Hogenson

I have received training in Science-TOYS. I was the contact person for this program and offered workshops for teachers during this year. I have received traing and knowledge in the FOSS kits and Larry Lowery's Philosophy of teaching science. I worked with science "cadets" (H.S. Students) as they taught in my fourth grade classroom. I mentored and coached these students in the management and teaching of hands-on science activities. Experimentation with using the inquiry-based approach was always a component in the science instruction of my students.

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Lee Coble

I am a team member on our curriculum committee. we are currently evaluating the alignment of our science curriculum and investigating assessment. I serve also as a consultant to the Rural systemic Intiative where our goal is to improve science education methodologies in all of our reseroation schools and to increase math/science involvement with our Native american and female students. I help direct our regional Science Olmpiaol Competition and am currently receiving technology training through our districts' TALES program.

Regina Sievert

I am project facilitator for a multi-year project funded by NSF to train reservation teachers in inquiry-based methodology. This is a large projct, currently in the planning phase, that will include seven school district. i also teach inquiry methodology to teachers and pre-service teachers at Salish Kootenai College. I will also be a trainer/coach in the grant project mentioned above. We will try to tailor our project to fit with each school's comprehensive school reform model.

Ronda Howlett

I am a member of the science cadre to help train elementary teachers in inquiry science. I am responsible to mentor several teachers following the training. In the 2003-2--4 school year my responsibilities also include to meet five times to design and implement the summer institute where 40 teachers from the Flathead Indian Reservation will study inquiry, problem-based math and competent cultural content.

Valerie Umphrey

The St.Ignatius District is involved in Keystone Science, which I am trained in. Also, we are aligning our curricula (in all subjects) to meet state and national standards. I am also a lead teacher and coach in literacy learning.

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Spring Branch Independent School District

Dee Goldberg

I am the Elementary Coordinator for Science. I lead all science reform efforts for the elementary schools in the district. We are currently working with CUSER to make systemic reform in SBISD a reality. We are also working with Cheche Konnen to allow our bilingual students to excel in inquiry-based science.

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, ie 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.

 

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