Assessment for Learning in Elementary School Science

28 July - 2 August 1997

Participant Biographies

ANCHORAGE, ALASKA

Local Systemic Change, NSF

Traci Caves caves_traci@msmail.asd.k12.ak.us I am a teacher on special assignment working to facilitate the growth of 1,050 elementary teachers toward developing successful pedagogical strategies and comfort with basic content surrounding our recently implemented Earth Systems Elementary Science Program. My responsibilities include collaborating with a team to plan, schedule, coordinate and deliver instruction and hands-on science materials. Our National Science Foundation Grant award is supporting 100 hours of training for each teacher plus many additional hours for a core of 300 support teachers. At the end of two years, forty-two of the 100 hours has been facilitated by my training partner and me. We are excited to be broadening our trainer base by using classroom teachers this coming year. A key component of our training is to model hands-on science instruction and guide teachers in their transition to providing more inquiry rich learning opportunities.

Trisha Herminghaus herminghaus_trisha@msmail.asd.k12.ak.us I am a Staff Developer for the Anchorage School District Earth Systems Implementation Project. Over the course of four years we will provide 100 hours of staff development for approximately 1,100 elementary teachers. My job on the project is to design and implement this staff development.

Judy Hurlburt hurlburt_judy@msmail.asd.k12.ak.us I am currently the PI and Project Director for the Earth Systems Implementation Project, an NSF sponsored Local Systemic Change Project in Elementary Science. My responsibilities include keeping the project vision alive and nurturing relationships which support and keep the project moving forward. I am responsible for assuring that project goals and objectives are met; planning professional development activities for 1,080 elementary classroom teachers, teams of Science Support Teachers from 61 elementary schools, 61 principals and a cadre of community scientists; and working closely with our science materials center to assure delivery and maintenance of our hands-on inquiry kits. This project, along with a similar secondary project, encompasses Anchorage School District's science education reform goals.

Annie Ronsse ronsse_annie@msmail.asd.k12.ak.us Annie Ronsse is a multi-age classroom teacher at Polaris K-12 School, Anchorage, Alaska. She teaches 9 and 10 year old students; however, through different aspects of her school's K-12 program, she also teaches K-12 grade students in special intensive studies. It is Annie's teaching goal to help in the development of self-directed, life-long learners. Her favorite aspect of teaching is the integration of science projects throughout the curriculum. For the past five years Annie has been a core team member in Anchorage School District's "Earthsystems" science reform project, as well as a district grade level and building Science Support Teacher. Her hobby is exploring the Alaskan roads and trails by bicycle in summer, and by cross-country skis in winter.

CAMBRIDGE PUBLIC SCHOOLS

CAMBRIDGE, MASSACHUSETTS

Teacher Enhancement, NSF

Center for Urban Science Education Reform, EDC

Lin Tucker lktucker@aol.com Currently I work as a Science Staff Developer Teacher (SSDT) for the Cambridge Public Schools. I share responsibility with the four other SSDTs and the Science Coordinator for implementing an inquiry based, hands-on science curriculum for grades K-6 at 15 elementary schools. This includes providing workshops, materials and classroom support for about 270 elementary school teachers. It also includes providing the equivalent of a week or more of in depth professional development in science education to 28 science liaison teachers from all the elementary schools as well as working individually and collaboratively with the 55 teachers who work at the three schools to which I provide direct support services. My responsibilities also include promoting a positive environment for science learning at the three schools in which I work most. With the other SSDTs, I continue to work on the Cambridge Science Frameworks, clarifying its similarities to and differences from the Massachusetts State Frameworks and making the relationship between the science units we ask teachers to teach and the Cambridge Science Frameworks explicit. Additionally, I work to bring community support for science education into the classrooms and to bring students to the science resources available in our community. This past year I have worked closely with our new Materials Resource Manager to create the systems to make science unit rotation possible, now grades K-9. I also have assumed managerial responsibility for revising and adapting the science curriculum units to the Cambridge Science Frameworks, rotation system and local resources.

Pamela Woods pamela_woods@fitz.cps.ci.cambridge.ma.us Currently I am a second grade teacher at the M.E. Fitzgerald School in Cambridge, Massachusetts. I am also a Science Liaison Teacher for my school and in that capacity work with other Science Liaison Teachers and Science Staff Developers throughout the Cambridge School System on issues of inquiry-based science and assessment. I have been instrumental in forming a team of teachers at the Fitzgerald who have planned a Garden/Ecology/Weather Center to be incorporated into renovation plans slated for the year 2000.

Susan Young my43@aol.com I am currently a fourth grade classroom teacher. For the past year and a half, I have also been serving as a Science Liaison Teacher for my school. My liaison position has afforded me training in teaching science beyond the scope of the average classroom teaching experience. I have had opportunities to connect with colleagues in other schools throughout my district in Science Liaison workshops, study groups and planning sessions.

CLARK COUNTY SCHOOL DISTRICT

LAS VEGAS, NEVADA

Local Systemic Change, NSF

Lorraine Blume lkblume@aol.com I am currently a Teacher on Special Assignment (TOSA) for the Clark County Mathematics and Science Initiative (CCMSI), a Local Systemic Change project funded by the National Science Foundation. As a part of this team, I design and conduct professional development in mathematics and science for K-5 teachers. Workshops focus on improving science and mathematics education for all students and include implementation of adopted exemplary materials and inquiry-based science.

Keith Cochran khcochran@aol.com I am starting my fourth year as a Teacher on Special Assignment with the Clark County School District in Las Vegas, NV. We have a five year local systemic change grant (MASE II) which involves mathematics and science education. As a member of the project team, I help shape the overall design of all of our professional development. I am a staff member of our annual, two-week, Inquiry Institute. My primary work is with the mathematics component of the grant and I am really looking at how inquiry can be included in mathematics.

Linda Gregg lgregg@intermind.net As the K-5 science administrative specialist for the Clark County School District, I facilitate curriculum framework development, selection of curriculum resources, and the design and implementation of professional development. I coordinate the Eisenhower Professional Development program and am the designer and Principal Investigator for the Mathematics and Science Enhancement grants, MASE I and II, funded by the National Science Foundation. Projects are designed to provide teachers and administrators access to high-quality experiences based on implementation of effective instructional practice and exemplary science resources. Professional development is centered in the classroom with children, and tenets of constructivism shape sessions for adult and student learners. Over time, participants examine beliefs and debate ideas in light of current research and National Standards. The goal is to provide all students access to inquiry-based science education.

Ina Mogensen eimogensen@worldnet.com I am currently a TOSA (Teacher on Special Assignment) for mathematics and science professional development. I interact with kindergarten through fifth grade teachers as we collaborate to improve the quality of math and science education in our schools. Because of the size of our district (tenth largest in the nation) and the large number of Elementary teachers, we have begun to specialize. My area of emphasis as a TOSA will be assessment, so I am really looking forward to learning as much as I can from other participants and Workshop staff.

Lynne Dee Shay ldshay@compuserve.com As a Teacher on Special Assignment, my responsibilities include: working with colleagues and teacher leaders to design and facilitate inquiry-based science professional development for kindergarten through fifth grade teachers in MASE project schools; acting as coordinator for scientists and teachers piloting Caltech Preservice Science Initiative Advanced Inquiry Modules; and working with the Northeast Area Professional Development Center to plan and coordinate district-wide science and mathematics release days.

Mary Sowder marys71252@aol.com I have been an elementary school teacher for the past twenty years. I am currently assigned to a regular fourth grade classroom at Crestwood Elementary School in Las Vegas. For the past several years I have also worked as a teacher leader with our district's "Math and Science Enhancement" program. In this capacity I have attended various classes and workshops designed to address science education reforms, and I have facilitated district in-science services, workshops, and professional development courses.

COMMUNITY SCHOOL DISTRICT #5

NEW YORK, NEW YORK

Local Systemic Change, NSF

Center for Urban Science Education Reform, EDC

Sheila Dunston sdunston@ralphbunche.rbs.edu My current position is that of SMART Process Project Coordinator. In this position I coordinate many of the activities of the project between the two districts, Community School Districts # 3 and 5. These activities include but are not limited to: materials support/material selection community support (seeking and maintaining) professional development project evaluation vision sharing.

Kevin Jackson kjackson@ralphbunche.rbs.edu I am a sixth grade all-subjects teacher. I have just recently been chosen to participate in the district's science education assessment team. I have taught sixth grade for thirteen years. Science has never been my subject, but recently I have found science to be more interesting because I have found ways to use science on-hands in the classroom. I am very interested in how to assess science education other than paper and pen multiple choice questions found in the teacher's edition of our current textbook.

Howard Nadler hnadler@ralphbunche.rbs.edu I am currently the Coordinator of Science for Community School District Five, a district comprising 20 schools which enrolls 1,400 children, as well as the Co-Principal Investigator for the SMART Process. The SMART Process is a systemic reconceptualization of teaching and learning directed at the reform of science, mathematics and technology education. It is systemic in that it will impact and affect every aspect of school culture&emdash;teaching, learning, curriculum, assessment, professional development, staffing and administration. My responsibilities include the development, coordination and implementation of the district's instructional and professional development initiatives at both the elementary and middle school level. To date, 300 teachers have been involved in intensive full day professional development experiences focusing on implementing the SMART Process inquiry based instructional program with an additional 130 teachers scheduled to participate in a two week institute in August. In addition, I am a New York State Elementary and Middle Level Science Mentor, the district's liaison to the Center for Urban Science Education Reform and the district team leader for planning and development for New York City's Urban Systemic Initiative. This NSF initiative provides additional resources for the science reform effort.

COMMUNITY SCHOOL DISTRICT #6

NEW YORK, NEW YORK

Center for Urban Science Education Reform, EDC

Stacy Douglas Currently my title is Science Facilitator. This is a position funded by the NSF grant the district received in 1992 for teacher enhancement. It's only the first year that our district has used full-time staff developers. I (along with four others) service five schools for staff development in science. The Science Team in addition to providing staff development district wide, has also created standards in science and is in the process of reforming the assessment component.

Susan Frankel In the late 1980's, with the development of the District Six STEPS science program, I was chosen to be my school's science turnkey trainer. To facilitate the implementation of the STEPS program in elementary classrooms in my school, I became a science cluster teacher. Currently, I teach third and fourth graders in the elementary school and fifth graders in the middle school. When District Six received a National Science Foundation grant several years ago, I was fortunate to be included among the Wave I teachers who received inquiry training at the City College Workshop Center (CUNY). While I had conducted staff development workshops for the district and my school, my inquiry and leadership experiences at the Workshop Center broadened my responsibilities. I am now a Point Lead Teacher and member of the Science Restructuring Committee in my school, and the science liaison between the district and my school. Among early responsibilities was to coordinate the piloting and selection of science modules for the school. I provide module and inquiry training at workshops, provide customized demonstration lessons and support for elementary school teachers, order and distribute science and science support materials for grades K through 6, prepare materials to ensure the smooth functioning of the science program, coordinate the annual school-wide science expo for the elementary grades, implement the test components for ESPET (NYS science program evaluation), conduct parent workshops in science, and am responsible for science instruction in eight classes.   I have an educational background that includes science, elementary education and development and remedial reading. This diverse background has enabled me to work on District Six committees that prepared curriculum, assessment and staff development components in social studies, science and communication arts. These experiences, along with my training in inquiry science, have stimulated my interest in alternative assessment.

Luis Malavé My recent appointment as the assistant principal for the Math, Science and Technology Academy at Intermediate School 218 comes after serving one full year as the "Science Assistant Principal." As the administrative supervisor of an academy, my responsibilities include leading a team of 18 teachers and support staff in providing 300 students with a rich, rigorous and varied educational program focusing on the academy theme. My role as the science assistant principal continues to ensure there is a school-wide comprehensive science education plan in effect that is frequently monitored, evaluated and modified to meet the needs of the learning community. The science assistant principal also ensures there is a healthy and productive relationship between the district and school.

EAST BAY EDUCATIONAL COLLABORATIVE/KITES

PORTSMOUTH, RHODE ISLAND

Local Systemic Change, NSF

Elizabeth Hyman epoat006@llwsbe.wsbe.org Teacher of Grade 5 at Orlo Avenue School, an elementary site with 300 students at which I also serve as Head Teacher. For the academic year of 1997-98, I will be on professional leave as the Christa McAuliffe Fellow. During this year I will work at the Rhode Island Department of Education with the Outcomes and Assessment Office.   I have been active as a teacher participant in the implementation of KITES for East Bay Collaborative (Kits in Teaching Elementary Science), an NSF funded science reform initiative. I have been active at the state level in reform of statewide performance-based assessment program: developing math/science performance assessments; writing assessment and portfolio development project.

MacGregor Kniseley mkniseley@grog.ric.edu Since 1990, I have been teaching at Rhode Island College in the Department of Elementary Education teacher preparation program. My primary area of teaching is elementary science education. In addition to teaching, I am directing a five-year, elementary science systemic reform effort supported by a $1.8 million grant from the National Science Foundation. The project which began in May 1995 is a private, non-profit educational agency which serves the eight school districts along the Narraganset Bay in eastern Rhode Island. The project provides 600 K-6 teachers from 52 East Bay schools and Henry Barnard School at RIC with at least 100 hours of professional development and resources necessary to deliver exemplary inquiry-centered science instruction to more than 13,400 students. The project links teacher preparation programs with K-12 education. And, it allows teachers to work with academic and industry scientists and engineers during professional development.   The KITES Project is organized in accordance with the five elements of systemic change recommended by the National Science Resources Center: curriculum which includes modular, inquiry-centered science kits; professional development; materials support; student and program assessment; and administrative and community support. At one level, the project's goals are to replace the current science textbook approach with a hands-on, inquiry-centered, core science curriculum which include modular units developed by Lawrence Hall of Science, Educational Development Center, and the National Science Resources Center. At another level, the goals of the project include nurturing changes in understanding, values, practices, and policies that lead to a significantly different system.

LITES

OAKLAND, CALIFORNIA

Local Systemic Change, NSF

Norman Brooks normanb495@aol.com After teaching one year of elementary school in Los Angeles, I joined the TWA (Trans World Airlines) Marketing Division where I worked for 21 years (including 10 years in Saudi Arabia). After leaving TWA, I began teaching Computer Information Systems at the college level. In 1990, I returned to elementary education at Burbank Elementary School in Oakland, California. In 1995, I became the science prep teacher. In June 1996, I joined LITES (Leadership Institute for Teachers of Elementary Science) at Mills College. My LITES team supports the elementary teachers of Oakland by conducting workshops, doing classroom demonstrations, assisting with lessons and field trips, obtaining materials and equipment, and developing a collaborative learning community. Our goal is More and Better Science for ALL students. My special interest and focus has been live insects in the classroom and integrating technology and science.

Victoria Luibrand luibrand@mills.edu I am one of four Teacher Support Liaisons (TSL) for LITES (Leadership Institute for Teaching Elementary Science), an NSF Local Systemic Initiative. A five year grant, we are currently beginning our fourth year. As a TSL, I am responsible for a portion of the 22 elementary schools in their second year of a two year cycle. My responsibilities are to work with a team of Coordinator Teachers at a school site to determine and implement a plan for science enhancement at the site. I am available as a coach, co-teacher, implementation expert, ombudsperson and gopher. My goal is to get all concerned groups interested and active in changing the culture and practice of science at the school site. District responsibilities involve working with and inservicing principals, working with the K-12 Science Coordinator (a teacher on special assignment) and informing district personnel of important or related science matters. I am also responsible for co-developing and co-teaching 90 hours of Topics in Pedagogy for LITES Coordinator Teachers over a two period, as well as presenting a SIP days at school sites.

MILL VALLEY SCHOOL DISTRICT

MILL VALLEY, CALIFORNIA

Betty Mott bmott@marin.k12.ca.us I am a Third Grade Teacher at Tam Valley School in Mill Valley, California and was a Summer of 1996 Inquiry Workshop participant. This past school year I put inquiry based science into place by moving classroom instruction from hands-on work with teacher-directed questions and activities to more open-ended inquiry approaches that allowed students to explore their own questions. I have hosted two classroom visits for principals, superintendents and assistant superintendents to see inquiry in action. I was a member of the Teacher Learning Group at the Exploratorium. My focus area was assessment in inquiry learning. My students developed and maintained a science portfolio documenting science skills and concept acquisition. I will continue for a second year as a member of the Teacher Learning Group.

Leslie Thornton lthornto@marin.k12.ca.us I have several different positions at my school, Tamalpais Valley School, and in my district. For the past four years I have taught first grade and have participated in several Exploratorium projects. I have also been a new teacher mentor, sharing my experiences in inquiry and other areas. This year I will be moving to fifth grade with a new team, and am looking forward to the students' abilities to be able to record their inquiry more easily. This will be my second year as lead teacher, assisting the principal on my site with various administrative duties. This summer I have been involved in writing standards for literacy and math and new progress reports for my district. Next summer we will be writing science standards. I look forward to this workshop in application to my own classroom, assisting other teachers on my site, and writing new district standards next summer.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

SAN FRANCISCO, CALIFORNIA

Local Systemic Change, NSF

Center for Urban Science Education Reform, EDC

Denise Ebisuzaki I am currently a teacher in a Japanese Bilingual Bicultural Program in the San Francisco Unified School District. In the past six years, I have worked with City Science giving presentations to all elementary teachers in the district on the newly adopted science kits. I've also been a part of the LSC working on elementary science assessment, aligning the national science standards with our own present curriculum and working with CSIEAC to create and implement the 5th grade science test.

Steven Green sgreen@exploratorium.edu I'm currently a Teacher-in-Residence with the Exploratorium Institute for Inquiry as well as a SFUSD K-5 Science Resource Teacher supporting the Local Systemic Change Initiative. I collaborate with the Exploratorium staff on workshops and programs and serve as a liaison between SFUSD and the Exploratorium. I'm working with a group of SFUSD science systemic leaders, developing science assessment tools in conjunction with the California Systemic Initiatives Assessment Collaborative as well as on-going formative science assessment tools aligned with District science kits for classroom use.

Patricia Harmon As the Science Assessment Coordinator my responsibilities are coordinating of the assessment work of the National Science Foundation grant, CITY SCIENCE. The City Science grant is a Local Systemic Change program that seeks to provide high quality professional development for all K-5 students. As the Science Assessment Coordinator I work with City Science staff, teachers and partners to develop content specific assessment task in science for K-5, coordinate the district wide science testing at the 5th and 8th grades and assist the project evaluator in the evaluation of the program.   As the Science Assessment Coordinator my primary responsibilities are the coordination of the design, implementation, and evaluation of all phases of the assessment program in City Science. Major responsibilities are (a) the coordination of the K-5 science assessments being developed with the RAND Corporation, (b) implementation of the district wide science assessments being implemented at the 5th and 8th grades, (c) collaboration with the California Science Initiatives Assessment Committee.