ASSESSMENT FOR LEARNING IN ELEMENTARY SCHOOL SCIENCE

27 JULY - 1 AUGUST 1998


Participant Biographies

 

BAY AREA SCHOOLS FOR EXCELLENCE IN EDUCATION

PALO ALTO, CALIFORNIA

Local Systemic Change, NSF

Rachel Jordan
rjordan@basee.org

My name is Rachel Jordan and I am currently the Science Resource Teacher for Palo Alto Unified School District. PAUSD is one of eight school districts in partnership with Hewlett Packard that form Bay Area Schools for Excellence in Education. BASEE has received a 5-year NSF grant to provide staff development in science. My responsibilities include helping to develop and implement professional level programs, and to oversee the science program and materials in my own district.

Lindy Mateas lliams
lmateas@basee.org web.net

I am presently employed by Santa Clara Unified School District as a Teacher on Special Assignment. As a Teacher on Special Assignment my current role is as a Science Resources Teacher (SRT) for the BASEE Collaborative National Science Foundation Grant. Bay Area Schools for Excellence in Education consists of 8 Bay Area school districts and the Hewlett Packard Company. Our goal is to provide quality staff development for teachers over a five year period. The past two years I have worked with a district science assessment team creating performance based assessments at grades 2, 5, and 8 to provide evaluation of our science curriculum and materials.

Cathy Stokes s lliams
cstokes@basee.org

As a science resource teacher working at the district office this past year, I was responsible for managing our NSF grant which included working extensively with district teachers in science professional development as well as the other seven districts who are a part of our BASEE Collaborative. Our goals are to improve science instruction by enhancing teacher understanding of content and pedagogy, and to help teachers integrate science into all areas of instruction.


CHARLESTON COUNTY SCHOOL DISTRICT

CHARLESTON, SOUTH CAROLINA

NSRC

Kelly Mallaney
dlheath@awod.com

I am currently the curriculum coordinator at St. Andrews Elementary School of Math and Science in Charleston, SC. St. Andrews will begin its first year as a magnet school this fall, and I am primarily responsible for all duties surrounding the magnet school. I also assist teachers and train teachers to use our hands-on science kits. I serve on district committees concerning science, and I assisted in teaching a science course for area third grade teachers this summer.

Barbara McGee

I am a veteran teacher of 27 years. I am currently teaching third grade at a math and science magnet school in Charleston, SC. I have a Bachelor of Science degree and a Masters from Citadel. I have served as math and science liaison for my school and at present I am grade level representative.

Carol Tempel
ctempel@charleston.k12.sc.us

Carol Tempel is the Science Coordinator for Charleston County School District (1988-present). As a teacher with 11 years of experience, she taught high school biology and middle and elementary school science. Responsibilities as the science coordinator include support to schools, professional development of teachers/administrators, strategic planning for science reform, curriculum development and alignment with assessment, adoption of instructional materials, administration of Eisenhower program, and development of partnerships and grants with community scientists and institutions. As coordinator of the Can Do Project, she works closely with the Medical University of South Carolina, NASA, and SC Space Grant Consortium to implement teacher enhancement activities in earth-space science (National Geographic, 1994), experimental flights aboard the Kuiper Airborne Observatory to investigate Comet Shoemaker Levy 9, and a Kodak Technology Grant. She received awards for SC Network of Business Partners for Education; Charleston Trident Chamber of Commerce, Leadership award for School/Business Partnerships; NASA Group Achievement Award; Post and Courier, High Profile; and Citizen of the Year, National Association of Social Workers. She is active professionally in NSTA, AETS, NSELA, and ASCD and just completed work on her doctoral degree in educational leadership. Her dissertation was, Action Research: A Professional Development Strategy to Change Teachers' Attitudes, Behaviors, and Practices as They Plan and Implement Science Instruction for All Students.


CLARK COUNTY SCHOOL DISTRICT

LAS VEGAS, NEVADA

Local Systemic Change, NSF

Sue Bernheisel
SBernheise@aol.com

As principal of Crestwood Elementary School, I have led our faculty in becoming a model school for improving science instruction in a large, urban school district. We will begin our third year as a Science Project School for the district. The challenge will be to continue our improvement as we begin a year round schedule with ten new teachers.

Debora Hodler
urdahl@aol.com

As a Teacher on Special Assignment (TOSA), I am primarily responsible for planning, designing, and implementing professional development in the areas of science and mathematics. I am currently a Fellow in the National Academy of Science Leadership focusing on assessment in science.

Kim Sagers
specialk2@aol.com

I am currently teaching 3rd grade at Crestwood Elementary in Las Vegas. Our school has been involved as a MASE project school for science. My first year I attended workshops on how to make science an attive part of the curriculum. I am now a teacher leader in the MASE project. I facilitate workshops that are aimed at improving science education in our elementary schools. I work with teachers to help them understand the importance of science in their classroom as well as how they can improve the value of their science education.


COMMUNITY SCHOOL DISTRICT #6

NEW YORK, NEW YORK

Center for Urban Science Education Reform, EDC

Marselle Heywood
wmzj87@aol.co

I currently serve as Community School District Six Science Coordinator. In this role I am responsible for all aspects of the district's kindergarten through eighth grade program. Since our district uses a kit-based program, staff development and materials management also fall within my domain.

Lillian Ramos
taracan@msn.com

I am a science facilitator at the district. I work with schools to support the science program through professional development, site-based management teams, administrators, and working with other curriculum areas.

Angela Rodriquez

I am an elementary school teacher. I previously taught third grade but will teach fourth grade next September. My responsibilities related to the district are to 1) serve as a liaison between school and district, and 2) provide in house workshops on using modules, classroom management and assessment relating to science/science inquiry for teachers.


EL CENTRO SCHOOL DISTRICT

EL CENTRO, CALIFORNIA

Local Systemic Change, NSF

Laura Dubbe
lrdubbe@digitalwave.com

This will be my first year as a Science Resource Teacher in our district. I will be assisting schools with the implementation of an inquiry-based science program. In addition, I will be conducting in-service education and staff development activities for teachers, parents and community groups.

Elizabeth Molina-de la Torre

For the past three years I have been a Science Lead Teacher for the El Centro Elementary School District. I have implemented the inquiry based science program in my classroom, and have been facilitating inservices on the science kits throughout the district. I also participate in the continual assessment and modifications of our district adopted kits.

Sarah Quinn
sarahequin@aol.com

Sarah Quinn is presently the Science Project Coordinator for a National Science Foundation LSC project called VIPS (Valle Imperial Project in Science). The project is based in the El Centro Elementary School District in California but offers students in grades kindergarten through six throughout the Imperial County a hands-on, inquiry-based science curriculum. Ms. Quinn's job responsibilities have included ordering, receiving, distributing, and refurbishing the project's twenty-seven science units. She was instrumental in the development of the VIPS curriculum and a co-principal investigator for the NSF grant. She coordinates quarterly teacher training sessions, monthly Science Leadership Team meetings, on-going classroom support, and local scientist orientations. As part of the project, community science professionals participate in the teacher training sessions as models of questioning and investigation. Ms. Quinn has received training in inquiry through the Exploratorium Institute for Inquiry Leadership Seminar as well as attending the Professional Development Design Workshop at the Exploratorium. She is also the instructor of the Teacher Education course "Teaching Science in the Elementary School" at the San Diego State University-Imperial Valley campus.


JACKSON PUBLIC SCHOOL DISTRICT

JACKSON, MISSISSIPPI

CPMSA, NSF

Peggy Carlisle
msyac@young-ms.com

I am a third grade teacher in a self-contained classroom at Poindexter Elementary School. As Jackson Public School District entered into K-12 systemic reform, I piloted National Science Foundation supported modular science kits and served as school facilitator for Project SEED. I participated in selecting kits for the district and in writing district science benchmarks. As school facilitator, I coordinate supplies, distribute district-level information, and provide support to our building teachers. I am a trainer for new Project SEED teachers and have presented workshops at district schools. I am a state-level winner in the 1998 Presidential Awards for Excellence in Mathematics and Science Teaching.

Dee Chambliss
dchambli@jackson.k12.ms.us

I am the K-12 Science Specialist for the Jackson Public Schools. I have been in the position for less than 1 year. Prior to that I was teaching in an independent school in the Jackson area. My teaching career began in 1986 in the Jackson Public Schools as 7-12 Science teacher in an accelerated magnet program. My primary responsibilities as Science Specialist include the following: 1. sssist and support teachers and principals in the selection and use of various instructional materials, and 2. develop training programs, carries them out or arranges for them to be carried out.

Beth Williamson

I am currently a 5th grade teacher at Pecan Park in Jackson, Mississippi. I am also school science coordinator and science fair coordinator. I am the school level Project SEED coordinator. I have also been a facilitator for district Project SEED workshops.


LANGUAGE ACQUISITION IN SCIENCE EDUCATION FOR RURAL SCHOOLS

SANTA CRUZ, CALIFORNIA

Local Systemic Change, NSF

Joan Costello

I am a science and math teacher of a small, rural, K-8 school. My students are primarily 8th graders, though I have taught 4th and 5th grade and often have combination classes of 7th and 8th graders. For the past three years my school and district, Aromas/San Juan Unified, have been a part of LASERS (Language Acquisition and Science Education for rural Schools), a project funded by the NSF Local Systemic Program. As one of 2 resource teachers for LASERS at our school for the last 3 years, I have participated in teacher inservices on inquiry-based science, language acquisition, peer coaching, etc. ; facilitated school planning regarding science and language acquisition; organized and participated in modeling lessons, peer coaching, co-planning science lessons; facilitated teacher inservices at our school; and implemented science and language acquisition programs with my own class. This past year we worked with a "core team" of teachers who were especially interested in the LASERS science education reform efforts.

Wilma Ramirez
scienceeld@redshift.com

In my role as Instructional Coach, I have worked with the integration of science and language development to intensify English language learning for grades K-4. I have been involved with the Mid-California Science Improvement Project and the LASERS program. I assist in the development of year-long science integrated curriculum and coach teachers focusing on science content based ELD. My district responsibilities involve assisting in the development of planning for staff development with a focus on science based English language development. AS part of LASERS for the last two years, I have participated in teacher inservices on inquiry-based science, language acquisition, peer coaching, and Life Lab science training.

Joyce Swenor
jhswenor@aol.com

I am a Staff Developer for Life Lab Science working on the LASERS (Language Acquisition through Science Education in Rural Schools) project funded through NSF. Our project involves 7 school districts (50 schools), and emphasizes systemic change in science education by working at the district level, site level and the classroom, and making science accessible to all students. My job involves meeting monthly with a group of teachers at seven of the schools to plan, discuss and reflect on implementation of their science curriculum. The project provides release time for each member of the team to attend workshops, develop and plan units, and utilize peer coaching strategies. I work with eachschool to develop its own goals as a team and as individuals, and to implement and assess the progress towards reaching their goals.


MESA UNIFIED SCHOOL DISTRICT

MESA, ARIZONA

Local Systemic Change, NSF

 

Korin Judson

Korin Judson is a Science Specialist with the Mesa Public Schools Science and Social Sciences Resource Center. Mesa's K-6 kit-based science program is distributed to the 52 elementary schools through the Science Resource Center. The center has been in existence for 22 years and remains a national model for science education reform. Innovative techniques in curriculum design, teacher professional development and community / industry involvement have been their hallmarks of success. Korin is a resource to teachers and schools, provides support in planning and implementing professional development, and assists teachers in successfully integrating the science program into the school day.

Vicki Massey

Vicki is a 3rd - 6th Extended Learning Program (E.L.P. - for gifted students) teacher at Mendoza Elementary School. She is the district science liaison as well as serving on the Mesa Systemic Initiative committee at the school. Her classroom is garden- and animal- centered; promoting the teaching of science and other concepts through these areas. She is currently working on a Scientist/Teacher Partnership for the Environment through Arizona State University Center for Environmental Studies and Motorola (CAP LTER). This partnership allows students to use the inquiry approach to science for a better

Catherine Pier
pineapple@asu.edu

Catherine is a 6th grade classroom teacher at Mendoza Elementary School. Mendoza is a 1997 National Blue Ribbon school, and in the same year was awarded the Southwest Region Outstanding School Garden Award and the Valley Forward Presidential Award for Excellence in Environmental Education. Catherine's role in this school is that of the computer lab liaison and serving on the M.S.I. (Mesa Systemic Initiative) committee.


PASADENA UNIFIED SCHOOL DISTRICT

PASADENA, CALIFORNIA

Local Systemic Change, NSF

CAPSI (Caltech's Precollege Science Initiative)

Joy Hinckley
hinckley@caltech.edu

I am a science resource teacher in the Pasadena Schools under the direction of Jennifer Yuré. I work with elementary and middle school teachers. I am a support and resource for teachers. I visit classrooms daily collaborating with the teachers in the classroom or out. In classrooms I assist the teacher with lessons, pedagogy, content and process or in whatever capacity the teacher requests. My other duties include: teacher training for kit based materials; professional development institutes for teachers; faculty visitation presentations of science program and resources available; curricula development in collaboration with other teachers and scientists; visitation to other school districts to mentor Science Pilot School Coordinators in helping them establish systemic change modeled after the Pasadena Science Program; assessment development in collaboration with other teachers and scientists; consultant to other districts upon request when time permits.

Sandra Mims
sjmims@aol.com

My current job title is Science Resource Teacher in the SEED Program, Science for Early Educational Development. My responsibilities related to district science education reform efforts include: facilitating and leading teacher staff development in initial kit training, providing in-classroom support for new teachers, a facilitator for the District Secondary Summer Science Institute focusing on inquiry, standards, assessment, and curriculum development of science modules for grades 7 through 10, and the Elementary Summer Science Institute focusing on leadership, inquiry, standards, and assessment. I am a member of a curriculum development team working on a high school genetics module. I am also a Master Resource teacher for the Pasadena Unified school District and the Cal Tech Pre-College Science Initiative (CAPSI) funded by NSF to improve science education in twelve different communities in the state of California by replicating the Pasadena model in one pilot school. I mentor the Pilot School Coordinator in the Lynwood Unified School District.

Nadine Ogassian
nadineoga@aol.com

I am a fifth grade teacher at Don Benito Fundamental School in pasadena, California. I have been a lead science teacher for the past year. Also, I have been a mentor/support teacher for the district. During the week of June 29th through July 2, I was a facilitator for a science standards workshop. Our district's philosophy includes science as an inquiry-based science curriculum.

Barbara Van Dussen
barbvandusen@juno.com

My current job title is Science Resource Teacher in the SEED Program, Science for Early Educational Development. My responsibilities related to district science education reform efforts include: facilitating and leading teacher staff development in initial kit training, providing in-classroom support for new teachers, a facilitator for the District Secondary Summer Science Institute focusing on inquiry, standards, assessment, and curriculum development of science modules for grades 7 through 10, and the Elementary Summer Science Institute focusing on leadership, inquiry, standards, and assessment. I am a member of a curriculum development team working on a high school genetics module. I am also a Master Resource teacher for the Pasadena Unified school District and the Cal Tech Pre-College Science Initiative (CAPSI) funded by NSF to improve science education in twelve different communities in the state of California by replicating the Pasadena model in one pilot school. I mentor the Pilot School Coordinator in the Lynwood Unified School District.


SAN FRANCISCO UNIFIED SCHOOL DISTRICT

SAN FRANCISCO, CALIFORNIA

Local Systemic Change, NSF

Center for Urban Science Education Reform, EDC

Wendy Cheong
cheongw@ibm.net

I am a 2nd grade teacher at Jefferson Elementary in San Francisco. I've participated in several Exploratorium Inquiry Institutes in the past four years. Right now, I am working on integrating the district science kits with inquiry science. In addition, I am also working with colleagues to develop assessments as part of teaching science through the Teacher Learning Group at the Exploratorium Institute for Inquiry.

Christine Goias
cgoias@muse.sfusd.k12.ca.us

I am currently teaching kindergarten in San Francisco Unified School District. I have also been a participant in our district's science leadership Local Systemic Initiative and a member of CSIAC - standards based assessment team.

Nancy Schlenke
nschlenke@exploratorium.edu

I am an elementary teacher in the San Francisco Unified School District, and have just completed my second year as a Teacher-in-Residence at the Exploratorium Institute for Inquiry. As a Teacher-in-Residence, I am at the Exploratorium on a half-time basis and work on teams presenting and facilitating institutes, seminars and teacher learning groups. The other half of my work is as a Teacher on Special Assignment for my District. In that capacity I support our National Science Foundation City Science grant by acting as a science resource teacher at one of our Science Focus Schools, and working with Beginning Teachers in the area of science.

Mia Yee
myee@muse.sfusd.k12.ca.us

I am a 3rd grade teacher in the San Francisco Unified School. I am a member of the assessment component for the science initiative in my district and a member of the California Systemic Initiative Assessment Collaborative writing team which is funded by NSF to develop, promote, and disseminate standard based assessment. Currently, at my site, I am spear heading a teacher lead year long workshop with fellow colleagues in technology and curriculum integration of technology.


TULARE CITY SCHOOL DISTRICT

TULARE, CALIFORNIA

CAPSI (Caltech's Precollege Science Initiative)

Pat Babb
pattyb@lightspeed.net

I am a first grade teacher at Cypress Elementary School in Tulare, California. Our school is a recipient of a science grant from Cal-Tech., Pasadena. Under the guidelines of this grant, I am trained as a pioneer teacher on inquiry-based science units. Once I have taught a unit in my classroom, I then introduce that unit to other grade level teachers for their classroom instruction, and become their mentor and advisor.

Terry Sayre
tastulare@aol.com

Currently I am serving as the Pilot School Coordinator for a grant through C.A.P.S.I. located at CalTech in Pasadena. Cypress Elementary School is the pilot school for Tulare City Schools. implementing inquiry based science through the use of kits. My responsibilities include staff development, training on kits, refurbishment and development of kits and classroom support for teachers. We have pioneer teachers at each grade level K-5, who take the responsibility to refine and develop the kits to meet the needs of our children. They then train their grade level cohort in the kit(s) they've implemented.

Our district will use what we've learned at Cypress to implement meaningful and rigorous science education throughout our district. I will be taking on a second school in August to replicate the pioneer teacher structure. The support given teachers with staff development, kit training, materials and in the classroom make this a powerful reform effort.

Nancy Shanley

I am a 5th grade teacher at Cypress School, which is a recipient of a science grant from Cal-Tech., Pasadena. For the past five years I've been chairperson of the Assessment Committee at our school, and now we're moving into Assessment in Science. That's the role I'll be taking on as our district moves towards inquiry-based science education. I'm also the mother of three grown children, and very committed to science education.


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