Institute for Inquiry

Grad Seminar

March 8-11, 1999

Participant Biographies

ASSET

Vincent Valicenti vvalicen@aiu-server.aiu.k12.pa.us As Co-Project Director working in the Professional Development component of ASSET, my major responsibilities are to coordinate and help develop and align with the National Science Standards Professional Development workshops for our Resource Teachers, Building Lead Teachers, SOS members, and ultimately the classroom teachers who are implementing a hands-on, inquiry-based science program for grades K-8.

Sharon Hess, Science Resource Teacher sbhess@aiu-server.aiu.k12.pa.us Presently I am working as a Science Resource Teacher with ASSET Inc. (Allegheny Schools Science Education and Technology). Prior to this assignment, I worked for Quaker Valley School District as an elementary teacher for 21 years. My district is part of the ASSET initiative providing inquiry based science to the students in our schools. I will be working on loan to ASSET for two years, then I will return to my regular teaching assignment. My current areas of responsibility are with the Professional Development of all teachers involved in the ASSET program. I train teachers from the 16 districts who are preparing to teach hands on units of science using the STC and FOSS programs. I also visit the classrooms and do teacher enhancement projects with the children based on the inquiry approach. Another responsibility is to assist in planning and providing teachers with inquiry based training in various components of the ASSET project. These areas are: FERA Learning Cycle (Focus, Explore, Reflect & Apply), questioning techniques, constructivist theory, and assessment techniques.

BASEE

Rachel Jordan, Science Resource Teacher rjordan@basee.org 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, Science Resource Teacher 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.

Cambridge

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.

Karen Spaulding spauldin@whale.simmons.edu I am currently a Middle Grade Science Teacher in the Cambridge Public School System. As such, I teach students in grades 6, 7, and 8 and am directly involved in the development of the Cambridge Science Frameworks. In addition to my teaching responsibilities, I am a Middle Grade Science Liaison Teacher. As a liaison teacher, I am responsible for supporting the four other Middle Grade Science Teachers in my cluster. During cluster meetings we share and reflect on experiences with implementing curriculum units, facilitating inquiry and supporting students as they discover the world around them. In my role, I chair cluster meetings, take notes and disperse those notes to members of the cluster, as well as other members of the Middle Grade Management Team. The Middle Grade Management Team consists of three Liaison Teachers, the Science Coordinator, and Cluster Facilitators. During Team meetings, I report on cluster discussions and communicate any needs or issues that were raised. The Team discusses progress and plans professional development opportunities for release days and summer workshops. As a bridge between the Middle Grade Science Teachers and the Science Coordinator, it is also my responsibility to provide information to teachers regarding science education, curriculum development and professional development opportunities and to seek resources and support from other members of the Science Department as needed.

Clark County

Lynne Dee Shay Karen Spaulding 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.

 

E=MC²

Donna Lawrance blawrance@aol.com I am a fourth grade classroom teacher at the Lawrence Intermediate School in Lawrenceville, NJ. The school is a district wide school for grades four through six and has approximately 820 students. I teach 23 students in a self-contained "gifted" classroom. In 1995, I attended the NSRC Elementary Science Leadership Institute as a team member. Since that time, I have been helping to implement the National Science Foundation Teacher Enhancement Grant, E=MC2, serving as a member of both the advisory council and the management council for the grant. In my school, I am the building coordinator for science working with 4 mentor teachers and approximately 40 classroom teachers. In 1996, I attended our summer science institute Part A, and observed the summer science institute in Montgomery County, Maryland. In 1997, I trained teachers at an inquiry summer institute with 8 other teachers from 3 school districts in New Jersey and 5 lead teachers from Montgomery County, Maryland. I also be attended part B of our summer science institute which primarily concentrates on assessment and technology.

Wanda Rinker skirink@aol.com I am currently a full time classroom teacher. I work as part of a three member fifth grade interdisciplinary team. My classroom responsibilities include the teaching of science, reading and language arts. Since I have been an advocate of elementary science education reform for many years, I have taken a lead role in my district's efforts to make thisreform a reality. To help us accomplish our goals, I am a member of our district science curriculum committee which is currently in the process of rewriting our K-6 science curriculum. We are working to bring our curriculum in line with Benchmarks, the National Science Education Standards and the New Jersey State Core Curriculum Standards. I am a science mentor teacher and a member of the Management Council that oversees the reform efforts of the three districts involved in our consortium. Most notably, I am a member of the core group of lead teachers who are planning the staff development experiences for our districts. We designing summer institutes on the implementation of inquiry centered science instruction in the elementary classroom. I bring an interesting perspective to this group since I have been a member of the instructional team for the Merck Institute for Science Education for the past two summers. As a member of the MISE team, I helped to provide experiences for teachers in inquiry centered science instruction.

 

Earth Systems Implementation Project

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.

 

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El Centro

Sarah Quinn, Science Project Coordinator 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.

 

Fall River

Pam Tickle, Elementary Science Staff Developer ptickle303@aol.com I am the Science Staff Developer for the Fall River Public Schools. I coordinate our Elementary Science Project. My responsibilities include: 1. Oversee implementation of our K-5 hands-on science program 2. Plan, coordinate and present professional development workshops for teachers 3. Coordinate project PALMS activities (state SSI program) 4. CUSER (Center for Urban Science Education Reform) Liaison 5. Facilitate Peer Coaching in Science Program 6. Serve on state MCAS (Massachusetts Comprehensive Assessment System) Science Committee. 7. Facilitate discussion, exploration, and implementation of the Massachusetts Curriculum Frameworks in Science and Technology.

Keystone

Myra Miller wimill@hawks.bps.montana.edu At the present time, I am the principal investigator of the LSC project called Keystone as well as the director of Bozeman Public Schools' STEC Center (Science and Technology Center). I am responsible for: organizing and carrying out staff development plans, workshops and institutes for mentor leaders, participants, and administrators in 21 school districts that are geographically wide spread, overseeing and advising districts about the expenditure of grant funding, visiting and working in schools as a mentor, center as well as billing schools and maintaining the center's budget, administering, collating, and reporting Keystone evaluating data, performing the duties that are a part of being the science committee chairperson for Bozeman.

Lynne Scalia, TOSA lscalia@hawks.bps.montana.edu As Transition Teacher in the Bozeman Public Schools, my role is to facilitate and support school program implementation -- helping schools and teachers make transitions! Refining and enhancing teaching strategies and assisting in exploring various methods of curriculum integration, especially around a science focus, is part of my work.

KITES

Ronald DeFronzo, Program Director rdefronz@ride.ri.net As Program Director for the KITES Project (Kits in Teaching Elementary Science) my responsibilities include coordinating the professional development experiences of over 600 elementary teachers in the 8 school districts which we serve. I also work closely with 20 elementary school principals and their faculty to enhance their school improvement plans in the area of science and assessment. Related activities include working with parent groups and the business and scientific community to raise levels of and support.

Judy Droitcour wilsonj@ride.ri.net As co-director of the KITES Project, my responsibilities include working with scientist partners, focusing on the assessment piece of the science kits and planning professional development activities. In addition, I work with individual schools and teachers to promote excellence in mathematics and science for all teachers and students.

 

Mesa

Jackie Cleveland, Science Resource Specialist rcichows@calpoly.edu I am an elementary Science Resource Specialist, splitting time between the Mesa Public School's Science/Social Sciences Resource Center and the Mesa Systemic Initiative. My responsibilities in the USI include writing self-assessment rubrics for teachers, working with schools to develop site plans, training science synergy leaders and science liaisons from each school, conducting professional development workshops for schools, and participating in the development of a Relief Teacher Model (an alternative to substitutes).

Joanne Vasquez, Science Resource Teacher jvasquez@mesa.k-12.az.us JoAnne Vasquez is an elementary science resource teacher with the Mesa Public Schools in Mesa, Arizona. The Mesa K-6 science program is a kit based approach which is distributed to the 50 elementary schools through the Science Resource Center. The Science Resource Center was stablished 22 years ago and for the past 18 years JoAnne's primary responsibilities include curriculum design and implementation as well as providing professional development experiences. The Mesa Science Resource Center has served as a national model for science education reform. Innovative techniques in curriculum design, teacher professional development and community involvement have been their hallmarks of success.

Pasadena

Laurie Thompson, Pasadena Center Coordinator ljmallory@aol.com Maintains on-going communication with Pilot School Coordinators (PSCs), Master Resource Teachers (MRTs), Scientist Partners, Policy Committee through: Sending an updated monthly calendar to each of the above Scheduling of regular and special policy meetings with all Master Resource Teachers and the Pasadena Science Coordinator Attendance of events planned by the Leadership Teams in all districts that do not conflict with regular visits Provides on extra day a month as a MRT to El Centro and Desert Sands Visits the new cohort 4 districts once a month to mentor and peer coach the PSC's, and to meet with the principal and scientist partner Compiles an annual report for submission to the NSF, National Advisory Committee and Policy Committee Schedules and invites the National Advisory Committee to meet the last Friday and Saturday of February, establishes the agenda, facilitates the process and gathers and distributes feedback Assists the PSC's to schedule staff development and co-facilitates and leads these sessions with the MRT's Provides guidance to the PSC's regarding the development of agendas for the Leadership Team Meetings and meeting summaries Coordinates the scheduling and planning of the Mid-Winter Conference and the Summer Institute with the Pasadena Science Coordinator and all those in leadership roles for those conferences Updates the Center's database with regards to staff development in all districts, address and personnel changes, and scientist orientations.

PESE

Gloria Ferguson gloria.ferguson@esd112.k12.wa.us 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.

Obed Norman norman@vancouver.wsu.edu I am an Assistant Professor of Science Education at Washington State University, Vancouver. I am also a co-PI on an NSF funded systemic reform project in southwest Washington State. The project is called Partnership for Elementary Science Education (PESE). PESE is a partnership initiative between WSU, Educational District 112, and Hewlett Packard. My responsibilities as co-PI involve assisting with the professional development activities of the project. I also teach science methods to preservice teachers.

SFUSD 

Margo Fontes mfontes@muse.sfusd.k12.ca.us I have three areas of responsibility in the district related to science education reform. Professional Development. Coordination of a two year Introductory Science Program for new and beginning teachers. This program provides two week summer institutes that focus on two curriculum units at a grade level, school year follow-up that includes three Saturday sessions and 8 hours of professional development. Director, K-5 Science Refurbishing Center. Oversee the purchase, organization and distribution of science material needed to support the adopted science curriculum. Science Associate Coordinator. New this year at 35 elementary schools is a science associate position. Main responsibilities of this person is science material management at their site. My role as coordinator includes facilitating monthly professional development meetings that look at defining the job and then how do you get the job done.

Nancy Schlenke Exploratorium Institute for Inquiry Teacher-in-Residence, San Francisco Unified School District Teacher on Special Assignment 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.

Erin Strauss wimill@hawks.bps.montana.edu I am the Elementary Program's Coordinator at the Science and Health Education Partnership (SEP) at UC San Francisco. In this capacity, I collaborate with SEP and school district staff to design, implement and evaluate the City Science LSC and related SEP programs. I am primarily responsible for recruiting, orienting and providing support for UCSF scientists working with San Francisco teachers in classrooms and professional development settings. In addition, I facilitate workshops for scientists, teachers and/or outside audiences; participate in the grant-writing and reporting process; and coordinate special events, outreach and teacher requests at the elementary level.

 

Tulare

Terry Sayre, Pilot School Coordinator 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 the needs of our children. They then train their grade level cohort in thekit(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.

Irene Phillips renephil@aol.com My current job title is Science Master Resource Teacher with the Pasadena Unified School District and Caltech Center for Improving Science Education. As part of my role with the Caltech Center, I work with the Tulare School District Leadership Team or science. The goal of the team is to establish a pilot school model for teaching science. The pilot school model will provide an example and a first step toward dissemination of the science program throughout the school district. The Caltech Center is currently providing support to a select number of California school districts for the purpose of science education reform, and Tulare is one of those districts.

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