Institute for Inquiry

Grad Seminar

December 8-11, 1999

Participant Biographies

Charleston County School District, SC

Carol Temple, Science Coordinator 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.

Meta Van Sickle, Science Educator vansicklem@cofc.edu I am a science educator at College of Charleston. I teach current and future teachers. I work collaboratively with Charleston County Schools through a wide variety of inservice programs to increase the skills, pedagogy and content of local science teachers. The initiative through College of Charleston carries a heavy social justice component to directly address score gaps between various groups of students in our service area.

CSD # 24, Queens

Nicholas Apostolo, Special Assistant to the Deputy Superintenden quarrymn@worldnet.att.net My areas of responsibility are: 1. Supervisor of Math, Science and Technology 2. Assisting in designing and implementing professional development for teachers, administrators, and supervisors 3. Providing for the development of a support structure in the schools for the teaching of inquiry based instruction 4. Facilitating the integration of inquiry-based science instruction with the district's philosophy of thematic instruction and Integrated Language Arts.

Pam Wasserman, Science Coordinator cadburry@aol.com I view myself as a catalyst for science reform. Technically I am responsible for our participation in several NSF grants -- local as well as national. Other responsibilities include: 1. Design and implementation of all science professional development for teachers and supervisor including bi-lingual and special education 2. Presenting workshops at school sites as well as at the district level 3. Supervision of upwards of three different budgets 4. School visits to assist teachers on site, K-8 5. Seeking out affiliations and partnerships 6. Representing the district at all regional and national meetings.

Crossroads Elementary (St Paul), MN

Lee Schmidt, Manager of Teacher Programs schmitt@smm.org As Manager of Teacher Programs (soon to be Director of Teacher Education) at the Science Museum of Minnesota, St. Paul, MN, my responsibilities are to develop, coordinate, and present grant-funded and fee-based professional development programs for educators. This includes conferences, workshops, institutes, field trips, previews, and extended staff development projects. I have worked extensively with the St. Paul School District towards the infusion of inquiry methods in science curriculum and practice, including such programs as Vision Fission, Life Through the Ages, and Physical Science Inquiry (PSI). I will be providing key professional development for the new Crossroads Elementary School in St. Paul, which will use inquiry as its central pedagogy.

Amy Tix, Inquiry Zone Coordinator amy.tix@spps.org Inquiry Zone Coordinator, amy.tix@spps.org My position at Crossroads Elementary School is part of an exciting new venture for the St. Paul Public Schools. As the Science Inquiry Zone Coordinator, my main responsibility is to facilitate student learning in the Inquiry Zone -- a museum-like area in the school where students can interact with materials and investigate scientific phenomena. Also, my task is to assist teachers in implementing the inquiry method of teaching across all subjects. This involves creating inquiry equipment, staff development, modeling, and classroom support and curriculum development.

DESERT Project (Tucson Unified), TX

Sharyn Chesser, Curriculum Specialist schesser@setmms.tusd.k12.az.us As a member of the elementary science resource specialist team, I have been responsible for design and delivery of professional development at the elementary level. Each year over the past three, we have organized eight-hour introductory teacher workshops for each K-5 module. This year we began developing a cadre of classroom teachers as leaders. Each pair of teachers was responsible for expanding the current professional development for one module. Each team utilized scientist partners to address the need for additional content expertise. Nine of the teacher leaders engaged in an 18-hour study group to examine current issues in science education reform. Secondly, I am responsible for the kit maintenance and delivery component of our Science Resource Center. We cycle 2 kits each to 1,300 teachers. In the DESERT Project (NSF/LSC), I am part of the management team.

Megan Schrag-Toso, Collaborative Teacher mschrag@instmail.tusd.k12.az.us I left nineteen years in the classrooms scanning locations from Eugene, Oregon to Quito, Ecuador in South America to accept, last summer, a position of Collaborative Teacher with the D.E.S.E.R.T. Project of the Science Resource Center in Tucson Unified School District. Working with the D.E.S.E.R.T. project has been less like a job and more like a journey. For the most part it has been a journey through a lush and exotic land, filled with rich and stimulating adventures, yet never knowing exactly what is around the corner! I love a steep learning curve. And with this position, steep is almost an understatement! It has been an incredible opportunity for personal immersion both in improving ones abilities and skills in effective professional development, as well as deepening and reinforcing the understanding of science content. As I have attempted to learn and integrate these skills personally, I simultaneously am involved in sharing and supporting a similar process with the teachers. My experience with teachers has taken various forms. I have modeled lessons in classrooms, co-taught lessons with teachers, arranged for the observations of teachers and their students by colleagues in the classrooms, facilitated collaborative conversations with small groups of teachers, met with teachers before and after school, trained groups of teachers in the basic use of the FOSS kits at their grade level, and taught enrichment classes supporting the concepts in the FOSS kits through Professional Development. Because this is a teacher support grant, and in my heart I so deeply support teachers, it is a wonderful opportunity for me. I look forward to and embrace whatever new insights and understandings I will be exposed to at the Exploratorium and can take back and share with the teachers in our district.

 

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Dorchester Team "4" Success, SC

Marti Esarey, Science Specialist martie@awod.com As the science specialist for the Berkeley/Dorchester Math and Science hub, I serve as the co-director for the "Dorchester Team 4 Success" program. We plan to design and implement a hands-on, inquiry-based science program for grades K-5 and provide staff development and support for the teachers in that school district in efforts to improve the science literacy of all students in Dorchester District 4. My experiences in education have given me a diverse background. I have taught at both the elementary and middle school levels and was awarded the Teacher of the Year honor at both levels. IÕve been a district teacher evaluator for K-12 levels. While teaching at the elementary level, I developed and implemented an elementary science lab for grades 1-4, serving approximately 900+ students. My focus was inquiry-based instruction with an emphasis on the science process skills. Part of the science lab program was to not just teach the students, but to serve as a resource for the faculty. I modeled lessons for teachers and provided them with lesson plans and extension learning experiences. The program was extremely successful---students gained a better understanding of science concepts and developed an intense love for science and learning. In addition, teachers became more comfortable teaching science and using a hands-on approach and inquiry-based instruction. As evidenced, I am a strong advocate for science education reform.

Carole M. Williams, Director of Staff Development skeadle@dd4.k12.sc.us As Director of Staff Development for the Dorchester County School District IV, one of my responsibilities, as it relates to science education reform, is to provide and/or assist administrators and teachers in the coordination of experiential/learning opportunities to improve science literacy at the elementary level. Experience and training must be provided to enable elementary teachers to utilize the best methods and strategies, including hands-on, inquiry-based, to facilitate optimum experiences for students to engage in scientific discovery. Toward this end, the local math/science hub is assisting our district in a district-wide initiative to implement hands-on, inquiry-based science education in our elementary schools. We have begun the process by first aligning selected science kits with the newly drafted South Carolina Science Standards, which are based on national standards. Each school within our district will be outfitted with a variety of grade level science kits. Science lab teachers will participate in professional development activities, i.e., institutes and/or workshops to ascertain skills to improve science instruction. Also, regular classroom teachers will be provided with strategies to integrate science into other curriculum areas through professional development.

 

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E=MC2, NJ

Jessica Heller, Lead Teacher jhells@aol.com Jessica Heller has been a 6th grade teacher for 10 years in Lawrence Township, New Jersey. She currently teaches all subjects in a self-contained classroom. Previously she taught a gifted and talented class in an integrated team setting. Jessica is involved in science education reform through involvement in her district's National Science Foundation grant entitled E=MC2. She serves on the Management Council of E=MC2 and has been a pilot teacher for adopting science kits. In addition, Jessica is a science mentor teacher for her school district. This summer she will be a lead teacher in a weeklong summer institute entitled Inquiry-Based Science. Jessica has worked with ETS, Educational Testing Service, and Princeton University in the area of science. She has a Masters degree from Rider University in Curriculum, Instruction and Supervision. In 1994, Jessica was awarded the Governor's Teacher Recognition Award.

Jackson Public School District, MS

Dee Chambliss, Science Specialist/Co-Project Director dchambliss@jackson.k12.ms.us I am the K-12 Science Specialist for the Jackson Public Schools. I have been in the position for about 2 years. 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. Assist 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.

 

Tennette Smith, Project SEED Facilitator dchambliss@jackson.k12.ms.us My current job title is Elementary Staff Developer. As the Elementary Staff Developer for science I assist in the implementation and training associated with the inquiry-based science program in the elementary grades. I work along with the science specialist to develop and conduct training programs for Project SEED teachers and Teacher Leaders. I also, manage material distribution, ordering and stocking of refurbishable material associated with the modular science kits. I work with local museums to coordinate and align their offerings with our curriculum.

LASERS - Life Lab Science Program, CA

Scott Hays, Staff Developer shays@telis.org I currently am employed as a staff developer for the NSF/CSP funded science reform program Language Acquisition in Science Education for Rural Schools (LASERS). I work closely with schools in two districts with large migrant populations and/or LEP student populations, supporting teachers developing effective content-based programs for their students. Additionally, I work with three other staff developers to provide training and inservice support for all teachers in the seven districts we serve. Previous to my employment by LASERS, I taught for 20 years in a self-contained 4-8th grade classroom in a rural, two-room school. I have been active in state and national science reform efforts since 1985 and have been a Presidential Awards Finalist two times.

Joyce Swenor, Project Director jhswenor@aol.com I am currently project director 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 seven 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 each school to develop its own goals as a team and as individuals and to implement and assess the progress towards reaching their goals.

MASE II (Clark County), Las Vegas

Anna Maria Behuniak, Lead Teacher squeakies@email.msn.com I am currently a third grade teacher at Garehime Elementary School in Las Vegas, Nevada. My major responsibilities in Mathematics and Science Enhancement II (MASE II) include designing and implementing Structured Use Workshops for the third grade FOSS kits in the capacity of a MASE II teacher leader. In order to enhance my professional development in the areas of science and math, I have attended a technological design workshop led by Bernie Zubrowski at the Research Into Practice FOSS Institute presented by Dr. Lawrence Lowery and Kathy Long. I have also attended on-going MASE II leadership institute workshops within my school district.

Mary Sowder, Lead Teacher 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.

Partnership for Inquiry-based Science (Seattle), WA

Kathryn Show, Science Resource Teacher kshow@is.ssd.k12.wa.us This is the third of Seattle School District's 5-year NSF Local Systemic Initiative or Elementary Science Reform. I am one of five Science Resource Teachers who, along with our project manager, are responsible for providing professional development opportunities in science for K-5 classroom teachers. The various components of our responsibilities include: providing cognitive coaching and classroom support for teachers, linking science to other learning goals, facilitating learning communities, working with a Family Science Team to implement Family Science Celebrations, teaming with scientists and high school teachers to develop inquiry-based content modules in life, physical and earth sciences for elementary teachers, facilitating the development of site based plans in science with principals and school teams, providing 100 hours of professional development in inquiry science for each classroom teacher through summer institutes, after school inservice sessions and individual sessions during and after school hours a two year period.

Cathy Stokes, Science Resource Teacher stokes50@aol.com Formerly was a science resource teacher working at the district office, responsible for managing the NSF BASEE grant which included working extensively with district teachers in science professional development as well as the other seven districts who are a part of the BASEE Collaborative. The 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. Currently working as a Science Resource Teacher for the Seattle School District's Local Systemic Change Project.

 

Plymouth-Canton Community Schools, MI

Cheryl Klee, Science Support Teacher hchdklee@aol.com I've spent the past twenty-two years have been spent as an elementary classroom teacher in Plymouth. The Science Support Team is a new position developed to provide practical classroom staff development for 4th and 5th grade teachers. I will be responsible for mentoring individual teachers in inquiry-based science instruction. This will include modeling inquiry lessons, team teaching in the classroom, providing discussion of lessons and literature, and presenting inquiry centered workshops. It is our intent that teachers will immediately apply new ideas with their students. Our team will be there to support and reinforce these efforts to provide effective teaching practices for optimum student learning.

Judi Krieman, Science Support Teacher jkrieman@mediaone.net I have ended my thirty-four year career as an upper elementary teacher by accepting a new position in the district. As the science support teacher for seven schools, grades four and five, my main job is to help teachers institute inquiry-based science in their classrooms. This will be the first time that teachers will not have to attend workshops or go outside the district for in-service training. Formal assessment of this support program will take place and indicate our success. Assuming we are wildly successful, the program will continue and expand. If the program fails, I will return to the elementary classroom.

Schools for Thought in St. Louis, MO

Jean Corse, ILC Program Liaison jcorse@slsc.org Jean Corse dedicates her time to working with teachers and students who are implementing the Schools for Thought curriculum model. Together with teachers, she seeks out and facilitates opportunities for students to interact with people, things and experiences in ways that stimulate questioning and foster probing and analysis of information and concepts. Use of the Science Center's resources is a focus for this process. *The St. Louis Public School District has designated those schools whose focus is Science and Mathematics as Investigative Learning Centers-ILC. Locally, I am a member of our Distance Learning Team with the goal to develop and implement curriculum for teachers to use in our new Distance Learning Lab.

Diane Dymond, Instructional Coordinator mdymond477@aol.com I am the Instructional Coordinator at Mullanphy Botanical Elementary School in St. Louis, Missouri. Mullanphy is a magnet school with Math and Science focus. Of my varied responsibilities, those relating to science education reform would include teacher training, teacher support, and classroom observations with feedback. I also meet wit the educational coordinator of our Botanical Garden and help organize our school's curriculum with their program. Our school district is currently involved in systemic reform for the math and science areas and provides district level training for all of our teachers.

Science in the SEAMLESS DAY, Brooklyn

Barbara Berg, Science Coordinator bergbm@aol.com In my capacity as district science coordinator, I am responsible for the science reform effort for 20,000 students in grades K-8. I supervise two staff developers and play a leading role in designing and implementing all Urban Systemic Initiative and a member of the design team for the New Standards Project Performance Standards in Science. Additionally, I am an adjunct lecturer in Science Education at Brooklyn College of the City of New York where I work with undergraduate students. I was the Co-Principal Investigator of the NSF Teacher Enhancement Program entitled Science in the Seamless Day from 1992-1998 and provided opportunities for over 500 elementary school teachers to learn to use hands-on, NSF validated materials in an inquiry based constructivist classroom. The program is now institutionalized throughout the district. During the 1997-1998 school year, I was the Principal Investigator of a NSF parent-planning grant called SMART Parents . The purpose of this program is to help parents and caregivers become advocates for science, math and technology education for their children.

Linda Rattiner, Science Staff Developer Rattiner3@aol.com As a Science Staff Developer for District 18, it is my responsibility to foster science education reform in our elementary schools. I am presently responsible for planning and implementing staff development workshops for our district's elementary school teaching staff. I provide on-site support to the teachers, utilizing a co-teaching model. I also provide technical support in terms of distribution of materials from a centralized replenishment center. I have helped to organize a leadership cadre, which meets each month. There are two representatives from each of the twelve elementary schools in the district. The leadership cadre in each school works further with their teachers, also assisting in the implementation and support of the Science in the SEAMLESS DAY program.

Team 2000, Buffalo NY 

Sarah Gikas, HOST Coordinator/Mentor Assistant As Assistant Senior Mentor for grades kindergarten, first and second, I have provided support and facilitated during Teachers' Inservices. I have been responsible for training teachers in Elementary Hands-on, Inquiry-Centered Science Kits. I have also led groups of teachers to align the Hands-on, Inquiry-Centered Science Kits to the New York State Standards. I am also involved in designing and providing professional development for Elementary Teachers.

Janet Siulc, Int. Special Ed. Teacher/HOST Coordinator siu7@aol.com I am a special education resource room and consultant teacher at Buffalo Public School #40, Buffalo, New York. My current students are in kindergarten through grade six. I also "push in" for science in a third grade at my school. From July 1994 - May 1996, I was part of Project TEAM, a program designed to train elementary teachers in hands-on and inquiry based science instruction. TEAM was sponsored by the National Science Foundation, the Buffalo Museum of Science and the Buffalo Public Schools and gave teachers experiences with museum curators and experts in various scientific fields. Having completed TEAM, I am now one of the facilitators who trains other Buffalo teachers in the use of hands-on science and inquiry under anew grant called TEAM 2000. The program depends on teachers advising, mentoring and assisting each other as we work to improve science instruction in Buffalo schools.

Texas Rural Systemic Initiative, TX

Norma Neely, Associate Director for Regional Projects njn@mail.utexas.edu I am Associate Director of Regional projects for the Texas Rural Systemic Initiative (TRSI). In this role, I lead the development of various professional growth opportunities related to school district attainment of the TRSI attributes. I also coordinate professional development for the regional math/science specialists who work at the classroom level with teachers across the state and coordinate sessions for our Teacher Partner Academy. In this capacity, I guide activities that both directly and indirectly impact teachers and school districts throughout Texas.

Gay Lynn Pope, Regional Science Specialist glpope@esc17.net I am a regional science specialist for the Texas Rural Systemic Initiative. It is my responsibility to provide resources, mentor teacher-partners, teach and help plan inquiry science lessons in the classroom, model and teach leadership skills and help the districts in which I work in any way I can. I also act as liaison between the school districts I serve and TRSI, my teacher-partners and school district administration, to promote inquiry learning. I help my teacher partners and school districts acquire funds and promote business partnerships.

Guest Presenters

Wendy Cheong, SFUSD, CA Teacher 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.

Margo Fontes, SFUSD, CA Teacher On Special Assignment 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

Trisha Herminghaus, Earth Systems Implementation Project, AK Teacher Trainer 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 five years have provided 100 hours of staff development for approximately 1,100 elementary teachers. My job on the project is to design and implement this staff development.

Sarah Quinn, VIPS, El Centro, CA 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.

Lynne Scalia, Keystone Project, MT Teacher On Special Assignment 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.

Nancy Schlenke, SFUSD, CA Teacher On Special Assignment nschlenke@exploratorium.edu I am an elementary teacher in the San Francisco Unified School District, and work full time as a Teacher on Special Assignment. Formerly, I worked three years as a Teacher-in-Residence at the Exploratorium Institute for Inquiry. As a Teacher-in-Residence, I was at the Exploratorium on a half-time basis and worked on teams presenting and facilitating institutes, seminars and teacher learning groups. The other half of my work was 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.

Laurie Thompson, Pasadena Unified School District, CA Pasadena Center Coordinator ljmallory@aol.com Maintains on-going communication with Pilot School Coordinators (PSCs), Master Resource Teachers (MRTs), Scientist Partners, and 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.

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Institute for Inquiry