Institute for Inquiry

Formative Assessment in Elementary Science
A Graduate Seminar with Wynne Harlen

March 14-18, 2000

Participant Biographies

ASSET, Inc., PA

Joe Sciulli jsciulli@lcn.net I am an ASSET Resource Teacher (ART) on professional leave from Avonworth School District. During my twenty-eight year teaching career, I have taught fifth, fourth, and second grades. In addition, I have been an instructional support teacher for seven hundred students, have served as president of my local professional association, have served as acting principal, and am a member of my superintendent's advisory council. In my current role as research teacher, I have many and varied responsibilities. I am the liaison between the ASSET office disseminating information to thirty-one school districts. I design and deliver professional development sessions in cooperation with cross-district leadership teams. As a change agent, I try to create buy-ins for reform through on-going planning and professional development structures. I am a consultant to building lead teachers and classroom teachers. I serve as a mentor too. Thus, I play an integral role on the ASSET team. My academic training includes a BS in Behavioral Sciences from Point Park College, an MEd in Elementary Education from Duquesne University, and an MSIS in Information Systems from the University of Pittsburgh. I am currently pursuing application to a doctoral program.

Chuck Sosko csosko@aiu-server.aiu.k12.pa.us I am currently employed as a Resource Teacher for ASSET Inc. My responsibilities include providing training in the use of inquiry-based instruction using STC and FOSS materials. I also offer assistance and lesson enhancements in the classroom as well as conducting professional development sessions on such topics as: Questioning skills, performance assessment, and constructivist teaching and learning.

David L. Speer speerd@sasd.k12.pa.us I received an undergraduate degree in chemistry with a minor in Physics and Biology. I also have a Masters in Physical Science and a Doctorate from the University of Pittsburgh in Science Education. I have experience teaching chemistry and physics both at the high school and college level. I have been a science and mathematics' department head and also have been a science and mathematics supervisor K-12. As part of my position as Director of Educational Services, I am currently responsible for working with thirty-seven Department Chairpersons in grades K-12 to improve the teaching/learning environment. The major focus of my work over the past three years includes the following: The integration of technology K-12 as a tool to enhance and support the curriculum. The improvement of mathematics and Science instruction K-12 by being the supervisor on site for the Regional Science & Math Collaborative. The improvement of elementary science by acting as the district's "Supervisor on Site" (SOS) for the Allegheny School Science Education and Technology Program (ASSET). To coordinate the introduction of high-tech equipment in biology, chemistry, and physics in grades 5-12.

Beckman @ Science, CA

Christina Bletterman cblet@hotmail.com Christina Bletterman is employed with the Tustin Unified School District as a Teacher on Special Assignment in Science. She coordinates a grant received from Beckman @Science and facilitates professional development for teachers. She is also setting up a Science Materials Center that will house all materials needed as Tustin is moving toward implementing a hands-on inquiry-based science program modeled by Beckman @ Science. Christina has formerly taught middle school science, 4th grade and Kindergarten. She is currently pursuing a Masters in Education with an emphasis in Administration.

Jackie Howland jacquelynhow@earthlink.net Jackie Howland, professional development coordinator at the Beckman Science Materials Center, is a 6th grade teacher in the Placentia-Yorba Linda School District on loan to the Discovery Science Center. She has been an elementary teacher for the past 12 years and has taught all grade elementary grade levels, as well as serving as an elementary science specialist. In addition to her teaching assignments, Jackie has experience as a mentor teacher and master teacher. She has presented many workshops for teachers and is in the Beckman Science Teacher program.

Julia C. Wan jwan@fullerton.edu Dr. Julia C. Wan is director of Beckman@Science and the Center for Excellence in Science and Mathematics Education at California State University, Fullerton. Beckman@Science is a $14.4 million initiative developed to reform elementary science education in Orange County, California. This initiative has several components: NSRC/LASER site programs, a science materials center, teacher training workshops, district incentive grants, teacher leader program, and developing community support. Dr. Wan has overall responsibility for the implementation and quality of the program, including subcontracts to partnering institutions such as Discovery Science Center and Caltech/CAPSI. Dr. Wan has an extensive background in science and science education, including the implementation of hands-on science programs in three different school districts. Her professional experience includes biochemistry research, teaching high school physics and chemistry, district K-12 science director and assistant superintendent. She has also served as program director of NSF's statewide systemic initiative.

Cambridge Public Schools, MA

Annette Cournoyer annette_cournoyer.cps.ci.cambridge.ma.us Annette is a lifelong Cantabridgian. After working twenty years as a community organizer and developer, she realized what she loved most about her job was teaching. For the past several years, she has been teaching at the Haggerty Elementary School in Cambridge, Ma, in a second grade, inclusive classroom. The classroom accommodates the needs of inner-city children with a range of learning and coping challenges. She has participated in Math for Tomorrow, a two year program which focuses on math learning styles and assessment and Project Assist, a three-year program which focuses on developing meaningful assessment in the area of science for children with special needs as well as typical learners. She has a strong interest in assessment and creating authentic "snapshots" of students' progress.

Suzanne Norton suznorton@aol.com My name is Suzanne Norton. I am a resident of Cambridge, Ma., where I have been a first grade teacher for six years. I am currently a Teacher on Assignment/Teacher Leader for the Science Department in Cambridge. As a Teacher Leader for Science, my responsibilities include providing technical support and consultation to teachers in three schools K-6. In addition to working in classrooms with teachers I will be facilitating workshops and inquiry programs throughout the year. I will work closely with building principals in planning professional development opportunities for their faculties.

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.

Crossroads Elementary (St. Paul), MN

Chris Bretz cbretz@gwhamline.edu I am an assistant professor in the Graduate School of Education at Hamline University. My current duties include the coordination of all coursework for Hamline's Center for Global Environmental Education, a branch of the Graduate School. Recently, our center began a collaboration with Crossroads Elementary School in St. Paul, MN. We are working together to create a professional certificate that can be expanded in coming years. I am traveling to this conference with friends from Crossroads School and the Science Museum of Minnesota with interests in learning about inquiry and making new friends.

Celeste Carty celeste.carty@spps.org Saint Paul Public Schools system recognized the need for a dramatic reform in the area of instruction in the wake of new national science standards, business and industry demands for more and better educated high school graduates, and the implementation of the Minnesota Profile of Learning with high level competencies across all subjects and disciplines. The District has set a thoughtful plan of action in motion. Grounded in long-range strategies, teacher-centered collaboration and a comprehensive Urban Learner Framework, teachers, administrators and staff development specialists have met to set a vision. The second phase is to develop a model elementary school site that incorporates inquiry-based instruction into the core of its curriculum and instructional practices. My role is that of the building principal of this site, Front Avenue School. As the building principal I am responsible for coordination of the: Curriculum and instruction Hiring of staff Staff development Purchasing of materials, furniture, and equipment Evaluation of the project. In addition, I will work with a district team to develop a plan for dissemination of the information we have learned and replication of the project at other sites within the district.

Bill Lindquist lindquis@stolaf.edu Currently under construction, Front Avenue School seeks to create a model elementary school site within the St. Paul Public School system that incorporates inquiry-based instruction into the core of its curriculum and instructional practices. A Science Inquiry Zone anchors the center of the school. As Science Curriculum Coordinator at the new Front Avenue School, I am responsible for: Coordinating the placement of state and national standards in the curriculum Creating a curriculum framework incorporating inquiry-based instruction Assisting teachers to create and deliver effective learning environments in which students might best achieve the standards Coordinate use of the science inquiry lab Working with the building principal to evaluate and disseminate the outcomes of the schools efforts.

 

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CSUS, CA

Patricia MacEgan pmacegan@cwia.com I am currently a Teacher-in-Residence at CSUS, in the Physics Dept., working with Lynn Tashiro to redesign Physics 100, an upper division course for pre-service Liberal Studies majors who intend to be teachers. I have taught grade school, middle school, and junior high science for ten years. I am a fellow with the California Science Project, and a workshop presenter. I have two children in college and one granddaughter. I love teaching!

Michael Shea sheamj@csus.edu Michael Shea, Ph.D., Chair, Department of Physics and Astronomy, California State University, Sacramento. Mike is a professor of physics and chair-elect in the Department of Physics and Astronomy at California State University, Sacramento. His work this past year involved teaching a variety of undergraduate physics courses, including a course for future K-6 teachers, advising single subject science credential students, chairing the Program Review Team for the Department of Teacher Education, working on a special project for the Dean on the reform of undergraduate science teaching, serving as faculty advisor to the SCATS Center (Schools and Colleges for Advancing the Teaching of Science) which involves a significant amount of time working with K-12 teachers, and coaching high school girls basketball. For the past ten years the focus of his professional work outside the classroom has been in the area of teaching and learning of science at all levels of instruction. During this period he has been PI and Co-PI on over a million dollars in professional development projects for K-12 teachers. Currently he is CO-PI on California Science Project-Sacramento, PI on SIM-NET, a state funded Eisenhower project for middle school teachers, and a cadre member and long time leader in California on the CSIN-CAMS systemic initiative project. Mike was a member of the first Peace Corps group in 1961 and taught in Ghana, Africa for two years. He obtained his Ph.D. in Solid State Physics from Bryn Mawr College in 1969 and joined the faculty at California State University, Sacramento in that same year. He has served as Department Chair for four three-year terms and is again returning to that position. His research work over the years has been in the area of optical properties of matter, solar energy, and most recently the thermal performance of buildings.

Lynn Tashiro tashirol@csus.edu Lynn is an associate professor of physics in the Department of Physics and Astronomy at California State University, Sacramento (CSUS). For the past four years her professional work outside the classroom has been focused on research on the teaching and learning of science. Her recent responsibilities have included the creation and implementation of an inquiry-based laboratory course for undergraduate life science majors. Her next project will be to redesign the physics course for future preservice elementary school teachers. After participation in state systemic K-12 science reform programs such as the California Science Implementation Network and the California Science Project she would like to redesign the physics course to meet the needs of future teachers that have been articulated in national publications such as the National Standards for Science Education and Project 2061. Lynn received her B.S. in Physics and Mathematics from the University of California, Los Angeles in 1984 and her Ph.D. from Stanford University in Applied Physics in 1989. Her research interests have been in the areas of nonlinear optics and chemical physics. Prior to joining the faculty at CSUS she was employed as a sales and marketing manager at a Silicon Valley laser company.

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D.E.S.E.R.T. Project (Tucson Unified), AZ

Guadalupe (Norma) Diaz Guadalupe (Norma) Diaz is a 3rd grade bilingual teacher at Lynn/ Urquides with 33 students this year! This is a large school (26 faculty) with many Title I children. All teachers at the site are currently part of in a Success for All Project. Her role, following the the assessment workshop to test implementation strategies we would like to use during the remainder of the school year and present at our first assessment conference. Norma in from a DESERT Cohort 1 school and attended the Summer leadership Institute in 1999. She is very excited about this opportunity and in becoming more involved with the DESERT Project assessment plan.

Marleen Kotelman mkotelma@setmms.tusd.k12.az.us As an elementary science resource specialist, I am part of a team responsible for design and delivery of professional development, K-5. For the past three years 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. I am also a member of the management team for our newly funded LSC, the DESERT Project.

Gail Paulin gpaulin@azstarnet.com In my current position I coordinate the Eisenhower professional development funds for math and science K-12. In addition I am responsible for design and delivery of 9-12 science professional development and curriculum support. Job responsibilities include grant writing, program planning and assessment, and development of community partnerships to enhance the support of classroom teachers and students science education. Our district's recent LSC project called the DESERT Project (District-wide Emphasis on Science Education Reform in Tucson) offers me the challenge of Project Director for this grades K-8 program for the next five years. We are looking forward to implementation of inquiry-based instruction and systemic change.

Dorchester Team "4" Success NC

Karen Charles kjcharle@uncg.edu I am a math/science program specialist for the federally funded Eisenhower Consortium that serves the southeastern states. Much of the Consortium work focuses on intensive sites related to the Urban Systemic Initiative in Miami and Statewide Systemic Initiative in South Carolina. My responsibilities include providing services to these sites, services including consulting, planning, presenting, addressing standards, and assisting with program implementation. In addition to working directly with district planning teams, the Consortium provides intense professional development to district and regional staff developers who are positioned to work on a regular basis with districts in the reform efforts.

 

Priscilla G. Elledge elledgep@hotmail.com The 1999-2000 school year brought many exciting challenges for Dorchester County School District 4 in South Carolina. Among those challenges was the consolidation of 2 elementary schools to form a new school, Harleyville-Ridgeville Elementary. Prior to the opening of H-R Elementary, science was taught in the classrooms by the individual teachers. As part of a district-wide initiative to improve elementary science education, I was chosen to design and implement a hands-in science lab for the new school. I am currently responsible for all science content and hands-on activities for all students in grades 3-5 at HR Elementary. This summer, I was on a team that aligned STC and FOSS science kits to the state standards. These kits will be used within our district as part of our science reform initiative to improve science literacy at the elementary level, using a hands-on inquiry-based approach.  For the past 9 years I was a 3rd grade teacher at Clay Hill Elementary in a self-contained classroom. During those years, I attended various science workshops on the district, regional and state level for my own personal and professional development. In 1997 I applied for and was awarded an CIA grant from the South Carolina Dept. of Education for the development and implementation of Project BEES (Be Excited, Enjoy Science). Project Bees utilizes hands-on science units based on the South Carolina State Standards for grades 1-3.

Eileen Maness whas2x2@aol.com Currently I serve as the math/professional development specialist for the Berkeley-Dorchester Math and Science Hub. Because the professional development philosophy of this hub has been to integrate math and science as much as possible, I have been an integral part of the science reform effort in our region from the Hub's beginning. Three years ago, I attended a 3-day elementary science kit training with the Hub science specialist. Since then, we have presented the training together. In addition, I have been responsible for designing and presenting inquiries for the participants of our summer institutes. Some of these were "bubbleology," "forensics" and "patterns with polygons."

E=MC2, NJ

Janice Fay jan@onit.com My current assignment in the Ewing Township School System is that of a second grade teacher and science mentor. Being a mentor, I function as a peer-coach, collaborator, motivator and supporter for my colleagues. The direction of our district in science is inquiry-based learning through science kits (example---FOSS, STC). My responsibility is to be a resource for my teaching associates. During the 96-97 school year, I served on the committee to rewrite our science curriculum guide.

Mary Miller mmiller@wwpwi.k12.nj.us I am a first grade teacher at Wicoff School in Plainsboro, New Jersey. For the past two years I have worked on our K-6 Science Curriculum Committee using Benchmarks for Science Literacy and New Jersey Core Curriculum Content Standards for Science to rewrite our science curriculum. The West Windsor-Plainsboro Regional School District along with two school districts, has been awarded a NSF grant to provide each teacher with science training over the next four years. Under that grant, I am the Building Coordinator for Wicoff, as well as a Mentor/Coach. My duties are to coordinate training and implementation of support activities, serve as documentor for internal record keeping, and assist colleagues in developing expertise in inquiry-centered science. I am also an Intern/Presenter at our K-6 Summer Science Institute for staff development in inquiry-centered science.

Linda Ann Walker lwalker@ewingboe.org Supervisory Coordinator for Student Success and Training/Professional Development Programs. CO-PI for E=MC2 Project. All aspects of K-6 science reform: Chair District Mentor/Building Coordinator Meetings Developed and coded original database for the three districts for Horizon Corporation Submitted Ewing's database changes to the Project Coordinator Participated in grant evaluation meetings Responded to questions with Co-PIs Attending PI meetings Negotiated and ordered pilot and adopted kits Submitted purchase orders and/or invoices Maintained all district records Keep track of districts In-kind Expenses Assisted in setting up Project Coordinators database Planned content and specific modular trainings Requested substitutes for special trainings Determined rotation schedule of adopted modulars Designed original forms for mentors and building coordinators Maintain all records of district training opportunities Participated in Management Council and Advisory Council Meetings Met with pilot teachers to determine which modulars to adopt and modifications Encouraged staff to participate in Institutes Held hands!

 

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Fall River Public Schools, MA

Judith Aguiar jaguiar@massed.net I am a second grade inclusion classroom teacher. I also work as a science peer coach, working with teachers in my building, helping them to develop hands-on science programs. I facilitate family science nights. I also work as a math focus teacher, helping teachers as we try to enact curriculum frameworks in our classes. I also facilitated and designed several family math nights for our school. I have been teaching for 10 years, seven as a special education kindergarten teacher, and for the last three years, second grade.

Margaret M. La Fleure affirmat@massed.net A number of years ago I had the unique opportunity to participate in a federally funded program, Project Follow Through. This required that as a first grade teacher and staff developer I participated in a number of math and science hands-on and process-oriented workshops. As a teacher I implemented this program in my classroom. As a staff developer I supported teachers with its implementation in grades K through 3. I am currently the Principal of Lincoln Elementary School in Fall River, Mass. The Lincoln School has 275 students in grades K-5, including special education and bilingual classes. As a principal, I have attended workshops sponsored by the Massachusetts Buzzards Bay Rim Project in order to support a staff member who was training to become a science peer coach. My responsibilities for the science program include supervising teachers and teaching assistants, ensuring that they follow district guidelines. This included developmentally scientific areas, science kits and materials. I support the science peer coach in my school and help to facilitate parent involvement in the classroom and Family Science Nights. I observe teachers and monitor lessons to ensure they are aligned to the mass. Science and technology Curriculum Frameworks. This summer a number of my staff members participated in a week-long training on science inquiry modeled after the Exploratorium Professional Design Workshops. I attended the training for a day. We met as a team to develop recommendations so that this training would have an impact on our current practices.

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

LASERS-Life Lab Science Program, CA

Sarah Coburn alexiscob@aol.com My name is Sarah Coburn. I am a bilingual, dual-immersion kindergarten teacher in the North Monterey County Unified School District at Castroville Elementary. In addition to teaching my "angelitos," I am a resource teacher for our district science program, L.A.S.E.R.S. (Language Acquisition in Science Education in the Rural Schools.) As a resource teacher, my job entails peer coaching with other teachers, conducting bi-monthly science meetings, organizing science needs/materials and supporting teachers in their quest to teach science. Teaching a dominant Spanish language school enriches my life and second language learners. In addition, I can help others, and myself, learn how to use science as a vehicle for language acquisition. All in all, I love teaching science and have fun working with others on all levels.

Robert Greenlee greenlee@telis.org I presently work as a Staff Developer with the Life Lab Science Program. I am assigned to the Language Acquisition through Science Education in Rural Schools project (LASERS). I work primarily in schools in the Salinas and King City School Districts where I assist teachers in improving science instruction for English Language Learners. I also plan and implement inservice opportunities for teachers in the areas of science, language acquisition, leadership skills, collaborative team building and systemic change.

Gail Thomson soquelkiwi@aol.com I work for the Life Lab Science Program as a Staff Developer in the LASERS Project. My responsibilities with LASERS includes working directly with teachers in the to improve science instruction, presenting workshops, facilitating research meetings and helping to implement peer coaching around science instruction.

Workshop Presenters

Denise Ebisuzaki, SFUSD, CA garyebi@california.com Denise Ebisuzaki is a Third Grade Teacher at in a Japanese Bilingual Bicultural Program in the San Francisco Unified School District. In the past eight years, she has worked with City Science (SFUSD LSC) presenting to all district elementary teachers on science kits. Her experience also includes working with the LSC to align the national science standards with present curriculum, working with CSIAC to create and implement the fifth grade science test and using formative assessment in the elementary classroom. She has implemented techniques for encouraging student self-assessment and providing feedback for students and parents about student progress.

Judy Hurlburt , Earth Systems Implementation Project (ESI), AK 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.

Lin Tucker, Cambridge Public Schools, MA lktucker@aol.com Lin Tucker has been a key to the science reform effort in Cambridge, MA since 1991. Originally a conservator of art for ten years and parent of a Cambridge school student, she began teaching hands-on science as part of the Community Outreach Service of the Museum of Science (Boston). She attended the National Resource Council Leadership Institute in 1991 with a team of leaders from Cambridge. Lin returned to graduate school to complete the requirements for teacher certification so that she could work as a science teacher. Her formal position is one of four citywide K-6 Science Staff Development Teachers. Lin works specifically in five schools (about 70 teachers) and also has citywide responsibility for K-6 science professional development planning, assessment in science, and curriculum revision and runs the weekly meetings with her colleagues. She has attended three Exploratorium Institutes (Advanced Inquiry, Assessment, Graduate Seminar) as well as numerous other conferences; planned and led workshops for K-6 teachers on inquiry, assessment, basic science unit use, leadership and science concepts; and consults with her K-6 colleagues, middle and high school teachers on their workshop designs.

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Institute for Inquiry