INQUIRY LEADERSHIP SEMINAR FOR LOCAL SYSTEMIC CHANGE PROJECTS

21-24 JANUARY 1998

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Participant Biographies

ALLEGHENEY SCHOOLS SCIENCE EDUCATION AND TECHNOLOGY, INC.
PITTSBURGH, PA

Ned DiBenedetto I serve as the district coordinator and also as the Support on Site liaison between ASSET Inc. and Moon School District. It is my responsibility to institute, develop, coordinate, and implement staff development and training not only in my district but also among my colleagues in the 16 school district consortiums. I work closely with the school board and the community to promulgate the inquiry science model and influence decision making relative to teacher training and inservice opportunities. I act as the district chair for the science curriculum and am responsible for any changes in the curriculum, science staff development and programs.

Margie Ritson In my position as Curriculum Coordinator I serve a myriad of roles. One of which is to assist in the selection and implementation of our science program. In the past, I served as an ASSET Resource Teacher where I was responsible for training teachers on the use of STC and FOSS modules, as well as conducting workshops on inquiry science, constructivism, questioning techniques and the learning cycle. Since returning to my district, I continue work with ASSET as well as conducting these workshops for our faculty. Participation in your workshop will help me meet the needs of my district as well as the 24 other districts that ASSET is involved with.

BAY AREA SCHOOLS FOR EXCELLENCE IN EDUCATION
PALO ALTO, CALIFORNIA

Stephanie Totter Presently I am an ASSET Science Resource Teacher who has been released for two years from my third grade teaching assignment in the Upper Saint Clair School District, an I am a site administrator in the Whisman School District. I have been involved in the science education reform effort since June 1994 when I attended NSRC Institute in Washington, DC. Since then I have attended two Next Steps Institute for Systemic Change, have overseen the implementation of the district science matrix/kits, worked/supported Site Science Lead Teachers, and been a member of the Mountain View/Whisman team associated with Hewlett-Packard and the BASEE Project.

BUILDING BRIDGES
MUNCIE, INDIANA

Dick Dettmer I am currently a half-time science resource teacher for Fort Wayne Community Schools. My responsibilities in this position are to work with teachers to improve their science teaching. This can include planning lessons, teaching model lessons, and/or team teaching with the classroom teacher. I am also responsible for leading in-service sessions that promote exemplary science materials. The other half of my time I am a grant director for a NSF Local Systemic Change Grant to Ball State University. My responsibilities in this position include organizing summer institutes, monthly in-service meetings, gathering and organizing materials, keeping up communications with all our participants, and many other things that keep the grant running smoothly.

Susan Johnson My current job title is Associate Dean of the College of Sciences and Humanities at Ball State University in Muncie, Indiana. With regard to science education reform efforts, I am Principal Investigator of the Local Systemic Change Project called "Building Bridges to the Future." Our project focuses on elementary science in 14 mostly small rural school districts in northeastern Indiana. Building Bridges has a Project Director who attends to the day-to-day details of project operation and a team of leadership teachers which does most of the teaching during the professional development institutes. I meet regularly with the Project Director for purposes of charting the course of the project and for problem-solving and trouble-shooting. I meet with the teaching team regularly for planning of professional development design sessions, and I assume a small teaching role during professional development sessions. I am the contact person with NSF, with the lead project evaluator, and with the university grants office through which the funding flows.

Greg Lobdell I am fortunate to be an elementary principal with the Southwest Allen County Schools located next to Fort Wayne, Indiana. Our school system is committed to providing a quality education for our students by applying "Best Practices" from proven research. In the area of science, each elementary school has a science lab that is manned by a science lab specialist. Each classroom utilizes the lab twice a week. The teachers and the science lab specialist meet regularly during daily collaboration time. I provide support for our science program through adequate funding for materials and teacher training. Besides occasionally teaching and helping out in the science lab, I serve on our district's science curriculum committee. Since next year is an adoption year for science in Indiana, I am involved with the restructuring of our science program from a cookbook approach to an inquiry-based process of teaching and learning. It is my responsibility to keep abreast of the latest research and approaches that will help teachers provide instruction that is age appropriate and learning that is connected to the real world applications.

Randy Polston rpolston@wcs.warsaw.k12.in.us I have been with Warsaw Community Schools for 20 years. I am presently the Principal at Harrison Elementary School. We have a core group of teachers and administrators that work on curriculum reform. They have established our C.O.W.&emdash;Curriculum on the Wall. I continue to follow our curriculum and do everything I can to help my teachers bring life to learning in all areas of the curriculum. In science, I have worked with my group to develop an outdoor lab. We have 40 acres and have used this land to supplement our science studies. I also purchased a greenhouse that the teachers use to supplement their lessons.

CLARK COUNTY SCHOOL DISTRICT PALO ALTO, CALIFORNIA
LAS VEGAS, NEVADA

Leanne Fernald fernaldl@aspen.interact.k12.nv.us My responsibilities as a Teacher on Special Assignment with the Mathematics and Science Enhancement (MASE) project, the Local Systemic Change project in Las Vegas, Nevada, include leadership of the scientist component and professional development for teacher leaders. One of my major responsibilities is to develop and implement the MASE II scientist component by making initial contacts with area scientists, visualizing their roles in support of scientific inquiry in classrooms, and creating the experience needed to ensure success. I develop criteria for the selection of teacher leaders and design professional development as they work to implement standards-based mathematics. There is an emphasis on helping teacher leaders to incorporate inquiry into mathematics and make meaningful connections between mathematics and science. I also conduct professional development sessions on a variety of science and mathematics focus areas.

Anne Grisham agrisham@earthlink.net I am currently assigned to an "at-risk" school as an assistant principal. I am responsible for the implementation of the MASE project at my school as well as other science related projects. The other projects include two grants which provide 3rd and 5th graders experiences working with actual scientists. The 3rd graders are visiting two natural resources and making comparisons in geological features and habitats. The 5th graders attend a "science camp" for three days in the mountains at which they work with scientists in the areas of life, physical and earth sciences. I am also a member of the science writing team which will write the academic standards for the state of Nevada. All of this is in addition to a number of other responsibilities that I have as an assistant principal including staff supervision, evaluation, student discipline and community relations.

E=MC2
TRENTON, NEW JERSEY

Sheila MacDonald eldridgepk@aol.com I am currently an elementary school principal. Grade levels include kindergarten through third grade and there are 265 students enrolled in the school. During the summers of 1996 and 1997 all the elementary teachers were trained in the using of the inquiry based approach to teaching science. They have also had district inservice training at the beginning and the end of both years. The inservice is coordinated by the district's Director of Mathematics and Science, Mr. Nartowitz. In addition each elementary building has a science coordinator and mentor who serves as a resource person for the teachers. Each school is represented on the district's science curriculum council. Input is given regarding the total science program. The council meets monthly and teacher representatives report on faculty and grade level meetings. Opportunities are provided for teachers to attend science workshops held at Princeton University and Bristol Myers Squibb, just to name two locations where workshops are held. At Eldridge Park every effort is made to correlate science with the total curriculum.

Judith McLaughlin jmcl770@aol.com I am currently a vice principal at Antheil Elementary School, a school of over 800 diverse students, in Ewing, New Jersey. I am responsible for the evaluation, supervision and development of growth plans of teachers and staff. My goal is to provide the leadership, support, and knowledge necessary to assist teachers in the design and development of inquiry-based instructional strategies and transfer the knowledge gained at the Exploratorium into our science reform and staff development efforts.

Mindy Novis My current position is assistant principal of a K-4 elementary school which has a population of 730 students. My major responsibility, related to our district science reform efforts, is to supervise half the classroom teachers in our school. Our staff is presently becoming familiar with various new science kits and I've requested that their growth in science instruction be one of their professional goals for the school year. As their supervisor, I review lesson plan books and I observe various science lessons in order to offer feedback about their instructional techniques. I also meet with our building staff science coordinators to plan appropriate staff development and I am asked to assist our science mentors with scheduling for their peer observations. Another responsibility of mine is related to finding funds within our budget for purchasing resources if additional enrichment books or classroom materials are needed for science units.

EARTH SYSTEMS IMPLEMENTATION PROJECT
ANCHORAGE, ALASKA

Barbara Nagengast I am the principal of a 600 student K-6 elementary school in Anchorage, Alaska. Having recently stepped out of the classroom, I have very current experiences in science reform efforts and involving students in hands-on, process-oriented science curriculum. Anchorage is in the third year of a major science curriculum adoption significantly funded by a grant from the National Science Foundation. I helped pilot new curriculum as a teacher, participated in one year of the three-year training program for teachers before moving into administration, and have kept in close touch with what is happening in science education for students and their teachers.

Leslie Vandergaw vandergaw.leslie@msmail.asd.k12.ak.us I am currently serving as principal of Chinook Elementary School in Anchorage, Alaska. My background includes a general science major as an undergraduate and a Masters degree from the University of Washington from the Danforth Educational Leadership program. I also participate in the Coalition of Essential Schools which focuses on educational "best practices" for teachers, administrators and school districts. These practices, as well as my science background and my training with the Danforth program, have served me well in my attempts to implement Anchorage's science reforms. My primary responsibilities are to support teachers in our reform efforts.

HANDS-ON ACTIVITY SCIENCE PROJECT
HUNTSVILLE, ALABAMA

Laran Crowe wcrowe@peop.tdsnet.com My current job title is assistant principal at Williams Avenue Elementary and Forest Avenue Elementary in Fort Payne, Alabama. I am also the Hands-On Applied Science Program (HASP) Co-Project Director for grades K-6 in the Fort Payne City School District. As the HASP Co-Project Director, I have planned and coordinated the science reform effort in the Fort Payne District. This reform effort includes changing from a textbook approach of teaching science to a hands-on, inquiry based instruction format.

Ron Streible rstreib@ptc.dcs.edu My position at Decatur City Schools focuses on the reform of the practices and techniques that teachers use in instruction. As coordinator of the HASP Science Program, the New Teacher Academy, and Teacher Evaluation Program I have many opportunities to affect change. I participated in the establishment of a strategic plan for the evaluation of programs, processes, and personnel related to student learning.

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KEYSTONE PROJECT
BOZEMAN, MONTANA

Bobbie Bateson wibate@hawks.bps.montana.edu Ms. Bateson is a full time multiage teacher of seven-nine year old students in a science and technology magnet school. Through her association with the Keystone Project (our regional LSI) and the science magnet school, she has been part of videos produced by the Annenberg Foundation which model standards-based teaching. Having been a recipient of the Presidential Award for Excellence in Science and Mathematics Teaching, she has been presenting Science and Mathematics workshops for conferences throughout the country. The presentations centered around the integration of science and mathematics with intention of imparting enthusiasm for the areas and to exemplify standards-centered teaching practice. She will be presenting a workshop on Keystone and its influence on Bozeman District's curriculum and teaching practices at the NSTA conference in Las Vegas this year. She is her school's coordinator for Family Science and Family Technology Nights which serve as district models for these programs. Her major responsibilities for the Keystone Project are to be a science mentor for Gallatin Valley Rural Schools, present workshops exemplifying standards-based science teaching which model the utilization of exemplary science materials, and provide logistical support for Keystone Summer Institutes.

Ruth Johnson rjohn38829@aol.com I am the half-time Mentor/Peer Coach for the Keystone Project, a National Science Foundation systemic grant for improved science and technology education. With my background as a science and mathematics teacher, as an adjunct professor at Montana State University, and as a curriculum director for rural schools, I have the content and pedagogy to understand the changes addressed in the Keystone Grant. My major responsibilities with the grant are to (1) mentor and coach teachers around the state in science and technology instruction, (2) assist in planning and addressing staff development programs to meet individual needs, interests, and abilities of Keystone school districts and participants, (3) create a working relationship and learning environment conducive to good teaching practices such as integration and assessment needed to produce an effective and sustainable science and technology program, and (4) guide participants in the acquisition of innovative and research-based science and technology instructional practices.

LANGUAGE ACQUISITION IN SCIENCE EDUCATION FOR
RURAL SCHOOLS
SANTA CRUZ, CALIFORNIA

Lorie Chamberland Lorie Chamberland is principal of Ohlone School, a K-5 elementary school in the Pajaro Valley Unified School District in Watsonville, California. She has been a bilingual classroom teacher for nine years and school administrator for five years. Ohlone School, whose population includes 85% limited English proficient students, is participating in the LASERS Project&emdash;Language Acquisition in Science Education for Rural Schools. The goal of the project is to provide quality science education to a rapidly increasing number of language minority students. The project involves a regional consortium of seven rural school districts, the University of California at Santa Cruz and the Life Lab Science Program. The project is funded through a five year grant by the National Science Foundation.

Alicia Escobar I am currently vice-principal of Alisal Community School, and new to Alisal Union School District and the LASERS project. I look forward to learning more about Inquiry Leadership and ways I can support the success of Second Language Acquisition for all students in the district.

Jackie Muñoz jmunoz@santacruz.k12.ca.us Presently I am principal of Aromas School, a K-8 school which serves 3 counties (Monterey, San Benito, and Santa Cruz). I serve as the District's administrative representative on the LASERS Consortium. As well, I work with a team of teachers at Aromas School, who are working to further the efforts of implementing the integration of language acquisition and science into the curriculum.

MESA PUBLIC SCHOOLS
MESA, ARIZONA

Jerry Edwards I am the principal of Red Mountain Ranch Elementary School in Mesa, Arizona. The school was organized four years ago, and emphasizes science, math, and technology. I serve on a principal's science round table group that was formed to improve the teaching of science in Mesa Schools. I was a member of our school's team that participated in the Arizona Department of Education Math and Science Journey Schools program and chair our school's math, science, and technology team.

Vicki Graber The major responsibility as the math specialist for the systemic initiative is to provide support and leadership for improvement of mathematics instruction for grades K-8. My professional responsibilities include meeting monthly with a cadre of 50 elementary teachers that represent each of our elementary schools. These leaders serve as math mentors for teachers at their respective sites. We provide training and information concerning NCTM standard-based instruction. Also, facilitating a junior high math synergy team whose role is similar to the elementary math mentors. The junior high focus of study this year is using technology as a tool to further explore mathematical learning along with standard-based instruction. Training has occurred with the science synergy team to encourage communication and integration when appropriate. Another responsibility is to provide direct support to schools in developing and implementing site based plans for teacher enhancement in math and science. Also, I facilitate or teach math workshops and classes for teachers in our district. I am a member of the science advisory committee for inquiry science whose main purpose is to research different models of inquiry and investigate how to integrate inquiry into our district science program. As part of the MSI team, we collaborate in planning and implementing systemic reform efforts in math and science based on national standards and present MSI issues to a wide range of audiences both locally and nationally. Inquiry based learning is a critical skill that is addressed throughout these systemic reform efforts.

 

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Jenny Nedergaard gaard@compuserve.com My current job title is Science Specialist for the Mesa Systemic Initiative in Mesa, Arizona. My responsibilities include identifying needs for professional development for approximately 2,000 math and science teachers, grades K-8, and arranging for that training to happen. Although I am primarily responsible for science training, I coordinate and work with the math and technology specialists. Our district is currently emphasizing training for teachers in the areas specific to the kits that the elementary teachers use. We are utilizing a variety of vehicles to reach these ends, including college courses, weekend workshops, after school seminars, and summer science academies. My job is to set up these training opportunities, coordinate speakers and presenters, and arrange funding.

William Taylor Highland School is an integrated arts organizational model. Our model includes theater-dance-visual-performing art activities for our K-6 learners. Currently our efforts have been directed at the following: provide cross-grade level articulation to integrate science and arts educational experiences, trained in the Curry-Samara integration model of global themes and performance assessment, trained in presentation forms that include ballet-dance-theater so that students can present scientific concepts in new and different ways, created a multi-level pod configuration and a trilogy model to support science integration across our curriculum using the arts as a spring board.

 

METRO NASHVILLE
NASHVILLE, TENNESSEE

Cia Ashworth I serve as the principal of a K-4 elementary school with 750 students. My school is one of eleven elementary schools in the district in which every teacher has received kit (module) training. The elementary and middle school principals of the school-wide Hands-On-Science schools meet regularly to share strategies and ideas for continued refinement of the project. All principals in the district are encouraged to provide teachers with opportunities to receive module training. Administrators are encouraged to attend 20 hours of training.

Kaye Rackard I serve in the capacity of principal at Crieve Hall Elementary School in Nashville, Tennessee. Crieve Hall serves approximately 375 students, grades kindergarten through fourth. I began this position in July 1997. Crieve Hall is a school-wide hands-on science school. The former principal began this initiative, therefore, I have spent time this year learning about the project. All teachers have been trained through Module B. I have been to three inservice trainings this year in the district which have been extremely informative and beneficial. The Crieve Hall faculty is very excited about this project and look forward to kit delivery. Due to sickness in the family the other principal who was selected to attend this training was unable to attend; therefore I am a last minute, one day late participant. I am very grateful to be given this opportunity.

TEAM 2000
BUFFALO, NEW YORK

Marilyn Brock I am currently principal of Southside Elementary School. It is a large, urban PK-8 school with 1,365 students. We are one of 60 elementary schools in the district. Southside is in the final year of a National Science Foundation grant as a School of Inquiry and is a research and development school for the State Systemic Change Initiative from the NYS Education Department.

Jan Dombkowski I am currently the principal of a public magnet school in Buffalo, New York. As a school that follows the tenets of a Montessori education, we have organized multi-aged classrooms structured with materials and lessons that are developmentally appropriate. We create a positive environment for children from three to thirteen years old where children are actively involved in learning. Hands-on science is an important part of our curriculum and many of the teachers in our school have been involved in the local initiative TEAM Project (Teacher Education at the Museum). This program has provided them with materials, training and support for their classroom science program. It has enriched our school.

Delcene West awest@mailgate.drew.buffalo.k12.ny.us I am currently an elementary principal of Dr. Charles R. Drew Science Magnet School in Buffalo, New York. Grades Pre K-8 are housed in three locations and the focus of the magnet program is hands-on science and technology. I am also co-director of a district wide science program (TEAM), designed to develop and implement professional development in science instruction.

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