Institute for Inquiry

Inquiry Leadership Seminar

February 23-26, 2000

Participant Biographies

ARSI (Appalachian RSI)

Jim Kelley jkelley@psfcc.cc.tu.us Even though my real job is Department Head of Natural and Behavioral Sciences at Pellissippi State Technical Community College in Knoxville, TN, over the past five years I have had a variety of opportunities to work with science education reform in East Tennessee. Although I have been working with Appalachian Regional Systemic Initiative (ARSI) (which provides science/math enhancement for the counties truly categorized as "Appalachia") for some time, one of ARSIÕs current projects exemplifies its activities. The State of Tennessee has installed three "Gateway" examinations which students must pass to obtain a high school diploma. Two of these areas are Algebra I and Biology I. This spring we will be doing a middle school science/math workshop for the "Appalachia" county teachers to enhance their abilities to prepare the students for the high school courses. In addition to working with ARSI, I am associated with Appalachia Educational Laboratory (AEL) which is part of the national Eisenhower Math/Science Consortia. The AEL serves the whole state of Tennessee and along with ARSI has worked with school systems on implementing national standards, state frameworks, and the development of local curriculum plans. Also in conjunction with the Eisenhower Consortia, Pellissippi State serves as an Access Center for the Eisenhower National Clearinghouse (ENC). In this capacity we provide information and training related to ENCÕs wealth of science and math materials stored and cataloged at their Ohio State University based facility. Because of these previous experiences I have been involved in TennesseeÕs becoming one of 14 states that are part of the National Science TeacherÕs Association, Building A Presence in Science program. This program will ultimately result in a science "point of contact" in every school within the state. Through a Pellissippi State School-to-Career federal grant I was able to participate in the development of the National Health Career Path Model by piloting some of its health related science exercises in the local school systems. This same School-to-Career grant also afforded my assisting a portion of the Pellissippi State science faculty in the development of a K-12 science outreach program. This project involves visiting a variety of local schools and introducing the teachers and their classes to science activities and principles.

Angela Ketchum angiek@wcs.edu I am presently a biology teacher with Williamson County School in IN. I served on the committee that develops the standards and performance indicators for a biology gateway test last year. I am presently working at biology institutes across the state. I am also serving as the Key Leader in science for NSTA in my district. I have trained 28 points of contact in my district on the national science standards. I have been involved in the Building a Presence in Tennessee. I have attended two state training sessions on inquiry. This summer I will be presenting at several biology institutes. I am also helping my local district with curriculum alignment.

Cecelia Patrick I have been a middle school science teacher in the Shelby Public School System for the past seventeen years. I am currently one of two Gateway Consultants for Biology in the state of Tennessee. As a consultant, I organize, present and facilitate Gateway Leadership Institutes. It is my job to schedule faculty meetings for the end of course ass4essment program and participate in biology meetings and discussions, I also conduct one to three hour professional development sessions.

Crossroads Elementary (St.Paul)

Theresa Battle Theresa Battle, Assistant Director, Curriculum Development and Instruction, has worked for Saint Paul Public Schools for fifteen years. She has served the district in many capacities. She has been a classroom teacher, special education facilitator, lead teacher, and assistant principal. In her current position as assistant director, Theresa helps supervise the development and implementation of K-12 curriculum and administering the budgets for Gifted and Talented Services, School to Future, and instructional materials. The Curriculum Office is responsible for developing the district curriculum vision and subject centered curriculum, which includes science. A district-wide curriculum team, which includes a science specialist, facilitates the development of subject area scope and sequence, content guidelines and course syllabi, and sample unit and lesson plans. The curriculum goals are met through an interdisciplinary, integrated approach which focuses on active learning and inquiry, multiple intelligences and project based learning.

Marlene Greger marlene.greger@spps.org A systemic science approach will not work if it is imposed on teachers from the administration down or from outside collaborators. Teachers need to be at the hub of my planning and shaping of reform. That is why I have a role in Saint Paul Public Schools' reform movement. As a teacher on special assignment to the Staff Development Department, I have and continue to collaborate with administrators, universities, local science centers, museums, professional organizations, and other teachers to coordinate our district's reform. For the first stage we needed to reform and conform our science education and teacher attitudes to embrace the national and state standards in both design and delivery. Together we planned a staff development approach we called "Vision Fission" that involved a cadre of lead teachers in actually doing inquiry themselves and then together developing a "vision" of what scientific inquiry would mean and how it would be taught to all students in Saint Paul Public Schools. By the "fission" of these lead teachers sharing their wisdom and experience with other teachers at two summer workshops, we expanded our first stage of reform to include assessment and assessment rubrics. We are currently working on the second stage of our reform plan which includes a model school that we hope will be a catalyst for other schools to embrace reform that is backed by sound, effective staff development and support from teachers, parents, administrators, policy makers, and community.

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

Richard Lopez, Jr. rlopez@mail.ed.arizona.edu I am a faculty member in the Teaching & Teacher Education Department in the College of Education at the University of Arizona. I teach undergraduate and graduate courses in science education for elementary school teachers. As part of my service work, I am very involved with elementary schools in improving their science education curriculum. Students in my undergraduate pre-service elementary school science methods course are required to present inquiry-based lessons in local school classrooms.

Patty Mentz pmentz@tusd.k12.az.us I am in my 6th year as principal of Mission View Elementary School in the small city of South Tucson, Arizona. The school is 98% minority, 98% free lunch. About 60% of the students are limited English proficient. I have been a bilingual educator for almost 30 years. Mission View is a total bilingual education program. As part of our school's goals and plans for improvement for this school year, we committed to a Science Education focus. Because of this commitment, we signed up to be in the first cohort of our district's DESERT Project, which is based on a grant our district got from NSF. As principal of a cohort school, I have attended several principal and teacher workshops, and I am committed to supporting my staff in increasing their skills and knowledge in the area of science education. I am personally committed to radical education reform, not only in the area of science education, but throughout the educational system. I am aware of and support most of the science education reforms that are being promoted by NTSA.

Edible School Yard (Berkeley, CA)

Jimette Anderson jimette_anderson@berkeley.k12.ca.us My name is Jimette Anderson. I have worked at Martin Luther King Middle School in Berkeley as a vice principal for eleven years. During this time I have been the administrator who supervises the Science Dept. of King Middle School. I am responsible for the performance evaluations of all ten science teachers. I attend department meetings and work with the Science Dept. to evaluate and choose textbooks and materials. Through department meetings we have worked to align our curriculum with the California State Framework for Science. As a department we have earned a California Demonstration School Grant in Science and have integrated a garden component into the science experience for our students through our Edible School Yard Project.

Phoebe Tanner phoebeanntanner@yahoo.com Berkeley Unified School district is involved in ground breaking school reform around food. Gardens and kitchens in all schools and organic lunches for all students are at the heart of the movement. I am active participant in this visionary movement. I am founding member of the Edible Schoolyard at M. L. King Middle School where the initial momentum for the movement started with the inspiration and energy of Alice Waters. I teach sixth grade math and science, and I am the lead teacher of the garden kitchen curriculum project, which is now in its third year. The curriculum project recognizes eating as a fundamental ecological act. The goal of the curriculum is to reconnect students to the understanding of where their food comes from and, in the process, to confront the complex ecological cost of living sustainably. I and other teachers at the Edible Schoolyard have worked and this project with the Center of Ecoliteracy. I participate in a student's Food Policy Committee and I am a member of the newly formed BUSD Child Nutrition Advisory Council.

Fort Worth Museum of Science

Colleen Blair cblair@metronet.com Buckeye born, New Jersey bred, and a twenty-two year stint as a Texas transplant has altered all predictable speech patterns. I live in a community that revels in referring to itself as "Cowtown"; my "nest" is now empty and the twinkle you'll see in my eye is because my husband and I have only one more year of kids' college tuitions. I am grounded in early childhood education; my twenties were shaped by teaching first grade and preschool in Washington D.C. I moved to Ft. Worth in the late seventies. I walked into the Ft. Worth Museum of Science and History (FWMSH) and immediately noticed that the oxygen was different. I have never left. I still find the air refreshing and invigorating. I have worn many hats at the museum: educator, evaluator, program and exhibit developer, and Co-P.I. on an NSF paleontology exhibit grant. My current job, Director of School Services and Evaluation, is about advocacy, relationship-building and access for the K-16 formal education system. My daily passion is supporting museum staff and teachers as we learn more about creating learning environments that support systemic science reform efforts. I work with systemic initiatives, university faculties, school districts, teachers and families to create programs that help them understand how museum environments like Explorazone can be use to support and deepen science learning.

Bill Neal bill.neal@richardson.k12.tx.us Bill Neal is currently the director of science (K-12) for the Richardson Independent School District, a northern suburb of Dallas, Texas. (Prior to that, he served as the director of science for the Dallas Public Schools for eight years and had extensive involvement with the Dallas Urban Initiative.) Bill is a fellow of the first cohort of the National Academy of Science Education Leadership. As science director, Bill is responsible for: advocacy for the district's science program and scientific literacy for all students to the community; interpretation and implementation of state laws and guidelines; selection and/or development of standards-based science curriculum; identification and acquisition of curricular resources including textbooks, equipment and materials, technology, and kits to support standards-based curriculum; implementation district-wide of equitable, quality science resources and experiences at all schools for all students; supervision of Environmental Studies Center and Living Materials Center (developing resource center for kit refurbishment); collaboration with Texas State Systemic Initiative, higher education, business and industry, and informal learning institutions; and, facilitation and coordination of professional development experiences annually for all new and experienced science teachers, department chairpersons, and administrators to provide standards-based instruction.

Marry Jane V. Schott mjschott@mail.utexas.edu Marry Jane V. Schott is the Project Director for Science at the Charles A. Dana Center located at The University of Texas as Austin. Schott's position is housed within the Texas Statewide Systemic Initiative (Texas SSI) at The Dana Center. In this capacity she oversees the work of an eight-member science team. This team functions to provide resources to communities who want high quality science and mathematics education for their school children. Schott personally oversees the science professional development program, TEXTEAMS, TEXas Teachers Empowered for Achievement in Mathematics and Science. TEXTEAMS is a Kindergarten - Grade 12 program that provides leadership development to regionally located science educators. These educators, in turn, provide professional development to teachers in their regions. The science program is in its 2nd year while the mathematics program is in its 14th year. Kindergarten-Grade 8 modules are focused on scientific principles, System, Properties, patterns, and Models, and Constancy and Change. High school institutes are focused on high school courses, such as Biology. The TEXTEAMS program will be instrumental in our efforts towards science education reform. The science team also works in the area of informal science education. The work here focuses on informal education sites improving their exhibits and programs by incorporating the state's science standards in developing those materials. Family learning is also addressed at informal education sites and at schools. Members of the science teams develop family learning kits based on the state's science standards. These kits are inexpensive and bilingual. The science team also maintains a network of science educators trough the Building a Presence for Science Program. This network includes some 4,000 members who disseminate information across the state for The Dana Center. All of the work and resources of the science team are available on the World Wide Web on our Science TEKS Toolkit. A vast website, it provides multiple resources for science educators, including examples of teaching the state's standards to laboratory safety requirements to other resource site around the state.

Vanesa Westbrook vwestbrook@mail.utexas.edu At the Charles A. Dana Center on the University of Texas at Austin Campus, I am a member of the science education team. Along with others teams at the Dana Center, we provide technical support, resources, and assistance to Texas public education, especially but not limited to mathematics and science. The Dana Center was contracted by Texas Education Agency to develop the state education standards, Texas Essential Knowledge and Skills (TEKS), in the areas of mathematics and science. After the TEKS were adopted by the State Board of Education in 1997, the Dana Center began to produce resources to help with the implementation process of the TEKS. This process is ongoing. My title at the Dana Center is Informal an Elementary Science Specialist, and my specific area of focus is to provide technical support to elementary (K-5/6) science educators and informal science education. I work at the state level, which includes some 1100 school districts. In other capacities, I serve on various national and state advisory boards regarding science education. I have 11 years experiences in (K-8) classrooms, and 6 years experiences in the informal science education area. I am currently serving as president of Texas Council of Elementary Science, a professional organization with a membership of 600 + educators who work with , or have an interest in science education at the elementary level. I have been appointed to the several advisory committees to address teacher certification and the state assessment system in Texas.

Jackson Public School District

Carole Dye, Assistant Superintendent for Elementary Education cdye@jackson.k12.ms.us The Assistant Superintendents are responsible for overseeing the efforts of science reform in the elementary schools by working directly with principals and teachers. Individuals at this position approve and review curricula in all disciplines and monitor and evaluate their effectiveness via visits to classrooms, analysis of test performance and various performance indicators.

Barbara Hogan, Assistant Superintendent for Elementary Education bhogan@jackson.k12.ms.us Monitor the selection and implementation of new curricula; Assist in the location of funding to support new programs; Assist in the coordination of training for principals and teachers; Review and evaluate the effectiveness of the program.

Project PASS (Newburgh)

John Cafarella sygnus@bestweb.net John Cafarella has been in education as a teacher and supervisor for thirty years. He has taught grades 4, 5, 6 on the elementary level and Earth Science in grade 8 at the middle school level. For eight years he directed a science-based planetarium in PS 85 in the Bronx working with grades K-12. Then he was appointed Science Coordinator for Community School District 10 in the Bronx. During his tenure in District 10 he also supervised the Media and Health Programs. In 1985 he began writing and editing Science Gnus, a monthly newsletter that highlights district, state, and national science education news, science calendars, trivia, and terrible puns. Mr. Cafarella left District 10 and became the supervisor of Mathematics and Science for the Clarkstown Central School District in 1993. In 1994, he returned to New York City as Principal Investigator for a $3,500,000 National Science Foundation Grant for Restructuring Elementary Science and Director of Mathematics and Science for Community School District Six in Manhattan. During his tenure in District Six, Mr. Cafarella served as President of the New York City Science Coordinators Network. Mr. Cafarella became Director of Science, K-12, for the Newburgh Enlarged City School District in 1998. As Director of Science for the Newburgh Schools, Mr. Cafarella has responsibility for many aspects of the program; curriculum, staff development, and assessment, an has connections with informal science institutions. Mr. Cafarella has received the School and Culture Award sponsored by the Alliance for the Arts and the Fellowship in Science Education as NYS Science Supervisor of the Year.

Joan Goudy-Crosson jgoudy@newburgh.k12.ny.us Joan Goudy-Crosson has been in the field of education for twenty-eight years serving as a classroom teacher in NYC District #13 and the Enlarged City School District of Newburgh, assistant principal of Newburgh Free Academy, elementary principal for eleven years and her current position as Associate Superintendent for Educational Support Services for the NECSD. Her job responsibilities include the coordination of all district-wide professional development activities including national conferences, inservice courses, workshops, and district-wide initiatives related to professional development. In regards to district science education reform efforts, Mrs. Crosson is a member of the Project Leadership Team, which is a driving force for the National Science Foundation Comprehensive Partnership for Mathematics and Science Achievement Project. University partnerships exist between the Newburgh Enlarged City School District, Mt. St. Mary College, Marist College (Science on the Move), and Fordham University. The district collaborates with experienced educators from many institutions such as Black Rock Forest, Stewart International Airport, and the Military Academy at West Point. Currently, Mrs. Crosson is a member of an eighteen member, Professional Development Team (a majority of whom are teachers) whose sole responsibility is to design a professional development plan for implementation September, 2000. The Newburgh Enlarged City School District serves over 12,000 students in prekindergarten through grade twelve; 1,000 teachers in eighteen sites within forty-two square miles in the Mid-Hudson Valley of New York.

Barbara Weiss Vails Gate High Tech Magnet School is a K-6 elementary school with over 630 students enrolled. While our title implies mainly the technology element of our curriculum, our magnet theme emphasizes the use of technology primarily as it relates to math and science. Each student at Vails Gate reports to a daily lab for 40 minutes each day. We have three such "labs" at Vails Gate: the math lab, the science lab, and the technology lab. Classroom teachers and lab instructor work together during lab sessions in a collaborative effort. While three such independent labs exist, they do not do so in isolation or apart from one another. For instance, in science, our lab instructor may take the students to the Black Rock Forest preserve, where they will use E-mate computers to record data, data that is later analyzed by the students in the math lab. As Principal at Vails Gate, I am blessed with competent and creative lab instructors who truly take the lead in staff development and project - based instruction that thoroughly engages children in inquiry. Yet, as the instructional leader of the building, I must thoroughly understand, advocate, facilitate, and support the efforts of the professionals at Vails Gate. I trust my experiences at the Exploratorium Institute for Inquiry will assist me in doing just that!

Spring Branch

Agelia Durand duranda@spring-branchisd.tenet.edu Agelia Durand - Assistant Principal and former Bilingual/ESL Consultant for the District. I am a representative for the Cheche Konnen Program. I have attached two of their summer trainings and worked with them at local district trainings. I am a staff developer for science and a member of the team that helps develop training for bilingual teachers in science. I feel that science is the study of "life," and that all students should have the opportunity to explore this area of the curriculum to their fullest potential.

Kaye Harper harperk@spring-branch.isd.tenet.edu I am an assistant principal at an elementary school in the Spring Branch Independent School District in Houston, Texas. My responsibilities include the following: Contribute to the implementation of the instructional program as it relates to the mission and operations of the school. Assist and promote professional growth and training opportunities to develop and accomplish school goals (including science). Encourage and assist teachers in the implementation of science in the classroom.

TEAM 2000

Barbara G. Clark I've been an employee of the Buffalo Public Schools for the past 29 years. I am currently the Building Administrator for a Pre-K through 2nd grade school housing 455 students. I previously taught grades 2, 3, and 4; served as a school Program Coordinator and as a remedial Math teacher. As the instructional facilitator, I worked with District and school staff to provide workshops, inservices, staff development and parent/child activities for our building. I have also participated in several Constructivist Institutes that have helped me formulate necessary changes in my personal philosophy regarding education of today's students. The Science Inquiry Method is one of the ways to meet student needs as well as Curriculum requirements that will help maximize student achievement.

Robert Clemens I am currently Principal of School #60 -- Riverside Academy in Buffalo, New York. I am responsible for the observation and evaluation of all classroom and special area teachers. I encourage science teachers to participate in project initiatives, including Team 2000. Lesson plans and classroom curriculum must align with NYS standards.

Sixto Indalecio As principal of Native American Magnet School 19, a Pre-K to 8 school, my primary responsibility is to ensure and facilitate the alignment of school curriculum to NY State science standards and district-wide science initiatives. My expectation is to acquire a more comprehensive background and skill on inquiry based learning so that I can provide effective leadership in its school-wide implementation.

Wake County Public School

Lynne Barlow mbarkow@wcpss.net As a Senior Administrator in Staff Development, I work directly with 20 of our school system schools (Southern Region) in planning and approving staff development plans. In addition, I conduct and facilitate training system-wide. My experience in instructional design (4MAT) and technology integration is used in the science education project as a training designer and coach. I approve the proposals for science staff development and licensure renewal credit. In this role I can be sure that effective staff development practices are included. All proposals must have needs assessments, goals and objectives, program summaries and follow-up plans. Since I have access to all school long-range staff development plans, I can link schools with similar needs or help schools use inquiry for interdisciplinary projects.

Brenda S. Evans brevans@dpi.state.nc.us The position I hold at DPI is Education Consultant. This position is in the Curriculum and Instruction Division of the NC Dept. of Public Inst. (NCDPI). My office is in the Mathematics and Science section with an area of concentration in elementary science. My job description holds me responsible to develop and maintain the Science Standards Course of Study (SSCS) for all students in NC. I am also responsible for developing teacher enhancement documents to help teachers better understand the direction, concepts and thinking skills to impact the goals and objectives in the SSCS. I also chair a science initiative to restructure science K-8 in NC. This is a collaborative project of DPI, the University of NC system (10 staff development centers), and the NC Business Committee for Education in the Governor's office. The model for school system reform is based on the NSRC Model in their book Science for All Children. We have two years of Institutes behind us and four years of additional partnership commitment. It was through the K-8 Infrastructure Institute that I became involved with Wake Co. Wake has been involved in both of our state Institutes and their director of elementary programs, Lee Ann Van Horn, has served on the state resource team providing excellent program support. Attending the Institute for Inquiry is one of Wake's initiatives to move their teachers forward in science reform. I am looking forward to participating in the Institute.

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