Institute for Inquiry

Inquiry Leadership Seminar

February 10-13, 1999

Participant Biographies

ASSET

PITTSBURGH, PA

Reeny Davison rdavison@icn.net As Executive Director of ASSET Inc., I ensure the inclusion of the five components of elementary science education reform for 31 districts: quality hands-on science materials (currently STC and FOSS), at least 100 hours of professional development over five years, centralized materials support, correlated classroom assessment, and community involvement. My job is growing as surrounding counties initiate similar programs in alignment with PA science standards. As principal Investigator of recently expanded NSF grant to include 1,800 teachers (and over 50,000 students) in Allegheny County, I oversee and am accountable for the quality of professional development, project evaluation, and administration. 20+ years of experience in teaching adults and university students using constructivist learning theory, as well as in testing, planning an organization serve me well in these roles. Working with so many district means that we need to share a common yet evolving vision while maintaining flexible methods in achieving the vision. My background in foreign languages/linguistics and cross-cultural communication support ASSET's culturally cohesive yet structurally diverse approach. I am currently completing a doctoral program in educational leadership at Duquesne University.

Miriam "Mimi" Folk mimifolk40@aol.com It is with some surprise that I find myself so actively involved in science education these days. Most of my 27-year public education career was spent dealing with language and literacy development in primary age children as a kindergarten teacher, second grade teacher, reading specialist, and later, reading-language arts supervisor. Yet, on further thought, the link from literacy to inquiry is not so broad a leap, as it first seems. I assumed my present job as principal of Green Valley Primary School in East Allegheny School District near Pittsburgh approximately 2 years ago. When I came to East Allegheny the faculty was at an early stage of involvement with the Asset science education consortium. ASSET had provided us with our first opportunity in many years for focused professional growth and the staff was excited and enthusiastic about it. The District's curriculum had been stagnant for over ten years and ASSET was providing teachers with the training, materials, and support necessary for transformation into quest for excellence. The science reform effort has been the impetus for further educational reform in the district and in the building. It has provided strong and effective pedagogical models; it has provided current materials resources; it has provided teacher training; it has provided energy; and, most critically, because of evolving teacher growth, it has provided our students with opportunities to be active and engaged learners! In fact, it has revitalized the entire school and school community! We are beginning to use science-based inquiry themes as the vehicles for learning in all disciplines. We now stress process as well as knowledge, and we are developing the confidence to share our growing expertise with others within and beyond our regional ASSET coalition. A direct outgrowth of our involvement with ASSET science has been out building's designation this year as one of the Heinz Foundation's "Schools That Work. Are we excited about the impact thus far science education reform in the lives of our school community? You bet! Do we still believe we have many miles to go and mistakes to "learn through" in our efforts? Of course! We truly believe that we are "green and growing" and, through ASSET and the impetus of science education reform, we will thrive.

James L. Smoyer I have taught middle level science, grades (6-8) in the upper ST. Clair School District (a suburb of Psh, PA) for the past 28 years. For the past 20 years I have also been the middle school Science Curriculum Leader. I have been a part of a regional systemic change movement to improve science instruction grades K-6 in an around the Pittsburgh area. Bayer Inc. has helped this movement get its start in 1992. It is presently known as ASSET (Allegheny Schools, Science, Education and Technology). In seven years ASSET has grown from only two pilot districts to thirty-one districts working together to achieve their common goals. I am presently the president of ASSET as well as a lead teacher, a teacher trainer, and I help plan the annual summer leadership conference. Also this year I have taken on two additional roles. I am the 6th grade Math/Science teacher for our newly formed International Baccalaureate Middle Years Program Team. The I.B. philosophy ties in well with inquiry based learning. I am also presently involved as a field-test coordinator for the Smithsonian Institution for one of its eighteen field-test sighs. We are field-testing the NSRC-STC-MS Properties of Matter Unit. Our field testing of these materials will be completed in March.

Dr. 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: 1. The integration of technology K-12 as a tool to enhance and support the curriculum. 2. The improvement of mathematics and Science instruction K-12 by being the supervisor on site for the Regional Science & Math Collaborative. 3. 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). 4. To coordinate the introduction of high-tech equipment in biology, chemistry, and physics in grades 5-12.

BUILDING BRIDGES

MUNCIE, IN

Julie Bauer jbecker@setmms.tusd.k12.az.us My current job title is Curriculum Director. This position includes the responsibilities for directing science curriculum writing/revisions, directing the selection of kits/materials, etc., and planning for staff development focusing on hands-on/minds-on science inquiry for kindergarten through twelfth grade. Since the summer of 1995, our elementary teachers have been involved with a National Science Foundation (NSF) sponsored program titled "Building Bridges." This science inquiry program was conducted through science professors from Ball State University and lead practicing teachers. Our cadre of teachers participated in two three-week workshops in the summers and received graduate credit of a $60 per day stipend paid by the NSF grant. During the academic years (August-May), this cadre of teachers enrolled for 3 hours of graduate credit with classes meeting eight times (one half-day, six 2-hour after school sessions, and two days at the Hoosier Association of Science Teachers (HASTI) annual meeting. In-service stipends and travel reimbursements were collaboratively supported by our school corporation and the NSF grant. Each teacher was visited twice during the year by either the Ball State University professor or one of the two lead teachers. During the summer of 1996 and the Academic Year 96-97, the summer workshops continued with graduate credit and the stipends as this cadre of teachers acquired additional skills and ideas and planned for more formal networking within each of our three elementary schools. These cadre teachers tried ideas from the summer workshops in their classrooms and each teacher worked with a science partner teacher in her/his school. During this academic year the initial group of teachers and their science partners participated in the HASTI conference, received stipends, and travel support. Local building principals participated in teacher/principal science retreats. This format has followed through this 1998-99 academic year with more science partners and will conclude with the 1999-2000 academic year. This cadre of teachers has been instrumental in directing the science curriculum revision and piloting science programs (FOSS, Insights, and STC)

Joanne M. Schafer I began my job as Curriculum Coordinator in the Fort Wayne Community Schools this past August of 1998. This position is part of a six member Curriculum Services team that facilitate curriculum development, assessment, and professional development in an urban school district of 52 schools of which 34 are elementary. My job responsibilities as related to science are to: 1. Facilitate instructional materials adoption process. 2. Professional development planning and implementation 3. Plan and write core curriculum with the science team.

Bobbi Dee Speicher bspeiche@wp.bsu.edu My role with the Building the Bridges to the Future is twofold. I serve as the Project Coordinator as well as one of the Primary Lead Teachers. As a Primary Lead Teacher my responsibilities include planning and implementing professional development sessions for our participants. As Project Director I work with the P.I. and Project Director to plan the course the project will take. Our project is somewhat unique in that we work with 14 school districts throughout northeastern Indiana ranging from rural to urban school settings. I work with different districts in various ways depending on the need. This could include doing professional development sessions with administrators, working with curriculum/textbook adoption committees, providing science materials for teachers, or planning and helping to implement professional development sessions with participants at their own schools. I visit participants in their classrooms twice each academic year and consult with building principals, as well as serve as liaison between the university and our participants.

Cathy A. Stephen cstephen@globalsite.net I am the Assistant Superintendent for Curriculum and Personnel. My responsibilities toward science reform are coordinating 1) curriculum writing, 2) selection of materials and textbook adoption, 3) grant writing, 4) budget for professional development and instructional supplies, and 5) designing professional development opportunities. It is my responsibility to help teachers and administrators to see the relationship between inquiry based hands-on science and the Indiana Essential Skills in language arts and mathematics. Our students must pass a graduation examination using these skills. The science inquiry is an excellent way to help our students use these skills well.

D.E.S.E.R.T. PROJECT

TUCSON, AZ

Jonathan Becker jbecker@setmms.tusd.k12.az.us Last February I moved into the position of Middle School Science Specialist for Tucson Unified School District #1 (TUSD). In May TUSD was awarded a Local Systemic Change Grant: Districtwide Emphasis on Science Education Reform in Tucson, or D.E.S.E.R.T. Project. I am involved in coordinating professional development for teachers of science, grades 6-8, along with two other Middle School Collaborative Teachers. Our major focus is developing teaching practices, which provide articulated hands-on inquiry-based science experiences for students, and also how to manage those developmentally appropriate experiences. Additionally, we are currently engaged in establishing the "floor" for middle school science by evaluating our existing Middle School Science curricula for its alignment with National, State, and District Standards and Performance Objectives.

Gary Chandler gwc@sem.arizona.edu I am a Research Specialist with the Department of Materials Science and Engineering, University of Arizona. My job duties include managing the department's Scanning Electron Microscope (SEM) labs, a Scanning Auger Microprobe, and the Computer Network Laboratory for Microscopy Education (CNLME). The CNLME was funded by NSF, and designed to provide university students with more hands-on education in analytical techniques. We have adapted this laboratory to K-12 science education, and in so doing, I became involved in the science education reform effort. I attended the APS sponsored "Workshop on Systemic Reform of Elementary Science Education" in January, 1996, as a "partner" of Tucson Unified School District, and have since helped in coordinating workshops for various groups within TUSD, the University, and the community. I have worked with the Science Resource Center of TUSD in several capacities, my favorite being the workshops we offer for teachers on materials science, the CNLME, and operation of the SEM. My "pet" projects are: 1. Project MICRO sponsored by the Microscopy Society of America. We coordinate volunteers from the society who partner with local teachers using the GEMS guide Microscopic Explorations, provide workshops on this and The Private Eye, and provide classroom visits, fieldtrips to the University, etc., relating to microscopy. 2. CNLME Partnership with TUSD, students from the University visit local classrooms and provide extensions to the FOSS kits that relate to materials science and engineering. 3. Shoe-Goo and Tree Frogs, originally designed as a two-week inter-session course, soon to become a summer " extended university" course, this is "Materials Science and Engineering for 2-5". These projects all include a common component related to science education reform: I am trying to increase College/University/industry involvement in and sponsorship for programs and courses involving UA students in K-12 science education.

Annabel Crites acrites@tusd.k12.az.us I am currently the principal of Gale Elementary school with 375 students located near Saguaro National Monument on Tucson's eastside. As the instructional leader of our school I have been instrumental in its change from a traditional model to an integrated approach to learning. We have worked together to implement integrated instruction, rubric progress reports, an Exxon math grant, and a balanced approach to literacy. We have a close partnership with parents who volunteer, assume leadership roles, and contribute to many fund raising activities. We are now involved in the D.E.S.E.R.T. Project, TUSD's National Science Foundation grant. With the D.E.S.E.R.T. Project I have been a member of the Principal Advisory Committee helping to plan meetings with principals that give a vision of the scope of the Project. I have attended a meeting with CUSER staff and school districts in Cambridge MA and also the NSTA Convention CUSER strand in Las Vegas last April. This summer our school staff will attend the DESERT Summer Institute and we will be one of the initial schools in the project.

Dea Salter rsjr3@aol.com As principal of Johnson Primary School, I am responsible for implementing the district's science education curriculum at my site. It is my responsibility to see that teachers and teacher assistants receive support in the area of science reform. In addition, I am a member of the Principals Advisory Committee for the DESERT Project in our district.

E=MC²

TRENTON, NJ

Claire Sheff-Kohn csheffkohn@aol.com I am superintendent of a K-12 school district of nearly 4000 students. My responsibilities relative to our district's science education reform efforts fall into three main categories. First, I must have a vision about what constitutes successful science education reform and how to bring it about. Second, I must communicate that vision to the staff, the Board of Education and the community. Third, I must provide the support necessary to ensure the success of the reform. That support is demonstrated through the financial resources I secure, the time I provide for professional development and curriculum planning, and the personal interest I exhibit by attending important events.

Timothy R. Wade twade@ewingboe.org As the Superintendent for Ewing, I have the primary responsibility for all district activities (professional development, curriculum implementation, and integration of other subjects and K-12). I serve on the E=MC2 Advisory Council. As a former biology and elementary teacher I am committed to science reform.

EARTH SYSTEMS IMPLEMENTATION PROJECT

ANCHORAGE, AK

Helen Mullings mullings_helen@msmail.asd.k12.ak.us Helen Mullings is a first year principal at Nunaka Valley Elementary School in Anchorage, Alaska. With a master's degree in special education, she has 27 years of teaching experience, primarily in the regular classroom, but also in classes for the learning disabled and gifted. She has authored science curriculum for the Anchorage School District that focused on inquiry-based teaching. Helen piloted these lessons in her own classroom and provided district-wide inservice training to other teachers. Organizing school science fairs is also a passion for Helen. Her goal is to continue to enhance science reform in the Anchorage School District by working with her own staff as well as with administrators across the district to explore teaching strategies that facilitate inquiry-based learning.

HASP

HUNTSVILLE, AL

Edwina H. Bragg My present position is Elementary Supervisor with the Scottsboro City Schools. I am on of the Co-Project Directors with the HASP-LSC Project at the University of Alabama in Huntsville. My role as Co-Project Director is to help set up the professional development in science for all the elementary teachers in Scottsboro City Schools and coordinate the delivery of all HASP modules for the elementary teachers in grades kindergarten through sixth grade.

Steve Hamlet My present position is elementary principal with the Scottsboro City School System. I am the principal of Mary Kay Hodges who is serving as a teacher-in-residence with the HASP program under the guidance of the University of Alabama in Huntsville. As a principal, I am involved in curriculum issues related to the science program in our school system.

Toni H. McGriff cmcriff@hiwaay.com I am currently serving as the Supervisor of Secondary Instruction for Scottsboro City Schools. Job responsibilities include numerous areas such as testing, textbooks, supervision of beginning teachers at the secondary schools, and recruitment, selection, and orientation of new teachers. I work with all areas of instruction including science. Reform efforts in the district include more hands-on efforts at the secondary level; addition of new courses to meet the requirement of four sciences for graduation; and, improved science instruction to prepare students for the science portion of the graduation exam required in Alabama. We are building a new $16 million dollar high school and are seeking to use state-of-the-art technology in the science labs.

KEYSTONE PROJECT

BOZEMAN, MT

Bill Bartholomew emsadmineastl@in-tch.com As a Butte principal, I provide instructional leadership for East Middle School. I have been involved with Keystone since its first year; therefore, I act as a resource for other principals. I have attended each institute with my teachers and have been active in putting together inquiry units and a materials center in our school, and help with strategic planning.

Betty Merrifield westadmin@in-tch.com I am the principal if West Elementary School in Butte, Montana. West serves kindergarten through sixth grade and has a population of 412 students. West has been involved in the Keystone Project for just over a year. I actively and financially support my teachers in their science reform efforts. I have attended institutes with my teachers, created a materials support center and encouraged participation of two teachers in the two week Exploratorium experience. I take as active role in updating our strategic plan.

LASERS

 SANTA CRUZ, CA

Deborah A. Dorney mandd81@aol.com As the new English Language Development Coordinator and the elementary summer school principal in my district, it is my hope to have LASERS summer school in June 2000. Using the Life Lab curriculum in conjunction with intensive teacher training, I believe teachers and students will benefit. Teachers will benefit from the intensive training in SDAIE strategies and ELD methodologies. Students will benefit academically in science and linguistically in their acquisition of English. We have a large Limited English Proficient student population and using science to teach English as well as the science concepts and processes seems like a natural win-win proposition for everyone.

Lisa Glick glick@zzyx.ucsc.edu As the Outreach Director for Life Lab Science Program, I am responsible for overall development and implementation of Life Lab's garden bases science programs. Life Lab is currently collaborating with University of California, Santa Cruz, and seven school districts on a project titled LASERS (Language Acquisition in Science Education for Rural Schools). Along with LASERS staff, I am involved in identifying potential opportunities for integrating LASERS' professional development activities into Life Lab's long-range educational goals for science education reform.

MASE II

LAS VEGAS, NV

Kathy Dees kathydees@aol.com Kathy Dees is employed by the Clark County School District as Teacher on Special Assignment. Her role in science reform has been to facilitate science workshops. One of the sessions presented to the Clark County School District teachers was a two-week Inquiry Institute which included several follow-up meeting throughout the year.

Maurice Flores I am currently serving as an area superintendent for the Elementary Division of the Clark County School District. I supervise twenty-six schools. Our area focus in science has been ongoing for the past six years. We have implemented several science programs that are outside of the normal science curriculum. These include: a Marine Lab (with several species of fresh and salt water fish as well as a pool eco system), a replica of a working mine, a tortoise habitat, a botanical garden, and we are nearing the completion of a tropical rain forest. My responsibility, in terms of reform, deals mostly with developing a retrieval system for science kits. In addition, I work to ensure that science is at the forefront of our curriculum.

Michael O'Dowd modowd8022@aol.com My role at Barlett Elementary School is the MASE II Project is to provide an environment where teachers can work together, learn form one another and develop hands-on science lessons that focus on inquiry-based learning. Our school is also writing assessment tools that measure the level of mastery of science standards listed in the Clark County School District's Curriculum Essentials Framework in correlation to the FOSS Science kits. Furthermore, my desire is to work with Dr. Flores, Southeast Area Superintendent, to permit Barlett Elementary School to be a central location where teachers from throughout the Southeast Area can come observe and receive instruction on inquiry-based science lessons.

MESA UNIFIED SCHOOL DISTRICT

MESA, AZ 

Devon Isherwood I am currently an elementary school principal. I am a member of the Mesa Systemic Initiative Advisory Committee. I participate on the Elementary Principal's Science Roundtable .

Phelps Wilkins I have been an Elementary School Principal for over 25 years. I am currently a principal at Eisenhower Elementary School in the Mesa School District in Mesa, Arizona. Eisenhower School is a Title I school with about 700 students. In addition to my role as a principal, I am serving for the third year as co-coordinator of the Elementary Principal's Science Roundtable. This group meets on a regular basis to explore strategies for site leadership in the area of science. We discuss ways to increase the quality of science instruction in the elementary schools in our District.

PESE/ESD #112

VANCOUVER, WA

Evie Grendahl egrendah@groupwise.egreen.wednet.edu I am the Director of Instruction/Restructuring for a district in Southwest Washington (Evergreen) of 20 000 students. My roles include district curriculum director, supervisor of staff development, and project director for restructuring and educational reform. I will direct the activities of our National Science Foundation Grant (1.2m) that we just received in November. Our district has a dynamite group of six teachers serving on special assignment who will coordinate both math and Science reform for the next four years.

Bonnie Lock block@esd112.wednet.edu As curriculum director for the La Center School District, my responsibilities in the Local Systemic Change (LSC) reform efforts encompass three levels. First as a steering committee member for the Partnerships in Elementary Science Education NSF LSC grant, I am responsible for assisting in the decision making process dealing with issues affecting the seven member districts. In addition as the district content area training, piloting of kits, and kit training. It is my responsibility to support the regional efforts by communicating to the other district administrators, staff, parents and community the progress needs for successful implementation. Finally as the physical science strand instructional coordinator and kindergarten content area instructor, I am responsible for recruiting content area instructors and insuring content instruction provides certified staff with needed information to successfully implement physical science inquiry with students.

SEEDS PROJECT

STARK COUNTY, OH 

Richard Dinko dinko@sparcc.org I am the science consultant for Stark County Schools, located in northeast Ohio. As the county science consultant, part of my responsibility includes participating in a management and leadership team which plans and implements county wide and local reform initiatives related to science. I am involved with both administrators and teacher training opportunities in this area. I also participate on leadership teams dealing with issues of continuous improvement, school accreditation, technology implementation, and curriculum reform. The Stark County Educational Service Center (http://www.stark.k12.oh.us) provides educational services to seventeen diverse districts (three urban, six small towns and four suburban) with over 65,000 students. The racial composition and wealth of the schools vary widely. Our Local Systemic Initiative (LSI) is entitled SEEDS (http://seedsnet,stark,k12.oh.us) and serves 74 buildings, one thousand teachers and 25,000 elementary pupils in grades k-6.

Thom Thompson thompson@aviators.stark.k12.oh.us I am currently serving as Curriculum Coordinator for Alliance City Schools. My primary focus deals with providing support for teachers in the areas of math and science. I serve as administrator in charge of our elementary science program (SEEDS). My responsibilities include overseeing the management and replacement of materials used by our science teachers, training of teachers, and enhancement of teaching techniques to help our teachers effectively implement our SEEDS program. I also serve as an added resource for the classroom teacher looking for more ideas andwmaterials. A primary goal is to increaith supporting the efforts through methods used in the classroom.

VIPS

EL CENTRO, CA

Olga Maia Amaral oamaral@mail.sdsu.edu Dr. Olga Maia Amaral is an assistant professor and coordinator of student teaching at San Diego State University, Imperial Valley Campus. As a co-PI in the Valle Imperial Project in Science. She is implementing a pre-service program for future teachers that is aligned to the science standards and complements the goals of the inquiry-based VIPS Project. She is currently researching the impact of inquiry-based science instruction on the achievement of English learners. Dr. Amaral has taught at all levels and has worked as a public school administrator. She currently co-directs an educational consulting firm.

Leona Lallier leeleo@aol.com After serving as a science resource teacher for five years under a Title VII project, I became one of the science resource teachers for the El Centro Elementary District's grant, VIPS (Valle Imperial Project in Science). As a SRT, I assist schools and teachers with the implementation of an inquiry-based science program by providing in-class support, by providing in-service education ad staff development activities, and participating in processes of assessment and of the continuing refinement to our district adopted kits. Even though this National Science Foundation LSC project is based in EL Centro, it offers a hands-on , inquiry-based science curriculum to the k-6 students throughout Imperial County. 14 school districts of the county will be participating in the project by next year.

Anne Mallory amallory@icoe.k12.ca.us Responsibilities related to science include: Instructional leader for district Development of district partnerships with community and business Coordinator of staff development Attend meetings related to science reform efforts (i.e. Project VIPS) Spokesperson for district, in this case on instruction in the area of science Personnel administrator Evaluation of instruction Director of special projects

Jeanette Tesso jetes@mail.ecsd.k12.ca.us I am currently serving as the District's Support Services Coordinator. My responsibilities include management of all State and Federal Programs and Gifted and Talented Education. I am also charged with supporting the District's Science Education Reform efforts through implementation, integration and coordination with existing programs.

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