Institute for Inquiry

Inquiry Leadership Seminar

April 12-15, 2000

Participant Biographies

ASSET Inc., PA

Charles D. Hughey hugheyc@westallegheny.qbm.us I am presently Superintendent of Schools in the West Allegheny School District. Our school district is located in the suburbs of Pittsburgh, Pennsylvania, and encompasses the newly constructed Pittsburgh International Airport. Previously I served as Associate Superintendent where my primary responsibility included instruction development. During that time, I served on the Pennsylvania Governor's Commission for Academic Standards and helped develop criteria that evolved into State Standards that include the recently approved Science Standards. In addition, during my tenure as Associate Superintendent, we incorporated the ASSET program throughout our elementary program. As part of the Leadership Seminar, I hope to gain greater understanding of the "hands-on" development of the ASSET program and more effective methodology to include the ASSET program in our daily classroom science program.

Michael Schnirel I am currently the Principal of Jefferson Elementary School in Mt. Lebanon School District. I am the chairperson of the elementary science committee for the district and am the district's Support on Site (SOS) representative to the ASSET project. I nave been involved with the NSRC in Washington D.C. I was part of the team that organized and implemented the firs two ASSET Leadership Conferences. I have been involved with all aspects of the project and currently serve on numerous committees including: cost, common in service, principals' focus group, and Act 48 focus group.

Joseph Werlinich I direct a Principal Academy which has 218 graduates and 72 members. I am currently working with the principals of ASSET to improve their skills in improving student achievement.

Thelma Rednick Wodzinski twodzinski@lcn.net As outreach coordinator for ASSET, Inc., my duties include working with local museums, universities and other non-profits to facilitate inquiry-based professional developing opportunities for teachers in southwestern Pennsylvania. I also act as liaison to developing coalitions for systemic reform in outlying areas.

BASEE, CA

Tami Girsky tgirsky@mpcsd.k12.ca.us I am the vice-principal of Hillview Middle School in Menlo Park. I work closely with the science team in creating school-wide and district-wide science standards.

Catherine S. Hauck chauck@mpcs.k12.ca.us I am a principal of a third through fifth grade school in Menlo Park. This is my twelfth year as a principal. I have also worked in Redwood City and Cupertino as a principal. I have also been a Reading Specialist at the junior high and community college level, as well as an Adjunct Professor for the 5th year teacher-training program at Santa Clara University. My responsibilities as a science educator and instructional leader are to set priorities, provide resources, encourage and follow through in all areas of implementation of our science goals and commitments. The challenge is to keep focus and balance in the face of competing demands.

 

Jo Mitchell jmitchel@mpcsd.k12.ca.us I am the Director of Curriculum in Menlo Park City Schools, a K-8 district of approximately 2000 students. We have been involved in science curriculum reform efforts since the early 90's in partnership with Hewlett Packard and now in a collaborative NSF grant including H-P and 8 local (Bay Area) school districts.

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

Alice Beaver abever@earthlink.net I am one of nine Collaborative Teachers (CT) with the D.E.S.E.R.T. Project (District-Wide Emphasis on Science Education Reform in Tuscon). We have a Local Systemic Change grant from the National Science Foundation. My role is to carry out the D.E.S.E.R.T. vision of science education reform at the middle school level. I facilitate Learning Forums of professional development with teachers in which we experience good teaching strategies for fostering inquiry in our science classes. I also facilitate the establishing of a scope and sequence at each middle school, set up study groups, help organize M.S. Symposiums, coach teacher leaders, write curriculum and teach various workshops, and much more.

Paulette Scalise Hershman pshirsch@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.

Helen Van Auken hvanauke@tusd.k12.az.us This is my sixth year as principal of a medium-sized elementary school in Tuscon, Arizona. I became involved with science reform many years ago, as an elementary school teacher and curriculum specialist. During that time I headed science committees, helped write grants for science projects, created science resource rooms and labs, and involved schools in Science Fairs and Invention Conventions. Since 1998 my elementary school has been a participant in the D.E.S.E.R.T. Project (District-wide Emphasis on Science Education Reform in Tuscon), funded by a $5,000,000 grant from the National Science Foundation. I am committed to our district's goal of bringing inquiry based science education to each classroom.

 

GEMS-NET, RI

Barbara Fitzsimmons ride2046@ride.ri.net I am an early childhood educator who has long understood the benefits of inquiry-based learning. As Director of Curriculum and Instruction for the North Kingstown, RI School District, I coordinate curriculum in all content areas, across all grades. I came to this position just as the GEMS-NET science reform effort was beginning and enthusiastically joined the team as a co-principal investigator for the NSF grant funding our program. In this role, my duties have expanded to include being a direct link between day-to-day operation of the GEMS-NET Project and the Central Office Administrators in the seven districts the project serves. I provide information to superintendents and curriculum directors, assist in district logistics of the project, help to clarify budgetary concerns, as well as managing all aspects of the project in my own district from scheduling kits and training to managing the budget. The development of our K-8 science curriculum through GEMS-NET has been a very important initiative which is changing instruction and learning in science and providing a model for continuing curriculum revision in other content areas.

Betty J. Young byoung@uri.edu I am an Associate Professor in the School of Education at the University of Rhode Island, working in areas of curriculum and assessment reform with a special focus on elementary science and mathematics. As the principal investigator in the Guiding Education in Math & Science Network (GEMS-NET) project, I work with seven Rhode Island school districts, providing professional development for nearly 500 teachers at 51 schools and assisting in the implementation of a kit-based science curriculum in K-8. GEMS-NET works with 44 teacher leaders and over 50 scientists and engineers in building science content knowledge and developing inquiry pedagogy. My research interests relate to gender issues in technology/science/math, teacher education reform, math/science preparation of elementary/middle teachers, and professional development for school reform. Before coming to Rhode Island, I taught in the Teacher Education Lab at UCLA and, for 15 years, was a teacher (kindergarten, 3rdf-6th Special Education, 6th, 2nd-3rd bilingual, 7th-8th math & science) and mathematics curriculum coordinator in grades K-8 in the Watts District of Los Angeles.

HASP LSC, AL

Thomas J. McCormack I am superintendent of the Fort Payne City School System in Fort Payne, Alabama. I am 47 years old. My wife, Barbara, and I have been married for 27 years. We have two daughters, Katie (22) and Laura (20), and one son, John (13). I received my doctorate in Educational Administration from Auburn University in 1980. I have been a public school teacher and administrator in three southern states for the past 27 years. I served on the initial planning committee that developed the Hands-on Science Program for the elementary grades, which is currently being used in our elementary schools and middle school. I serve on the superintendent's advisory council which coordinates the consortiums continued operation and I also serve on a planning committee which is attempting to develop new methods of delivering science instruction to middle school students.

Marti Rizzuto mrizzuto@madisoncity.k12.al.us One of my major responsibilities is to oversee instruction and curriculum for Kindergarten through 12th grades for Madison City Schools. We currently use HASP modules to enhance science in grades Kindergarten through sixth. Madison City Schools recognizes that science is an integral part of the curriculum and we are working to increase our students' knowledge of science through inquiry.

Clara L. Toney clara.l.toney@madisoncity.k12.al.us I am the assistant principal in a K-5 school. I currently help to coordinate JASP modules for our districts, gather data for appropriateness of modules to curriculum and troubleshoot problems in HASP delivery.

LASERS-Life Lab Science Program, CA

Jane Delgado delgado@zzyx.ucsc.edu As General Manager of the Life lab Science Program (LLSP), it is my responsibility to provide organizational support, resources and management assistance to the group of projects that make up LLSP. All of our projects, professional development services and publications are designed to increase the capacity of teachers, schools, districts and communities to use garden-centered, hands-on experiential pedagogy in teaching science. Some of our most successful efforts have been in making connections between science reform and other areas of learning, such as language development and resource conservation.

Sonia P. Jaramillo sjaramil@monterey.k12.ca.us I am an Assistant Principal at César Chávez Elementary School at the Alisal Union School District in Salinas. I am currently working on different projects, which target second language learners. The LASERS (Language Acquisition in Science Education for Rural Schools) program trains teachers and helps them understand how to plan lessons in science and language arts to promote students' language development and understanding of the second language. As a result of this extensive planning and support, our teachers are becoming more confident. When it comes to planning, our students are learning to think more critically while learning English.

MASE II (Clark County), NV

Linda D. Gregg lgregg@intermind.net As the K-5 Science and Mathematics Administrative Specialist for the Clark County School District (CCSD) in Las Vegas, Nevada, my responsibilities include design, implementation and evaluation of science and mathematics professional development. I facilitate committee selection of science and mathematics curriculum resources, development of district curricula framework support documents and participate as a member of district, community and state committees related to science and mathematics. In these roles and as Principal Investigator for the Mathematics and Science Enhancement (MASE) II program, a Local systemic Change Initiative funded by the National Science Foundation (NSF), I support and promote system reform.

Kathy A. Kulas kulaska@interact.ccsd.net I have been a school administrator for twelve years and have been involved in curricular reform in our district for at least fifteen years. Currently, I am an elementary school principal in a K-5 building with approximately 950 students. Being a school principal has given me opportunities to affect change in a special way. Working closely with teachers and students has assisted in furthering my own understanding of the teaching/learning process. I see my role as supporter, encourager, questioner, and learner in helping the school community to become life-long learners.

Sheila R. Moulton I am currently in my second year of service as a School Trustee for the Clark County School District in Las Vegas, Nevada. I have lived in Las Vegas for 22 years and five of my six children have graduated from this great school system. Currently I have a freshman son at Las Vegas High School. As a trustee I know the important role science plays in our basic curriculum. The demand for technical and science background in so many occupations is requiring that we work with students of all ages to enhance the science curriculum. One educational challenge I remember from my own student career is a Science Fair Project entitled: "Effects of Frost on Potato Germination." As a potato farmer's daughter I applied the scientific method to the livelihood of my family. Through this experiment I came to use the scientific method is most of my educational endeavors. I am working to improve Student Achievement in CCSD and I believe the advancement of science education is basic to that success.

Michael S. Robison drr@isat.com As a supervisor for principals, my work is to encourage and enhance science education in elementary schools. Schools develop school improvement plans that include actions steps to improve achievement in science, Teacher On Special Assignment in Science assist school site-based teams in developing professional development through a "Trainer of Teacher" model. Currently, schools are using OFSS kits for basic science instruction. I am responsible for the supervision of 26 elementary schools, ranging in size from 200 to 1200 students from both high and low socioeconomic areas.

Carla J. Steinforth As an area superintendent, I am responsible for the supervision of 23 East Area elementary schools ranging in size from 600 to 1,300 students. I supervise principals as they work to enhance science education in their schools through the implementation of school improvement plans. In cooperation with district Math and Science Enhancement (MASE) teachers-on-special assignment, our area schools have been developing site-based leadership teams in science education. Through a "Trainer of Trainers" professional staff development model, MASE teachers-on-special assignment provide staff development training to teacher leaders who then facilitate site-based sessions. Three schools with the East Area are involved as MASE science projects schools in which they participate in 100 hours of professional development related to science and pedagogy. All area schools are implementing FOSS with varying degrees of implementation and expertise.

Metro-Nashville LSC, TN

Kathy Butler butlerkl@k12tn.net Nineteen years classroom experience3 grades 3-8 Eight years instructional coordinator grades K-5, 6-8. Currently middle school instructional/curriculum coordinator grades 608, all content areas and related arts. Coordinate, develop/present staff development for teachers 6-8, all subjects. Facilitate science module training. Support and evaluate science progress, formally and informally, state and national comparisons.

Michelle Contich michelc@wcs.edu I am Michelle Contich, principal of Oak View Elementary School in Williamson County, Tennessee (a suburb of Nashville). I have been asked to be a science facilitator for the principals group in Williamson County. I am just coming on board and I am very interested in the science reform movement. I concur that students learn best from inquiry based learning and hands-on.

 

Angela McCormick mccormick@coe.tsuniv.edu I am Michelle Contich, principal of Oak View Elementary School in Williamson County, Tennessee (a suburb of Nashville). I have been asked to be a science facilitator for the principals group in Williamson County. I am just coming on board and I am very interested in the science reform movement. I concur that students learn best from inquiry based learning and hands-on.

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Middle School Science Systemic Change Partnership, WA

BiHoa Caldwell bcaldwell44@yahoo.com

Caroline Kiehle ckiehle@u.washington.edu Caroline is directing the new Seattle-area LSC for secondary level science. Five school districts have formed a partnership with the University of Washington to provide 185 hours of professional development for all 250 middle level science teachers. Teachers are participating with their school's whole science department for the five years of this program. They will work on developing their science program to be standards-based, using the best instructional materials with an inquiry approach to teaching, and with a deeper understanding of science content. To support teachers through this change process, Caroline is leading the team of Science Resource Teachers and scientists that will provide support for teachers at their school building, on a daily basis. In this role, she is blending her experience in research science, in middle school science teaching, and in teacher professional development in inquiry science.

Dana Riley Black drbalck@u.washington.edu I work at the University of Washington as the Association Director for the K-12 Institute for Science, Math, and Technology Education. Our University is in a rather unique situation in that, being an institution with a culture based in research, our president has made a very public commitment for the University to support Washington State's K-12 community. The K-12 Institute is based out of a Provost's Office of Educational Partnerships. One purpose of the K-12 Institute is to coordinate and align many of the campus math, science, and technology efforts to the systemic initiatives partnered with the University. For example, with the elementary science LSC, Seattle Partnership for Inquiry Based Science, one of my main responsibilities is to recruit scientists to design and teach content courses for elementary teacher-content courses that support the teaching of the instructional modules adopted by the LSC. With the middle school science LSC, Middle School Science Systemic Change Partnership, I work to align professional development experiences offered by the UW with the needs of the LSC, and other campus resources with the needs of the LSC.

Minneapolis Public Schools: Science Works!, MN

James Bickel bicke001@tc.umn.edu My current job title is K-12 Science Coordinator for Minneapolis Public Schools. My responsibilities include supervising our elementary science centers, supporting the staff of our K-8 NSF initiative for systemic reform, and coordinating our rapidly expanding middle and high school programs.

Linda Kay Gregory kgregory@mpls.k12.mn.us I am the assistant executive director for teacher and instructional services, the curriculum, instruction and assessment department for the Minneapolis Public Schools. My responsibilities include: providing leadership in all curriculum areas related to educational reform, K-12; coordinating reform efforts among our 7 high schools; and providing support to our science department's work in a standards-based system.

Ken Jeddeloh kjeddelo@mpls.k12.mn.us Major responsibility is to insure that our NSF Teacher Enhancement Project meets the goals stated in the initial proposal. Since this is a staff development project, providing standards-based science staff development for our district's teachers is a prime concern. This staff development spans the continuum of needs, from identifying and providing development opportunities for potential leaders to making sure "new" teachers have the skills to provide science learning opportunities for ALL our children. This all must occur in an atmosphere in which reading and mathematics are the central focus of the district. Not only are resources meager for science instruction but we must continually point out the importance of giving Minneapolis children the science skills necessary to interpret the world but to also be able to economically compete in the future. In other words, we are trying to develop respect for science. My main task is to make sure a variety of quality staff development opportunities are available to our teachers, that these opportunities meet the needs of the teachers, that science instruction in valued in the district and community, and that we make full use of the resources that are present.

Kathy Scoggin kscoggin@mpls.k12.mn.us I am known as a district-wide science liaison. My primary responsibilities lie in organizing, planning and implementing staff development in the area of curriculum, content, instruction, assessment, equity and leadership. Fortunately I work with four other teachers on special assignment who help make this all happen! I also do a monthly Science Works! newsletter for distribution to all our K-6 teachers. In addition I am charged with facilitating connections between community scientists, higher education institutions, and museums (with a science focus) and our teachers. I also work to help teachers help families make the connection to a strong science education for their children and academic success.

Partnership for Inquiry-based Science, WA

Elaine Woo My responsibilities in this position include overseeing the implementation of the Local Systemic Change Initiative in the Seattle School District. We are responsible for providing 100 hours of professional development for all of Seattle's 1,010 K-5 teachers. This year we have eight Science Resource Teachers, one Program Assistant, one Science Materials Center Manager, and one Science Materials Center Assistant. We provide professional development in the summer and school year for classroom teachers in pedagogy and science content. This includes district-wide workshops as well as on-site support in a variety of ways. We also provide professional development for principals. We work with scientists at the University of Washington. These graduate and post-doctoral scientists provide support in the science content instruction. In my role I must maintain open communication among all stakeholders with the district as well as with the community partners. Communication with all the staff, the teachers, the principals and with other stakeholders is essential for the smooth operation of the program. Organizing professional development for the Science Resource Teachers and the Materials Center Manager is equally important. Seeking new local and regional partnerships is an on-going effort. These partnerships are critical for the sustaining of the program. In this communication with all of these stakeholders, I must provide information about the national science education reform movement including the National Science Education Standards and other leading documents published by the major national science institutions leading the way in this movement. We also work wit leaders of state reform efforts such as the state EALRs (Essential Academic Learning Requirements), the state science WASL (Washington Assessment of Student Learning), and the LASER efforts directed by the Pacific Science Center and Battell. Finally, I oversee the budget and all other details regarding the relationship with the National Science Foundation.

VIPS (El Centro), CA

Laura Dubbe ldubbe@mail.ecsd.k12.ca.us I am a Science Resource Teacher for the Valle Imperial Project in Science (VIPS) program. My primary responsibility is to provide in-class support to K-6 teachers in the program. Support may include materials preparation, team teaching and coaching, or assisting with science notebooks and assessment. I also facilitate science unit training, debrief meetings and assessment groups.

Mercedes Duron-Flores mdflores@calexico.k12.ca.us Currently I am a First Grade Sheltered English teacher for the Calexico Unified School District. I have been involved with Valle Imperial Project Science for two years as both a participant and Lead Trainer in their Science Training Sessions.

Carol Fisher ccfisher@icoe.k12.ca.us I have been a teacher for over 25 years. Currently as a fourth grade teacher I have been involved as a trainer for my own district as well as several other districts in Imperial County. I have also participated in working on and with assessments components including journals. I have been involved with VIPS and the prior ISEE for over four years.

Chuck Fisher cfisher@mail.escd.k12.ca.us I have been a classroom teacher for 18 years and an elementary principal for the past 10 years. As an elementary principal, I have been involved with the project from its first introduction into our district. I was a pilot school administrator for a year and one-half and more recently brought the project to a brand new elementary school I opened. While involved in the VIPS Project I have attended several trainings and have been involved in offering trainings to other local administrators.

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