INQUIRY LEADERSHIP SEMINAR

April 22-25, 1998

Participant Biographies

BAY AREA SCHOOLS FOR EXCELLENCE IN EDUCATION

PALO ALTO, CALIFORNIA

Local Systemic Change, NSF

Lance Tagomori tagomori@ricochet.net As an elementary school principal in the Mountain View School District, I am excited about this opportunity to participate in the Institute for Inquiry's Leadership Seminar. My participation in this Seminar will help to establish new curriculum while stressing the importance of the inquiry approach to teaching science in our classrooms. As part of a growing District going through science reform, I hope to participate in on-going dialogue, hands-on activities, and the exploration of ways to promote and support my staff in science education.

BEAUMONT INDEPENDENT SCHOOL DISTRICT

BEAUMONT, TEXAS

Shirley Bonton shirlbon@swbell.net I serve as the Director of Staff Development for our district. I support the district science education reform efforts by providing professional development for teachers and administrators. Teachers are trained in the area of mathematics and science content learning. The training focuses on implementing changes in the way teachers teach science and mathematics. The professional development includes collaborative learning, performance based learning and inquiry learning. The "train the trainer" approach is utilized, along with on-going technical support for teachers and administrators.

Beth Fischenich I serve as Assistant Superintendent for Secondary Schools of the Beaumont Independent School District. In this position I oversee the instruction of the science department throughout the secondary schools. One of the primary education reforms within the BISD is a systemic initiative that guarantees a strong science foundation upon completion of high school. This initiative encompasses professional development, minority student support, activities beyond the school day and standard based curriculum enhancements. Professional development incorporates innovative instructional strategies, such as cooperative learning, diversity awareness, inquiry learning, problem based learning and assessment, and recent research in changes in science. Student support includes tutorials involving community volunteers, business partners and parental support groups.

CAMBRIDGE PUBLIC SCHOOLS

CAMBRIDGE, MASSACHUSETTS

Teacher Enhancement Grant, NSF

Dr. Melanie Barron observe@aol.com I am the K-12 Science Coordinator for the Cambridge Public Schools, a district of 8,000 students in 13 elementary schools, K-8, and one high school, 9-12. I serve as the high school Science Department Chair, as well as the city-wide coordinator. We have 20 high school science teachers, 17 middle grade science teachers and 260 elementary classroom teachers. For the past four years, I have also been Co-Principal Investigator of an NSF funded Teacher Enhancement grant, "Habits of Mind: Science in Cambridge," which has been a systemic science reform effort in Cambridge for teachers of grades K through 9. As a result of NSF support, we have implemented an inquiry-based, hands-on science program in grades K-8 using national curriculum materials from FOSS, STC, Insights, EBS and others. Our freshman 9th grade science class is a multi-disciplinary course which incorporates elements of biology, chemistry, physics, earth science, design technology and societal implications of science. This course has become the flash point of parental resistance to standards-based curriculum implementation at the high school because it requires detracking students. "...promising efforts toward high standards for all students were cut short by fears that the advantages of high-achieving students would be compromised. (ASCD, Ed Leadership, Vol. 55, No. 6, 1998)"

Tim Groves I am the principal of the Martin Luther King Open School, a K-8 public school in Cambridge, Massachusetts. I supervise and evaluate all the teachers in my school, including a 7/8 science teacher. I support two elementary classroom teachers in their additional roles as Science Resource Teachers. I work with a Science Staff Developer who serves my school and several others. I work with the 7-12 Science Department Chair for the school system. I seek to support high quality science instruction in all the classrooms of our school.

Dr. Joseph McKeigue joe_mckeigue@king.cps.ci.cambridge.ma.us I am principal of a K-8, 270 student urban elementary school for the past 3 1/2 years. I supervise and evaluate eleven K-5 homeroom teachers and one grade 6-8 science specialist who all implement a hands-on, unit approach to science. Our school's approach to science has been supported by the district's "Habits of the Mind" program, a science staff development teacher, a "Growing Science Inquiry" project and a professional development school relationship with Wheelock College.

E=MC2

TRENTON, NEW JERSEY

Local Systemic Change, NSF

Edward Nartowitz nartowitz@aol.com I am the K-12 Supervisor of Science and Mathematics for the Lawrence Township Public Schools. I am also a Co-Principal Investigator for the E=MC2 LSC Project. I am responsible for the design and implementation of the K-12 science program. I am also responsible for the design and implementation of staff development. These responsibilities have involved me in the introduction of inquiry science into grades K-6 as well as in exploring the most efficient means of integrating inquiry into the science program in grades 7-12.

Judy Petry For the past three years, I have served as Maurice Hawk School's Assistant Principal. Maurice Hawk is one of the four elementary schools, servicing kindergarten through fourth grade in the West Windsor/Plainsboro District. We have a culturally rich population of 758 students. As Assistant Principal, one of my responsibilities is to work with the Building Coordinator and Mentor Teachers to provide inservice workshops for the staff, which we have planned together to insure that the needs of the faculty are met. Maurice Hawk is very fortunate to have many teachers pilot new science kits and attend all summer science training opportunities offered. Since supervision of staff is one of my responsibilities, I make every effort to observe science lessons when possible. Our non-tenured staff receive a minimum of three observations, and I have requested that one of those be during a science lesson using the kits we have available. I have attended the same science training the staff receives and this has assisted me when observing teachers. I found the training extremely helpful when working with new teachers.

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

EL CENTRO SCHOOL DISTRICT

EL CENTRO, CALIFORNIA

Local Systemic Change, NSF

Dr. Leslie Garrison leslie.garrison@sdsu.edu Leslie Garrison serves as Coordinator of Support Services for the El Centro School District. She is the co-author and co-PI of VIPS (Valle Imperial Project in Science) an NSF funded project to establish a county-wide Inquiry Based Science Program.

Elizabeth Molina-de la Torre For the past three years, I have been a Science Lead Teacher for the El Centro Elementary School District. I have implemented the inquiry based science program in my classroom, and have been facilitating inservices on the science kits throughout the district. I also participate in the continual assessment and modifications of our district adopted kits.

FALL RIVER PUBLIC SCHOOLS

FALL RIVER, MASSACHUSETTS

Center for Urban Science Education Reform, EDC

NSRC

Marilyn Harris harrisma@meol.mass.edu For twenty-eight years I have been an educator in the Fall River Public Schools. Currently, I am Principal of the William J. Wiley Elementary School. I have been in this position for six years. Prior to that I served as a teacher at both the elementary and high school level and as a Vice-Principal at the middle school level. Since 1994, I have served as the facilitator of the delivery of the elementary science program in my building. I work closely with my peer coach to see that mentoring occurs frequently and the peer coaching program is successful. The staff enjoys using the science kits and, more importantly, the help and encouragement. It is a joy to watch the gleam and excitement in children's faces when discovery takes place.

Elizabeth O'Neill lunadiluna@aol.com For 35 years I have been an Educator in the Fall River Public School System. I was primarily an early childhood educator having taught in grades 1 and 2 for 21 years. I have served in various roles in the system; Special Needs Education Liaison, acting principal and for the past 12 years I have served as principal of the Susan H. Wixon School. I have always been interested in science education and have been actively involved in the reform initiative for our system. I presently serve in the K-12 PALMS Science/Math Leadership Team as the Elementary Principal representative. I also am the Identified CUSER Principal representative for the system. I recently participated, along with the school's science peer coach, in the November 1997 meeting of CUSER in Pasadena, California. I actively facilitate the implementation of the science curriculum in my building and work with the peer coach to see that mentoring occurs.

FAYETTE COUNTY PUBLIC SCHOOLS

LEXINGTON, KENTUCKY

Center for Urban Science Education Reform, EDC

Phyllis Ballard ppballard@aol.com Currently, I am a principal at an elementary school of 350 students, PreK - 5th grades. One third of my students are gifted as I am one of two sites in the country servicing a gifted acceleration program. This is my 3rd year here as administrator and I pushed hard two years ago for a Science Resource Lab and science instructor to lead our science efforts. The science teacher is excellent and active in District reform and the program has surpassed all of our expectations of success. One of the particular challenges has been to delineate science curricula between the classroom teacher and the science instructor so as to ensure that all teachers are still teaching science and growing in strategic skills. (Too often teachers say that's up to the science teacher of she's more knowledgeableæI'll teach something else!) We have school-wide science programs, speakers , a Science Fair, a Math/Science Fun day, with strong community involvement as well as University and Corporate support (speakers, materials, sessions) and have after years an aligned curriculum to create focus and direction for our staff and students. As a building level administrator it is critical that I push science reform efforts as a school priority.

Dr. Johanna Strange jstrange@fayette.k12.ky.us My current assignment is the Science Resource Teacher for the Fayette County Public School System. This position requires leadership with teachers at the K-12 levels. I represent the Fayette County science teachers by attending meetings at the district, region state and national levels. I am responsible for gathering information, resources and for training on skills and services which I must pass on to the schools. One avenue is through monthly meetings of elementary, middle and high school building representatives. My responsibilities also include planning and leading staff development sessions. I assist teachers with special events and model instructional strategies in classrooms around the district. The Science Coordinator and I work as a team to lead in systemic reform and the implementation of the mandates set forth by the Kentucky Education Reform Act (KERA). This involves curricular and instructional issues related to standards-based reform. We plan system-wide extracurricular events as well as serve in an advisory capacities to community organizations.

JACKSON PUBLIC SCHOOL DISTRICT

JACKSON, MISSISSIPPI

CPMSA, NSF

Center for Urban Science Education Reform, EDC

Christi Hollingshead I am the assistant principal at Walton Elementary School. Walton Elementary School has approximately 615 students, 33 certified staff members and 22 classified staff members. I am responsible for supervising these staff members and providing resources as needed. Our students are participating in Project Seed this school year. I have had many opportunities to visit the classrooms during the Project Seed lessons. During these visits, I have had the opportunity to observe and participate in many hands-on activities in science.

Diann Conley rogenialake@msn.com I'm the principal of Lake Elementary School for the Jackson Public School District. Our district has begun staff development training for teachers on how to use the inquiry method of teaching. Our curriculum is being aligned with the national standards and state standards.

KEYSTONE PROJECT

BOZEMAN, MONTANA

Local Systemic Change, NSF

Terry Baldus asbald@hawks.bps.montana.edu As the curriculum coordinator for Bozeman Public Schools, I am the liaison between the curriculum groups as well as between Bozeman Schools and the Keystone Project. I oversee and support curricular adoptions. I am a Co-PI for the Keystone Project and am responsible for credit approval.

Robert Gutzman asgutz@hawks.bps.montana.edu Assistant Superintendent for Curriculum and Instruction for the Bozeman Public Schools since November of 1997, Robert recently moved from Canterbury, Connecticut, where he served as Superintendent of Schools since 1995. A Montana native, Robert taught social studies and history, served as Director of Curriculum and Instruction, and was Assistant Superintendent in Regional District #1 in northwestern Connecticut. After returning to Montana this fall, Robert assumed a role as Principal Investigator of the Keystone Project which is helping to redesign the instructional practice in science classrooms among 21 rural districts in the state of Montana. In its third year, the Keystone Project has reached over 500 teachers with curriculum assistance and training in inquiry-based science. Each summer since 1995, teachers and administrators from throughout Montana have gathered during the summer to participate and train in reform-based science including science standards, inquiry-based instruction, strategic planning for science reform, telecommunications and technology education, field days, experiences with Museum of the Rockies, review of exemplary materials, and dissemination of materials and research for the Keystone rural school model.

LANGUAGE ACQUISITION IN SCIENCE EDUCATION FOR RURAL SCHOOLS

SANTA CRUZ, CALIFORNIA

Local Systemic Change, NSF

Raymond Isola risola9709@aol.com I have been principal of an elementary school with Salinas City School District for four years prior to taking a Leave of Absence during this current academic year to begin work on my doctoral degree. The focus of my research for my dissertation will involve the investigation of the relationship between participatory professional development experiences for classroom teachers and the formation of professional self-concept. Next school year I will return to a principalship at a different school. In my role as principal I have supported science education reform efforts by encouraging and supporting teachers to engage in professional development activities, facilitating the acquisition of needed resources to teach science in a manner consistent with the state curriculum framework criteria, providing parents/caregivers opportunities to be involved and to learn more about science education in their children's school and advocating at the district and regional level for building educational partnerships that support local reform endeavors.

Cheryl Larison cfrog@redshift.com I am currently a Title VII project coordinator in the Alisal Union School District. The project serves two school sites with a newcomer and dual immersion strand. My personal and project focus is the development of ELD curriculum based on science. For the last few years I have worked as a science trainer for the MCSIP project. In this capacity I have trained a number of teachers in my district.

PASADENA UNIFIED SCHOOL DISTRICT

PASADENA, CALIFORNIA

CAPSI

Local Systemic Change, NSF

Dr. Cheryl James-Ward I am currently principal at Longfellow Elementary School in Pasadena, California. There are over nine hundred pre-kindergarten through sixth graders at Longfellow. All teachers are involved in the SEED program which is a collaborative science effort between Pasadena School District and California Institute of Technology. Teachers teach units that are hands-on and discovery based. Students predict, experiment, summarize and draw conclusions based on their findings. This information is generally written in their science notebooks. Many 4th through 6th grade teachers incorporate science writing into language arts. I generally monitor teachers' use of the SEED curriculum through reviewing the science notebooks. We have a science resource teacher funded through the district, who works directly with our new teachers for one quarter of the school year. Additionally, all teachers are training by qualified district personnel in the use of grade level science modules before using them.

Dr. Jennifer Yuré jyure@caltech.edu Jennifer Yuré is a Pasadena District Coordinator of K-12 Science. She established the existing K-6 program over a ten year period, and has played a leading role in the initiation of the new grade 7-12 curriculum. She is a Co-Director of the Pasadena Teacher Enhancement Center for district wide change. She has an Ed.D. degree and has worked with several universities as a science methods instructor. She has been a researcher and developer for innovative performance assessments for K-6 curricula. She has been a Co-PI on CAPSI/PUSD projects in both preservice and inservice teacher science content education. She has served on numerous local state and national committees for improving science education and is on the National Advisory Committees of the Buffalo and Las Vegas LSCs.

SPRING BRANCH INDEPENDENT SCHOOL DISTRICT

SPRING BRANCH, TEXAS

Center for Urban Science Education Reform, EDC

Janna Mahaffey mahaffej@spring-branch.isd.tenet.edu I am currently the principal of the newest elementary school in our district, Buffalo Creek Elementary. We just opened our doors this past August. Our school is one of four schools participating in a pilot program with CUSER through the EDC in Boston. My role in the reform effort is to monitor and support the implementation of the inquiry based science units we are piloting. I am also involved in the training of teachers and have met with teachers, principals and the district science coordinator to discuss how to move our current district science curriculum toward inquiry based instruction. I plan to facilitate, along with other district personnel, a training program this summer for teachers in the four pilot schools and am looking forward to sharing the information we gain from our experiences at the Exploratorium.

Nancy West westn@spring-branch.isd.tenet.edu I am currently completing my twentieth year as an elementary principal. I feel that it is the most important position in the world. As an advocate for children, I have an opportunity to work directly with teachers, children, parents and the local community to benefit children. I have been principal at Frostwood Elementary in Spring Branch I.S.D. for four years. Frostwood is a National Blue Ribbon Exemplary School and has received recognition for exceptional achievement by the Texas State Board of Education (1987-1997). We are one of four Spring Branch schools that is participating in a pilot program with CUSER through the EDC in Boston. Our school is actively involved in hands on learning. Our science program has wonderful district and community support. It is my plan to help facilitate the involvement of our teachers and students toward an inquiry based science program at Frostwood. We will be training all or our teachers in the experiences that we learn at the Exploratorium.

TUCSON UNIFIED SCHOOL DISTRICT

TUCSON, ARIZONA

Center for Urban Science Education Reform, EDC

Dr. Vicki Balentine vbalenti@tusd.k12.az.us As Director of K-8 Curriculum/Instruction and Dropout Prevention, I supervise the TUSD Science Resource Center personnel, the development of K-8 science curriculum, and the selection of K-8 science materials to support science instruction throughout a district with approximately 63,000 students in grades K-12.

Marla Motove mmotove@tusd.k12.az.us As Director of Professional Development for the Tucson Unified School District. I am responsible for providing staff development opportunities that support science instruction to all teachers and administrators within the district. Our district serves approximately 63,000 students in grades K-12, and has approximately 6,500 employees.

TULARE CITY SCHOOL DISTRICT

TULARE, CALIFORNIA

Pam Canby pamc@tcsd.k12.ca.us Pam Canby is the Assistant Superintendent for Curriculum for the Tulare City School District. Her educational background includes a Bachelor of Arts Degree in English from California State University, Fresno, and a Masters Degree in Education from Fresno Pacific College. She has also earned five educational credentials: a Multiple Subjects Credential, a Single Subjects Credential in English, a Community College Teaching Credential, a Reading Specialist Credential, and an Administrative Credential. Pam has taught in various grade levels including first through college level. She has also worked for ten years as an elementary school principal and one year as a middle school vice principal. She has been in her current assignment as an Assistant Superintendent for two and one-half years. Pam has worked closely with science reform in her district during the past two years. She has worked closely with Cypress School in their efforts to implement inquiry-based science as a part of their affiliation with California Institute of Technology in Pasadena. She has also been a member of the administrative board for SCICON, the Clemmie Gill School of Science and Conservation, for approximately seven years.

James Henderson henjas@aol.com As a founding member of the Improving Student Learning Network, Jim Henderson is actively working with San Joaquin Valley schools to build the capacity to design/implement systems that improve student learning. Through a series of participant engaging activities, school teams examine, explore and share critical issues. As principal of Cypress School, Tulare City School District, he is active in the Pasadena Center for Improving Elementary Science Education and the California Center for School Restructuring. Both organizations support the use of "inquiry" processes in the examination of conditions, beliefs, practices and systems that strengthen a results-oriented school. Jim Henderson has a Master of Arts degree and is a member of the Association of California School Administrators, National Association of Elementary School Principals, Phi Delta Kappa and the California Reading Association. His tenure in Tulare, California includes teaching in grades 4, 5, 6, 7, and 8, and principal at three elementary schools since 1960.

Sue Ann Hillman sue.ann.hillman@usa.net Sue Ann Hillman is a Curriculum Specialist handling the areas of math, science, and technology. She has been a Curriculum Specialist for four years, middle school counselor for three years, and a middle/elementary teacher for eleven years. As a Curriculum Specialist for science, Sue Ann coordinates the science text adoptions and staff development in the areas of science. She also coordinates monthly science articulation meetings between the middle schools, Goals 2000 articulation meetings with the high school, equipment, and consumable materials used in the elementary science lessons. The Tulare City School District middle school science program is a hands-on inquiry lab. All 7th and 8th grade students take two full years of science in a lab situation. All science teachers collaborate, mentor each other and beginning teachers, attend the California Science Teacher's Association conference, and continue professional growth. The Tulare City School District elementary program is not the same throughout the district. Adopted materials were purchased at school sites and consumable materials do not always have a standard procedure for replacement. Sue Ann Hillman wrote and received a grant for the Tulare City School District to pilot a science program that uses kits and the inquiry process to teach science in the elementary grades. Cypress Elementary School is the pilot site learning and teaching kits. The grant uses a teacher from every grade level to learn the kit from a master teacher who has used the kit. Local scientists are involved in leadership and kit trainings. Students are engaged in learning.

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