Institute for Inquiry

Inquiry Leadership Seminar

April 14-17, 1999

Participant Biographies

ARSI_ONEIDA

Knoxville, TN

Geraldine Farmer farmerg@ten-nash.ten.k12.tn.us My current job title is Science and Health Curriculum Coordinator for the Metropolitan Nashville Public School system, with the responsibility for K-12 curriculum development. I coordinate teams of curriculum developers to write science and health curriculum content that is aligned with National Standards and developmentally appropriate for the intended audience. The curriculum alignment also includes appropriate implementation strategies and multiple methods of assessment. Our school district is in the third year of a five-year National Science Foundation local systemic initiative grant for improving science education in grades K-5. In this project, teachers are receiving professional development to include research in learning theory, inquiry teaching and the use of a learning cycle. I am responsible for influencing local policy so as to provide a climate for systemic change in grades K-12 science and to connect all science and health professional development programs within the school district and the Nashville community.

Terry Lashley tlashley@utk.edu I have twenty-two of experience in science education as a classroom teacher and as a project manager for science, mathematics, and technology education programs. My work includes the development and delivery of K-12 science and mathematics workshops/institutes and participation in educational reform activities for K-12 teachers and students. Currently, I am a Resource Collaborative Director for the Appalachian Rural Systemic Initiative at the University of Tennessee in Knoxville and have the responsibility for managing a multi-disciplined K-12 education and curriculum reform project and promoting improved mathematics and science instruction. Prior to my current job, I was a program manager in the Office of University and Science Educational the Department of Energy's Oak Ridge National Laboratory. In that position, I designed, managed and implemented creative science, mathematics, and technology activities/programs for K-12 educators.

Colleen Wallace wallaceC4@ten-nash.ten.k12.tn.us As a twenty year teacher at Cumberland County High I have been privileged to serve on the Tennessee State Curriculum Writing and Framework Teams for Science. Additionally, I have served as chair of the Biology End-of-Course team for the Tennessee Department of Education. The Appalachian Rural Systemic Initiative has given workshops for incorporating National Standards and I served as a presenter. Presentations on Building a Presence and Incorporating the Tennessee Science Framework are also a part of my resume. Currently, I serve on the Board of the Tennessee Science Teachers Association and I am a member of the State Department's Committee on System Accountability.

ASSET

Pittsburgh, PA

Peter Abdulovic abdulovic@southfayette.org I have been an employee of the South Fayette Township School District for the past twenty-five years. For the last six years, I have been the Science teacher in the middle school. While teaching Science, I discovered that our District's approach to Science instruction was basically a "text book driven" model. The classes had basically become a read and memorize session with very little interaction and activity. Our Science courses lacked depth and did not provide a program that would keep the students' interest to continue taking courses in the high school. Having the students read and memorize facts was not what effective science instruction should be. Through various workshops and conferences, I discovered that a program utilizing the components as outlined by the National Science Teachers Association was available in the county. Through research, I found that sixteen school districts had been using the ASSET, Inc. model of hands-on, inquiry based Science instruction. Presently there are thirty districts using this exemplary model of instruction. Because of my interest in this area, my District made me the coordinator of this program. Being the coordinator also meant that I was to be the S.O.S. (Support of Site) person and represent our District at district-wide meetings. Since being involved with Asset, Inc., I have attended many local and regional meetings. I have also been part of a team of educators and health professionals that attended the National Science Resource Center's Leadership Institute in Washington, D.C. in the summer of 1997. My job has also changed from full time teacher to Dean of Students. I now teach only half day and serve as part of the District's Leadership Team. This position has allowed me the time needed to implement this Science program into our elementary/middle school. Since being involved in a hands-on, inquiry based approach to Science instruction; I have found both the students and teachers to be more excited about Science.

Greg Calvetti gcalvett@lcn.net For this year, I am heading up our outreach department, which will support the growth of ASSET-type programs in the Western PA region. I am also working with, and coordinating, university/industrial scientists and museum staff to support teacher understanding of science content covered in the curriculum.

CSUS

Sacramento, CA

Betsy (Elizabeth) Kean kean@csus.edu I am currently Professor of Education and Special Assistant to the Dean of College of Education for K-18 Initiatives (i.e., Educational reform Activities). Much of my job involves developing partnerships between K-12 and CSUS and among science/math/English etc. faculty, Teacher Education faculty, and K-12. I am the "partnership lady." A sense of humor helps! Before moving to CA nearly 3 years ago, I was at the University of Nebraska-Lincoln as Director of the Center for Science, Math and Computer Educational CO-PI on the Nebraska Statewide Systemic Initiative grant from NSF.

Jean Torcom torcomje@csus.edu From about the age of eight or nine I have been a math phobic and science inept person. I'm not sure why; my dad is pretty smart and very good at figures. It must be my mother's fault. I went to a terrific liberal arts college, Colorado College, and thence to graduate school in political science. I've been a member of the government department faculty at California State University, Sacramento, since 1970 (when we were Sacramento State College). After serving the last thirteen years as chair of the government department of the liberal studies major at CSU Sacramento, the larger of two CTC-approved (the other is Child Development-B) undergraduate majors that constitute the subject matter preparation for individuals who wish to become elementary school teachers. There is much to learn about the multiple subjects as well as about this job. My colleague from Physics, Professor Lynn Tashiro, thought it would be a good idea for me to explore this inquiry-based learning program at the Exploratorium. Thus, I guess I'm coming. I can't hurt anybody if I mess up, can I?

DORCHESTER TEAM "4" SUCCESS

Moncks Corner, SC

Frank Barnes I am currently the principal of a small K-6 elementary school. At the end of the 1998-1999 school year, my school will close and merge with another elementary school at a new site. I will be the principal of the newly consolidated elementary school. Science instruction for grades 3-5 in the new school will be in a science lab staffed by a lead teacher. I will be responsible for providing training for this teacher, purchasing needed materials, scheduling classes and monitoring instruction.

Francis Collins fcollins@awod.com I am the Director of the Berkeley-Dorchester mathematics and Science Hub in Moncks Corner, South Carolina. SC has 13 Hubs that have evolved as part of the National Science Foundation's (NSF) Statewide Systemic Initiative (SSI). My Hub supports three school districts in both rural and suburban areas of SC, north of Charleston. The Hubs are responsible for leading all efforts in their regions for math and science education reform. As one method of accomplishing this, we select the finest math and science teachers in our regions and offer them two, three-week courses titled Curriculum Leadership Institutes (CLI). The first CLI provides the tools and techniques to allow them to reach even higher standards of excellence in their classrooms. The second year's CLI gives these teachers the leadership, and professional development techniques to allow them to become the leaders of change in their schools and districts for math and science. In addition, the Hub conducts leadership seminars, workshops and conferences for teachers, and administrators throughout the school year. The Hub focuses on the latest state of the art teaching methods in math and science with an emphasis on professional Specialist and an Administrative Assistant. The Hub is funded jointly by the state of SC and NSF and is in the sixth year of a ten year (two five year) grant. By assisting the leadership in Dorchester School district Four, we believe our Project "Dorchester Team '4' Success" will have a tremendous impact in promoting inquiry-based science in their elementary schools.

Francena Cummings fdc3530@garnet.acns.fsu.edu Dr. Francena D. Cummings is the Director of the Eisenhower Consortium for Mathematics and Science Education @SERVE, an educational laboratory. The major responsibility of the Consortium is to disseminate information about promising practices in mathematics and science education that are directed towards education reform in the Southeast. Dr. Cummings has been involved in a variety of public school activities. More than 25 of those years have been spent teaching science and mathematics in grades 5-12. These school-based experiences have been in urban, rural, and suburban schools. From 1985-1992, she coordinated the Mathematics, Science, and Minorities K-6 Project in Montgomery County, Maryland. Dr. Cummings has served as a consultant to projects focusing on school improvement in Maryland, Texas, and Washington, Michigan State University. She completed her Ph.D. in Curriculum and Instruction at the University of Wisconsin-Madison.

Joyce Davis I, Joyce M. Davis, am Director of Elementary Education for the Dorchester 4 School District. My job responsibilities are widespread and cover everything from supervising, facilitating, planning, and implementing the curriculum and instruction for grades K through 8. In the area of Science, one of my responsibilities to provide and assist in maintaining an instructional program that will provide students necessary skills to be able to think, reason, predict and justify at a level of high performance.

E=MC²

TRENTON, NJ

Gary Reece wwpasup@pluto.nicc.com Mr. Reece recently joined the West Windsor-Plainsboro Regional School District where he is responsible for K-12 curriculum, instruction, staff development, pupil assessment and program evaluation. Recognized nationally for its commitment to excellence, this 8,000 pupil suburban community is located in central New Jersey near Princeton University and the surrounding research community. With a rapidly growing student population, the opening of several new schools and a major commitment to technology, Mr. Reece works with administrators, faculty and the community to manage the process of change and to focus on raising expectations even higher for all students. Mr. Reece served as the founding heard of school for the Samuel DeWitt Proctor Academy Charter School in Ewing, New Jersey. The Proctor Academy is a college preparatory residential boarding school for students in grades 7-12 who strive for academic success but whose academic performance is impeded by factors in their environments. Prior to establishing the Proctor Academy, Mr. Reece served as New Jersey's Assistant Commissioner for Standards and Assessment. In this capacity, he was responsible for the development of K-12 core curriculum content standards and related statewide assessments. In addition, Mr. Reece served as co-principal investigator for New Jersey's Statewide Systemic Initiative, funded by the national Science Foundation to transform mathematics, science and technology education in New Jersey classrooms. Mr. Reece also directed the States' School Report Card Program. Mr. Reece began his career teaching English at an urban high school. He had previously worked for the Department of Education in several county office and central administration positions. Prior to rejoining the State in 1995, he served as Vice President of Educate America, Inc., a nonprofit education organization located in Morristown, New Jersey. Mr. Reece has also served on the Board of Education of the Somerset County Vocational School District. He resides in Skillman, New Jersey with his wife, Dr. Mary M. Reece and his two children, Andrew and Allison.

Barbara Warfel I currently teach third grade in the community in which I live. Our district participates in an inquiry based science project called E=MC2. Our district us working with two other districts in training teachers in improved methods of teaching science. I am the science mentor in my school for the second and third grades. I am available to assist my co-teachers with their science kits. I also look for supplemental materials that support the science kits that our district has adopted. These materials include children's books, teacher materials, and related web sites. During the summer of 1999, I will be attending a two-week teacher-training program at Princeton University called Quest. I plan to study geology in order to strengthen my knowledge base to teach earth materials in the fall. I am looking forward to my experience at the Exploratorium. I visited the museum two summers ago, when I visited my oldest daughter who lives in San Francisco.

FALL RIVER PUBLIC SCHOOLS

Fall River, MA

Kimberly Sefrino My name is Kimberly Sefrino and I am the principal of the Samuel Watson Elementary School in Fall River, Massachusetts. Three hundred students attend our school which is one of thirty elementary schools in our district with a total of 6 500 students, K-5. Upon completion of the Inquiry Leadership Seminar, I will lead workshops for other principals based on my experiences here in San Francisco. I will continue to facilitate the improvement of our science program at Watson Elementary.

MASE II

Las Vegas, NV

Lori Fulton grumpyguss@aol.com I am a Teacher on Special Assignment for the science component of the mathematics and Science Enhancement (MASE) II Project. My responsibilities on the project include designing professional development sessions for teachers in twenty-one MASE II Project Schools. I also work closely with colleagues in developing offerings for Teacher Leaders within the project and in the six Area Professional Development Centers. I am a liaison for the Northeast Area Professional Development Center and am responsible for coordinating science and mathematics professional development opportunities for the twenty-one schools in that area.

Marsha Irvin mirvin@lvcm.com Let me introduce myself. I am Marsha Irvin, and I am Area Superintendent, Elementary Education Division, for the Clark County (Nevada) School District. In the position I have administrative responsibilities for 24 elementary schools with a total attendance this year of 18 500 students in grades K-5. The district enrollment is more that 200 000 students. Eight of the schools I supervise are considered bilingual because of their heavy Spanish-speaking population. Thirteen schools are designated "at risk," five are "high needs," and six have Title I programs. In addition, the three elementary magnet schools in the district are my responsibility. I am delighted that Mabel Hoggard Math & Science Magnet School in 1998-1999 received a Magnet School of Merit Award form Magnet Schools of America national association. I have been involved in supervising the MASE Project at my schools. A full day of math and science staff development is provided to all teachers in my area at the beginning of each school year. I am working with the district math and science center to develop a leadership team from my area schools' staff for additional staff development for the schools in my area. My personal quest is to find more effective science programs, similar to FOSS and be able to help administrators and teachers better integrate science into the core curriculum.

Marjorie Meckes Conner envbus500@aol.com I am Marjorie K. Meckes Conner, Northeast Area Superintendent of Schools, Clark County School District, Las Vegas, Nevada. I have responsibility for twenty-one elementary schools that range in size from 250 students to 1180 students. Many of the schools that I represent are termed "at-risk" and have a large population that receives free/reduced lunch and Title 1 support. There is a need to focus on English language learners in many of the schools and the focus is on providing appropriate materials and instruction for these students. The major curriculum needs in the schools I represent is reading/language arts. Science is used to support that effort. Our Schools use FOSS, various texts and other materials to support the standards in science. I supervise the implementation of science in each of the twenty-one schools. As an area superintendent I confer with other area superintendents, curriculum specialists, and staff developers as we look for ways to meet the state standards in all connect areas, including science.

Anthony Vicari vicari@interact.ccsd.net Anthony Vicari currently serves as Principal at James Madison Uilom Elementary School, Las Vegas, Nevada. Mr. Vicari has been with the Clark County School District, Las Vegas, Nevada for 18 years. He has taught grades 4-8, and been an Assistant Principal with the district. As Principal, Mr. Vicari also serves as chair of the East Central Area Professional Development Committee, working toward the expansion and inclusion of current, research-based curricular studies and strategies in all academic areas. Mr. Vicari's school is part of the Eisenhower Math/Science Education grant, promoting elementary school science learning for all students.

METRO-NASHVILLE

Nashville, TN

Bill Hurt bhurt@coe.tsuniv.edu Presently, I am Co-Principal Investigator for a local Systemic Change National Science foundation grant. The Metro Nashville Area Systemic Change Initiative involves metropolitan Nashville, Rutherford County, Summer Count, and Williamson County School districts in science instructional reform. I am also on leave from Williamson County Schools as K-8 Instructional Director. My additional role with the LSC is that of Administrator-In-Residence. My focus is on affecting the administrative component of the change process. I work in a facilitator role with principals, instructional directors, and Directors of schools. This role involves advising on program needs, budgeting, materials management, professional development, and use of research. Additionally I coordinate training to enhance knowledge and provide tools to aid in implementing Constructivist science teaching and learning.

Mike Parman mikep@wcs.edu I am currently a principal at Bethesda Elementary school in Williamson County Tennessee located outside of Nashville. The faculty at Bethesda has been involved with hands-on inquiry centered science instruction the past four years. I have been mentoring other principals in the middle Tennessee area with the hands-on science approach.

SAN LUIS OBISPO SCIENCE PROJECT

 San Luis Obispo, CA

Bob Cichowski rcichows@calpoly.edu Dr. Bob Cichowski is professor of Chemistry and Science Education at Cal Poly State University, San Luis Obispo. Since fall 1992 he has been Director of Cal Poly's Liberal Studies Program, the undergraduate major for those planning careers as elementary school teachers. For the last six years he has been Director of the San Luis Obispo Science Project, a California Subject Matter Project. A faculty member for 28 years, he received his B.S. in Chemical Engineering from Purdue University and his Ph.D. in Ceramic Science from Alfred University. He and his students have received recognition from the National Science Teachers Association for work integrating children's literature and science. He has helped develop curriculum and exhibit projects at the Lawrence Hall of Science and the Pacific Science Center, Seattle. Currently he is focusing his efforts on reforming teacher preparation in California and the CSU in particular. He has represented Cal Poly as an Associate to John L. Goodlad's National Network for Educational Renewal in Seattle.

Carol Gregor gregorcd@bruce.sbceo.k12.ca.us I have been the Director of "Everything" &endash;oops! -More specifically, the Director of Curriculum and Instruction for the past 6 years. My responsibilities related to the district science education reform efforts include the following: Working in collaboration with Cal Poly University, San Luis Obispo, as a partner school, for simultaneous renewal efforts, professional development in new Science standards, assessments, and in curriculum alignment Coordinating state and federal project funds to support professional development efforts. Coordinating the integration of technology into the Science curriculum Coordinating the District Mentor Program (currently we have Mentors in Science/Math, English Language Development, and Technology) Participating in the Santa Barbara County Curriculum Council for a countywide support network Chair of the District Curriculum Council with K-8 representation, to ensure greater coordination of curriculum/instruction efforts.

SCHOOLS FOR THOUGHT IN ST. LOUIS

 St. Louis, MO

David Flieg I am a 32-year employee of the St. Louis Public School District. Positions held include teacher, elementary principal, and currently executive director for elementary education. In this position, I supervise thirty-four elementary schools in the city of St. Louis. I work directly with the principals supporting the District's science education reform efforts, My activities include reviewing and evaluating each school's efforts. I ensure that school staffs analyze student academic achievement results and the degree of implementation of the K-5 mathematics and science curriculum. I review, monitor and evaluate each school's Title I School-wide plan for the purpose of maintaining a coherent overview of our science, math and technology instructional reform. In addition, I review the school's professional development plans to ensure alignment with our curricular transition (Urban System Initiative).

Armentha Russell mrussell@slsc.org I recently retired from the position of Assistant Superintendent in the Wellston School District, which is a very small suburban African-American District in close proximity to the large urban St. Louis Public Schools District. I currently serve as an Educational Consultant to the Superintendent of the Wellston District and to the Vice President of Education, Exhibits and Programs at the St. Louis Science Center. My responsibilities at the Science Center include the evaluation, design and coordination of curriculum development, instructional materials and the professional development and training for school personnel, parents and science center staff working with schools. In this capacity, I also have the opportunity to develop model/pilot programs in the Wellston District in partnership with the St. Louis Science Center. The major focus is science and mathematics reform efforts.

Carol Valenta cvalenta@slsc.org Ms. Carol Valenta, Vice President of Education, Exhibits & Programs &endash; Before joining the SLSC in 1996, Ms. Valenta served as the Director of Education at CMSI. While in this position, she provided technical support and assistance to Ms. Miller as she developed the "Curator Kids Club" science curricula. Also at CMSI, Ms. Valenta served as site director for the Career Access Program and director of Project Endeavor, a multi-million dollar NASA project designed to engage minority communities in accessing science. Prior to her work at CMSI, Ms. Valenta served as an elementary school principal in the Los Angeles Unified School District. Her work there brought a host of enriched science experiences, including a student's science museum and building block workroom for the 700+ students. The unique student body was composed of 30% upper-income neighborhood students and 70% traveling central city youngsters who were relocated because of overcrowding. During her tenure, Ms. Valenta developed several models for multicultural education and full school-parent involvement to support student achievement. She also has extensive experience working with children from low-income families through her work as a science resource teacher in a pilot student integration program and as an administrator of district-wide science programs. In addition, Ms. Valenta is widely recognized as a leader in science education and has made substantial national contributions as a speaker, teacher trainer and author.

Sheila G. Williams swilliam@dtdl.slps.k12.mo.us I have been an educator with St. Louis Public School District for thirty-three years and have served in several capacities. After a twenty-one year tenure as classroom teacher, I was selected for an administrative position in 1986. Currently, I am the project director for the St. Louis Urban Systemic Initiative Sponsored by the National Science Foundation, the USI is a national strategy to dramatically improve the mathematics and science learning of urban students.

SOUTH BAY UNION SCHOOL DISTRICT

Imperial Beach, CA  

Suzanne De La Vergne sdlv_hull@juno.com I am the principal at Oneonta Elementary School in the South Bay Union School District located in Imperial Beach. My school is participating in the Caltech Pre-college Science Initiative. This is the second year of the program. There are seven Pioneer Teachers at our school, one at each grade level Kinder through sixth grade. These teachers provide a hands on science program for the students in their classrooms using kits by FOSS, Insights and STC. These teachers receive training on the use of kits and next year will train the other teachers at their grade level. The District plans to expand the program to other schools next year. As school principal I provide support and direction for the program which I strongly believe in.

Marisa Ramirez moramz@aol.com I am the Pilot School Coordinator working at Oneonta Elementary in South Bay Union School District located in Imperial Beach, CA. My district is participating in a four-year local systemic initiative working with the Caltech precollege Science Initiative (CAPSI). In our second year, Pioneer Teachers, one per grade level K-6 are presently implementing hands-on science in their classrooms utilizing kits produced by FOSS, Insights and STC. Next year, the Pioneer Teachers will train their grade level colleagues. In addition, the district plans to expand the program to one, possibly two school sites. Inquiry based instruction is a vital component of this seed project in providing teachers with a strong, substantive method by which to enhance student learning in science. We therefore plan to provide this training to our teachers at the Pilot Schools as well as create a cadre of leaders who can provide district-wide training and support as our program begins to ramp-up. My responsibilities lie with developing the program at the pilot school and eventually, district-wide.

Johanna Vetcher jvetcher@sdcoe.k12.ca.us In my position as Assistant Superintendent of Instructional Services, I am responsible for all aspects of the Instructional Program for students and professional training for staff. Specifically, my responsibilities related to Science education are sustaining District efforts and involvement in the California Science Implementation Network (CSIN). The District has been involved with CSIN for at least five years and during this time has strengthened efforts and capacity in professional development in Science and has increased the instructional techniques and strategies for instruction to a more hands-on approach. More recently, the District has involved one school in the California Tech Pre-College Science Initiative (CAPSI). Our desire is to build a model that can be replicated across the District by adding an additional school into the Program next year, and eventually the remaining ten schools over the following three years.

TEAM 2000

Buffalo, NY

Gail Buch gbuch@bluemoon.net Currently, I am an Assistant Principal at the Buffalo Elementary School of Technology, a Pre-K through 8 Magnet School in Buffalo, New York. Part of my responsibilities includes the continued development and implementation of the Technology focus adopted by the school two years ago. The curriculum is taught through the 6 strands of Technology- Engineering, Construction, Manufacturing, Communication, Biotechnology, Power/Energy/Transportation. I am also part of a group of administrators and teachers who are redefining the way Middle Level students, grades 5 through 8, are taught in Buffalo. This includes adjusting the school format to blocks of time for instruction. Another part of my responsibilities includes working with teachers to further their participation in and acceptance of Inquiry Based Science Instruction. I function as the building liaison for TEAM 2000, and as a turnkey for the district. I also participate in a variety of science workshops. I am a member of the Executive Committee of the Buffalo Council of Supervisors and Administrators; a member of the Leadership Academy Planning Board; a member of the Leadership Class of 1998; and a member of the Educational Leadership Steering Committee. I have been certified as a trainer from the Crises Prevention Institute in Nonviolent Crises Intervention.

Mark Frazier rkamer22@aol.com I currently am Principal of D'Youville Porter Campus School #3, a PreKindergarten through grade eight neighborhood school. The school is in an urban setting with an ethnic mix of 55% Hispanic, 25% Caucasian, &20% African American. The poverty rate is 84%. Thirty percent of the students are Limited English Proficient. All teachers in kindergarten through grade six are provided training opportunities through TEAM 2000, an inquiry-based, hands-on approach to teaching science. In my role as Principal, it is vital that I oversee the entire science program, from teacher training and effective use of the materials provided, to ensuring that appropriate assessment techniques are being employed. My role requires that I also be trained in and keep informed of the most current and successful methods of delivering science instruction to all students. Reform is something that the teachers of D'Youville Porter Campus School #3 have whole-heartedly embraced. The middle level teachers are involved in a Comprehensive School Reform Demonstration project for restructuring grades 5-8. This reform includes updated instructional methodologies in teaching science as well. Through my enthusiasm for and my participation in many workshops and science training sessions I have been designated an administrative leader within the Buffalo Public School District. As a leader I mentor administrators who are at the beginning stags of school reform.

Denise Segars-McPhatter I have been an elementary principal in a large urban district for ten years. Prior to this I served as an assistant principal, administrative assistant, reading teacher and classroom teacher. My career has spanned both elementary and secondary education. Presently I am assigned to an Early Childhood Center in Buffalo, New York. The school encompasses grades PreKindergarten through second. We serve a population with a 92% rate for free and reduced lunch. The enthusiasm of the children in the primary classroom inspired me to use many hands-on activities as part of the instructional program. Progressing up the career ladder, I encouraged teachers to make science fun to learn. I became the science mentor at that time. The teachers and I would have monthly meetings at which time science was discussed. The district was aligning curriculum to develop more hands on experiences for students, to prepare them for state performance tests. That experience was invaluable for me after I was assigned as a principal. I continued to encourage staff to participate in or district's TEAM 2000 science initiative. By engaging in TEAM 2000 workshops, I've modeled the behavior I expect and it's paying off. Our school held its first science fair in 1990 and we have made it an annual event. We also arrange other scientific activities for our parents and students such as a Bubble Fest, and Invention Convention and a Family Science Night. We know that students need to improve their ability to think creatively and critically so they can become engaged problem solvers. Science is one of the best ways to develop this as students engage in the inquiry process. My goal has always been to help teachers as they integrate science with the rest of the curriculum to inspire an inquiry approach to learning in the classroom.

TEXAS RSI

Canyon, TX  

Judy Kelly jkelley@mail.wtamu.edu Judy Kelley is Project Director for the Texas Rural Systemic Initiative (TRSI), a five-year project funded by the National Science Foundation to improve science and mathematics education in 85 Texas counties. This project targets over 200 school districts serving approximately 200,000 students of which over 50% are Hispanic and 10% Africa American. Improving the way all students learn, are taught and assessed in the classroom, ensuring all students meet high standards of performance without disparity by ethnicity or economic advantage, and bettering policies that affect the teachers and classroom environment are the basis of the project. One of the TRSI goals is to implement inquiry-based learning for all students. Judy will guide and direct TRSI project activities which include (1) District and Community Forums conducted to establish local support for the project, (2) Systemic Leadership Institutes focused on development of district leadership teams' capacity for leading reform efforts, (3) Teacher Partners Academy providing professional growth opportunities for science and mathematics teacher partners, and (4) Principal Partners Academy providing professional growth opportunities for principals and other administrators that address systemic reform in science and mathematics education. Judy earned a Bachelor's Degree in Mathematics from Texas Tech University and a Master's Degree in Statistics from Southern Methodist University. She has taught at both the high school and university levels for the last 20 years. She has led numerous grants and projects related to science and mathematics education and had served as an educational consultant to school districts and education service centers. Judy is also an Instructor of mathematics at West Texas A&M University Station Regional Division.

Kit Price kprice@falcon.tamucc.edu Katherine (Kit) Price is an Associate Professor of Geology and Environmental Science at Texas A&M University-Corpus Christi. Her usual assignments include teaching geo-science and GIS courses, designing and supervising Environmental Science labs, and coaching graduate students who are employed as science or mathematics Teaching Assistants. This year Kit has been released from teaching in order to serve as Project Director for the NSF-funded Texas Collaborative for Excellence in Science and Mathematics Teacher Preparation. The proof-of-concept Collaborative links faculty members and administrators from 10 Texas universities and their associated community colleges in an ambitious effort to recruit and retain outstanding future teachers. The focus of the partnership this year is to design inquiry-based course components for colleagues to implement and assess in university science and mathematics classes. The Texas partnership is also facilitating the organization of Texas science and math teachers who are NSF Presidential Awardees. Texas Presidential Awardees provide essential insight into inquiry-based practices for professors. Kit also serves as a science consultant for the Education Service Center-Region 2 Collaborative for Excellence in Science Teaching, which provides sustained support and training for Elementary and Middle school teachers over an 11-county area. Both of these collaboratives are tied to and supported by the Texas Rural Systemic Initiative. Kit earned her BA degree from Wittenberg University (Ohio) in Earth Science with Secondary Education Certification. Her MA degree in Geology is from DePauw University (Indiana), and her Ph.D. in Physical Geography-Geomorphology is from Indiana State University. After 20 years as a Geology faculty member at DePauw University, Kit left Indiana in 1993 to live and work in south Texas. Her research involves Mars geological mapping for NASA.

Christine Purkiss cpurkiss@mail.wtamu.edu Christine (Chris) Purkiss was assigned to the newly funded Texas Rural Systemic Initiative (TRSI) in January 1999 as the Interim Deputy Project Director. The mission of the TRSI is to systemically improve the teaching and the learning of science and mathematics in rural schools in Texas. Her responsibilities include helping to organize and conducting district and community forums, disseminating information concerning opportunities in mathematics and science, and collecting and evaluating data relating to districts within the TRSI. Chris is an experienced educator who has taught Earth Science in the public schools, as well as science methods and curriculum courses at the university level. She has presented numerous workshops and seminars that concern science teaching and learning at the local, state, and national level. Her most recent appointment was as an instructor in the Division of Education at West Texas A&M University in Canyon, Texas, where she successfully established a professional development schools' concept for elementary teachers, and a science concentration for elementary education majors. Her work experience also includes several years as a professional petroleum geologist in Texas.

UNIVERSITY OF CENTRAL FLORIDA

Orlando, FL

Aldrin Sweeney asweeney@pegasus.cc.ucf.edu As an assistant professor of science education, one of my major professional responsibilities is to adequately prepare elementary and secondary level teachers to understand and teach fundamental concepts in science. My efforts make a direct contribution to the ongoing system-wide effort of educational reform in alignment with the recommendations of the National Science Education Standards. In terms of the project's elementary science education reform effort, I currently serve as the Chair of the UCF/OSC Holmes Partnership Research Committee which is charged with identifying best teacher professional development practices reported in the professional literature. This committee also is responsible for working with teachers from professional development schools (part of the UCF/OSC Holmes Partnership; also including the teachers-in-residence at the OSC Teacher Leadership Center) and university faculty associated with development schools to identify research topics and research topics and research agenda pertinent to those professional development schools.

Michael Vigliano mviglian@serve.org My major duties and responsibilities include the following: provide research and technical support to Consortium staff; Consortium coordinator for the Eisenhower National Clearinghouse's regional demonstration site and access centers; coordinate the updating and development of the Consortium web site; coordinate the dissemination of ENC and Consortium publications and products; coordinate the development and publication of the Consortium newsletter; and have lead for working with Informal Science Agencies - duties include communication and the coordination of support to our informal science clients.

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