Inquiry Leadership Seminar, May 1997

14-17 May 1997

Participant Biographies

ANCHORAGE, ALASKA

Local Systemic Change, NSF

Arge Jeffrey jeffery_arge@msmail.asd.k12.ak.us I am a 22 year elementary school principal currently assigned to Alpenglow Elementary School in Eagle River, Alaska (part of the Anchorage School District). Effective July 1, 1997 I will assume the post of Executive Director of Elementary Education for the Anchorage School District. This position has line authority for operation of the 60 elementary schools in the district, including responsibility for staffing, program and budget. Matters relating to curriculum and staff development are handled in cooperation with the ASD Curriculum Division and the ASD raining and professional Development Division respectively.

Joanne McCabe mccabe_joanne@msmail.asd.k12.ak.us Following twelve years as a classroom teacher and school librarian in various schools, I became a principal at Eagle River Elementary. Eagle River, one of sixty elementary schools in the Anchorage School District, serves grades K-6 in a suburban setting. Eagle RiverÕs student population is 477, mostly Caucasian, middle to lower socio-economic class. We offer an Open Optional Program as a school within a school as well as the regular educational program. As principal, I have been part of a three year school district science grant, which has included extensive teacher training. Though the district has utilized a hands-on approach to science for over ten years, it has recently embarked on an inquiry approach. My interest in action research initiated my invitation to participate in this institute.

BEAUMONT INDEPENDENT SCHOOL DISTRICT
BEAUMONT, TEXAS

Sally Blewett Blewett@tenet.edu I am Sally Blewett, principal at Caldwood Elementary School. My experience in administration spans 19 years with the emphasis placed on the TAAS test given to all third, fourth and fifth grade students. However, as changes are made to the TAAS test, the teaching of Science through the inquiry based model will become a necessity.

Levoris Roy I am Levoris Roy, principal at Willie Ray Smith, Sr. Middle School. My experience in administration spans twelve years, five years as assistant principal and seven as principal. My prior experience in education was as classroom teacher of earth science, physical science, biology and physics. As leader of my vertical team (there are three elementary schools that feed in to Willie Ray Smith) I hope to create a desire and the energy for science reform in the elementary schools that feed into Willie Ray Smith.

Dr. Norman L. Traylor I am currently principal at Homer Drive Elementary School. I have been a principal for 16 years. Homer Drive Elementary is one of the leaders in the district's science education reform efforts. Completed in 1990, the school is one of the most advanced as far as technology in the South Texas district's science education reform efforts. Through its partnership with Southwestern Bell Telephone and tha Lamar University Center for Excellence in Teaching and Technology, it has had opportunities that other schools can only dream about. One major drawback which has had a very profound effect on reform efforts in Science and Technology has been the emphasis placed on the TAAS test given to all third, fourth and fifth grade students. However, as changes are made to the TAAS test, the teaching of Science through the inquiry based model will become a necessity.

BASEE/PALO ALTO UNIFIED SCHOOL DISTRICT
PALO ALTO, CALIFORNIA

E. LaDawn Law ellaw@whisman.k12.ca.us Currently I serve as assistant superintendent for the Whisman School district, a small K-8 district in the city of Mountain View, California. Our district is one of eight districts involved in a partnership known as Bay Area Schools for Excellence in Education (BASEE). With support from the Hewlett-Packard Foundation, this partnership applied for and received a NSF grant which will allow us to implement on-going professional development in science content and appropriate pedagogy. As assistant superintendent, I serve on the BASEE steering committee and serve as the liaison between BASEE and our district. I also am responsible for disseminating information regarding the project. Working collaboratively with the science resource teacher, lead teachers and site administrators, I schedule and attend science staff development training, monitor and evaluate implementation of the project and budget resources to facilitate implementation of the plan.

COMMUNITY SCHOOL DISTRICT #5

NEW YORK, NY

Leaura Materassi I am the Director of Funded Programs, Central Harlem Community School District #5, New York, New York. My responsibilities include: District wide administrative and fiscal management of $19 million in Federal and State categorical and competitive grants; Budget preparation and oversight; Proposal writing; Design and implementation of the District Compensatory Educational Plan including professional development and instructional programs; Monitoring and evaluation of school based instructional programs; Supervision of compensatory education program staff including administrative, pedagogical and paraprofessional employees; Allocation of personnel and material resources to schools; Communication with the Superintendent, Community School Board, school administrators, community based organizations and parent advocacy groups; SuperintendentÕs liaison to city and state board/departments of Education; District compliance officer for all matters regarding federal and state funded programs. As Director of Funded Programs I work closely with the Curriculum Director to develop the DistrictÕs Educational Plan including all professional development activities. Specifically, all issues regarding funding and resource allocations to support the districtÕs science education reform efforts are my responsibility.

Sheldon Shuch sshuch@ralphbunche.rbs.edu I am the Director of Instruction and Professional Development and have held this position for the past 10 years. I hold a Ph.D. in Curriculum and Instruction and my primary areas of interest concerns systemic change, literacy acquisition and the educational needs of the urban child. As the Director, my responsibility in science education is to promote the SMART Process as a vehicle for reform of teaching and learning in Community School District Five. It is also to assist in all phases of the implementation, including program design, program staffing, selection of materials, professional development, evaluation, etc. It is also to promote the integrity of the science education reform while at the same time using it as a vehicle to promote effective teaching and learning strategies in all content areas, especially as it promotes the development of skills.

COMMUNITY SCHOOL DISTRICT #6

NEW YORK, NY

Dr. Betty A. Rosa usprosa@connectinc.com I currently serve as principal of Intermediate School 218. IS 218 is a unique school with several educational initiatives in collaboration with the ChildrenÕs Aid Society. As a school, we continue to establish many partnerships with various community based organizations as a means to enhance the existing resources. Our school has 1,497 students in grades 5-8. We have four academies which include business, expressive arts, community service and math, science and math, science and technology. As a principal, my responsibilities include providing the leadership for interdisciplinary teaching designed to meet national standards. As part of our school plan, we have a science assistant principal responsible for our schools science restructuring plan. Furthermore, the district provides our school with a comprehensive science assistant principal and academy lead teachers to benefit from discussions and sharing of ideas of effective practices. At IS 218, inquiry is the keystone of our science program. In addition to the science assistant principal, we have a science facilitator that works closely with district/school implementation plans. The science facilitator and science assistant principal provide school staff with technical and professional support in the area of inquiry-based teaching and learning.

Daryle Young I am the principal of Police Officer Michael J. Buczek School, PS 48, in Washington Heights, New York. Our school opened in 1993 and we service 800 students, K-4. I work closely with the Director of Science, John Cafarella, who provides the necessary assistance to my staff. Thus far, we have a Science Facilitator, a Teachers and our Science Restructuring Committee. Each teacher is provided with 3 science modules and is able to attend University training, after and before school and Saturday professional development. It is my responsibility to insure that all staff members are provided the necessary training and information. I also monitor the progress of our program and use an interdisciplinary approach that will connect Science to our literacy and mathematics program. If I find additional support is needed, I work with the Restructuring Committee and adjust schedules so that support can be provided and information shared through demonstration lessons and technical support from the Science AP. Our FOSS and Insights program needs another year for the process to be a continual integral part of our educational program.

FAYETTE COUNTY PUBLIC SCHOOLS
FAYETTE COUNTY, KENTUCKY

Judy Boggs bboggs8984@uky.campus.mci.net Currently my position as the principal of Athens Elementary School in the Fayette County Public Schools allows me the opportunity and responsibility to provide leadership toward a visionary approach to science education reform in our school and advocate to my colleagues district-wide. The staff at Athens has planned professional development training that includes an intense study of the school-wide curriculum to be approved by our school- based Decision Making Council. The science curriculum will be analyzed and updated to include national standards, the state academic expectations and core content, and the school focus with the new addition of our outdoor environmental classroom. On the district level, my leadership involvement in science education reform will be the networking with the principals of the other 33 elementary schools in our district through sharing new information and serving on district level committees to promote effective science instruction that leads to higher student achievement.

Della Burrus My current assignment is principal of Russell Cave Elementary School (soon to become Russell Cave Model Magnet School - Aug. 1997). The areas of responsibility I have with the position are to provide educational leadership for the faculty, staff, students, parents and the community, to facilitate professional development for the faculty and staff, to communicate with the parents, community and other stakeholders in meaningful ways, and to manage the physical facility in such a way that our team (faculty and staff) can offer each student the instructions he/she needs to empower themselves to learn at higher levels...thus developing with each student cooperative attitudes, good citizenship, an appreciation for diverse cultures, and a love of life-long learning. As instructional leader, I try to avail myself of research and best practices so I can be the instructional leader my teachers need to make a difference in the lives of all our students.

Larry Tipton ltipton@uky.campus.mci.net I am currently an elementary school principal. As Principal and Chairman of our School Board Decision Making Council, I am responsible for allocating and administering the budget and assigning staff. Our school has made a commitment to staffing two full-time Science Instructor positions and to funding a comprehensive Science program for K-5. The Institute for Inquiry experience will give me opportunities to network with other school systems and to provide my staff with new material and ideas. As a former Science teacher I have always felt that student motivation was never lacking when they came to my class. The simple act of giving the students the materials necessary to light a bulb and then seeing them accomplish it has always been a favorite memory of mine. Students are always so excited and proud when they discover something on their own! Science has always been magic to me and to my students.

HANDS ON ACTIVITIES SCIENCE PROGRAM (HASP)

ALABAMA

Local Systemic Change, NSF

Phillip T. Hastings I have served twenty-five years in public education as a high school teacher, assistant principal, principal and am presently Curriculum Supervisor for the Decatur City School System. I have an Ed.S. degree in school leadership from the University of Alabama in Birmingham. As Curriculum Supervisor, I work directly with the teachers and principals in planning and designing our school curriculum. We have implemented the HASP science modules and we often serve as a resource for other school systems who are implementing the HASP science program.

LAWRENCE TOWNSHIP PUBLIC SCHOOL DISTRICT
WEST WINDSOR-PLAINSBORO REGIONAL SCHOOL DISTRICT
PLAINSBORO, NEW JERSEY

Local Systemic Change, NSF

Laurence Fieber richcom@voicenet.com Laurence R. Fieber currently serves as principal of Parkway Elementary School in Ewing, New Jersey. Located just outside of Trenton, our school serves approximately five hundred urban-suburban children in grades K-5. Parkway Elementary School opened its new facility in January of 1995 replacing the old, physical facility which served Ewing Township for nearly seventy years. Our teachers have been extensively trained in cooperative learning, multiple intelligence instructional strategies, whole language and basic skill integration. Working in cooperation with local school districts and Bristol Meyers Squibb, are district is in the process of implementing an inquiry-based science program on the elementary level.

MESA PUBLIC SCHOOLS
MESA, ARIZONA

Local Systemic Change, NSF

Dr. Robert Gibson My current job title is Principal of a 900 student elementary school for grades K-6. My responsibilities relate to science education reform efforts that include the planning, coordination and implementation of any science education reforms as directed or encouraged by the district superintendent. I also help facilitate teacher professional growth in the area of science education.

Victoria Graber vgrab@aol.com My current job title is 5th grade teacher at Frost Elementary School, Mesa Public Schools. I have had an active role in the Mesa Systemic Initiative. Currently, I am a Math Mentor at our site. Some of my responsibilities include attending NCTM conferences, classes and workshops and bringing ideas back to our school that teachers may use for their professional enhancement. I am also a member of the districtÕs synergy team. This is a study team that has developed several science workshops for the district. These workshops include: integration, inquiry, assessment, team building and systemic change. This summer our teamÕs focus is integration of core curriculum using science as the natural theme that connects all areas with the use of technology as a tool to further explore science and assist students with mathematical conjectures.

Perry Montoya mont@goodnet.com I am an instructional technology specialist in the Mesa Systemic Initiative (MSI). The MSI is an NSF grant for the improvement of math and science instruction in our school district for grades K-8. My responsibilities involve helping teachers use technology effectively to improve science instruction. I am involved in professional growth in promoting our science curriculum (K-8) in conjunction with the science standards. Technology cannot stand alone and must work in consort with science to improve teacher skills and instructional strategies. I am also involved in training that involves assessment, higher order thinking, cooperative learning, collaboration and other instructional strategies that promote good teaching.

METRO NASHVILLE AREA LOCAL SYSTEMIC CHANGE PROJECT

NASHVILLE, TENNESSEE

Local Systemic Change, NSF

Beth Berndt I am completing my first year as principal of Walnut Grove Elementary School in Franklin, Tennessee. I recently moved from Southern California where I was an elementary principal for eight years in the Yorba Linda Unified School District. Prior to going into Administration, I taught first grade and was a chapter 1 coordinator. This is my first experience with the National Science Foundation. Walnut Grove has been an enthusiastic pilot site for school-wide systemic reform using hands-on inquiry-based science instruction. I am committed to providing instructional leadership and support as we continue our reform efforts.

Barbara Ide ideb@ten-nash.ten.k12.tn.us Current Position: Elementary Principal, Percy Priest Elementary, a K-4 public school in Nashville, TN. 550 students, primarily suburban population. I am responsible for all functions of the school, from building and grounds, to cafeteria, to curriculum, etc. I have no administrative help, i.e. assistant, guidance, in school suspension, etc. I am very active in curriculum development and support our school wide effort to bring "hands-on" science to all of our students. My curriculum committee has spent this past year aligning our first science modules with our literature, social studies and math programs. We are also fortunate that our Site Based team determined a need for a science lab six years ago. A parent volunteer, who used to be a critical care nurse, has developed a scope and sequence of labs for each grade level based on the Tennessee science curriculum. She is an incredible instructor who had no prior knowledge of education and refuses to accept any form of remuneration. My previous experience was in Indiana where I taught elementary school, taught and administered a gifted/talented program and was principal of Blue River Valley Elementary near New Castle and Muncie, Indiana. I am a graduate of Ball State University in Muncie, Indiana. I have been in Nashville, Tennessee for three years. While a principal in Indiana, I became active in a National Science Foundation Grant revolving around the hands-on concept. I worked with some outstanding educators and helped plan and develop a 20 acre outdoor wildlife lab used by the elementary and secondary school. The lab is a replication of Indiana wetlands and prairies. It provides multiple opportunities for science related lessons across all disciplines. My husband and I have 3 children, two in college and one in high school.

PHOENIX USI

PHOENIX, ARIZONA

Urban Systemic Initiative, NSF

Teresa Covarrubias I am currently serving as assistant principal K-6 grades. My main job responsibilities include teacher evaluation, curriculum alignment, staff development and coordination of the School Improvement Plan. I work closely with our science/math resource teacher to integrate science and math with our language arts curriculum including the teaching of English as a Second Language within the sciences. All of this is done in Spanish and English within our bilingual program.

Fred Thompson fthomp0@cartwreld.k12.az.us As a Curriculum Director, curricula is only one part of my day to day responsibilities. This, however, will change for the better next year. The most impact in science reform efforts in central Phoenix, including our district, has come from the National Science Foundation's Urban Systemic Initiative grant. The $15,000,000 grant has provided teacher "Academies" for Math and Science. Over 300 of our teachers have attended the Academies. The grant has also enabled our District to have nine (9) full time ³Collaborative Peer Teachers² who assist academy teachers in implementing ³hands on² methods. They model lessons or assist teachers through co-planning of lessons. In addition, each academy teacher is provided $200 worth of materials for each class they take. My role has been as USI Management Team member, representing our district in USI decisions. There are (9) nine districts cooperating together in this project. I was asked to represent USI in this training. My professional goal is to learn what I can before undertaking a district science adoption next fall and to relay any new information to our USI academy programs. Note: In April the Arizona Science Center opened in central Phoenix. This will add a whole new dimension to Science education for students and teachers.

PUEBLO SCHOOL DISTRICT #60
PUEBLO, COLORADO

Dr. Joyce Ford Bales joybales@csn.net In the dual role of deputy superintendent/dean of education, I provide leadership for the development of curriculum and instruction pre-kindergarten through post-secondary education; i.e., an educational continuum designed for student success with smooth transitions. I am responsible for teacher preparation at the university, for career long learning opportunities for all educators and for research and resources. Our district has adopted academic content standards for all including science. Presently we are working in teams of teachers with representatives from K-12 and postsecondary including faculty from the local community college as well as the university to develop student performance standards.. The school district provides to the Center for Teaching, Learning and Research at the University of Southern Colorado a full time teacher, an educational assistant and a secretary to provide science professional development. In an effort to support district and university faculty, the district has purchased approximately $30,000 in science kits and other resources to provide hands on science for teachers and students. The district also pays a stipend to one of the university chemistry professors to teach an after school chemistry program at two elementary schools.

Cindy Elm-Sinn cinsinn@csn.net I am a curriculum specialist for the Center for Teaching, Learning and Research. The Center is composed of three parts: Teacher Preparation, Professional Development and a research/Resource Center. This is a joint effort between District Number 60 and the University of Southern Colorado. I coordinate curriculum adoption (frameworks, scope and sequence). I coordinate the science training for the elementary teachers and we have a complete science module check-out system through our resource center. I also train mentor teachers and coordinate the new teacher introduction program for the district.

Nick Leyva nleyva@csn.net Nick Leyva is a principal of an elementary school of 325 students. Nick is principal representative on a district committee called ACES (Accountability Committee for Elementary Sciences). The role of the committee is to promote and encourage "hands-on" sciences in the elementary classroom. The committee is an outgrowth of a grant that was entitled SEEK (Science Education for Every Kid).

Jenny Piazza piazza@uscolo.edu Assistant Professor of Education for the University of Southern Colorado, Center for Teaching, Learning and Research. I currently teach the elementary science and math curriculum courses, workshops and seminars for undergraduate pre-service teachers in elementary science and math. In the efforts to reform science and math education for the Pueblo School District, I work closely with the professional development center for district #60. My responsibilities include collaboration and coordination between the university and the district in science and math reform. This includes working with district 60 faculty and administration on grants, inservices, and program design. Furthermore, we collaborate on activities involving the pre-service students in the classrooms for a grass-roots reform effort.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

SAN FRANCISCO, CALIFORNIA

Local Systemic Change, NSF

Center for Urban Science Education Reform, EDC

Gil Archuleta gilchop@aol.com For the past four years I have been principal of Monroe Elementary School in San Francisco, California. Monroe Elementary School is a neighborhood school in the Excelsior District of the city that is predominantly Spanish speaking, Chinese, Filipino, and whose student population is predominantly limited English speaking. During the 1996-97 school year the staff and I have been participants in a national and local project focused on science instruction that prepares staff to employ inquiry based teaching and learning. The Science Focus Program is a collaborative effort among three local elementary schools. Support is provided by various agencies: the school district, the Exploratorium and scientists from the University of California, San Francisco campus. As principal of the school it is my responsibility to work as part of the Science Focus Program Leadership Team for the school and provide support in all efforts toward science education reform. Concurrent with developing a process and product that will demonstrate the use of science journals as one assessment tool.

Lonnie Chin lchin@muse.sfusd.k12.ca.us Lonnie K. Chin is principal of Spring Valley Science Focus School, oldest public school in California (1852), San Francisco Unified School District. Worked with school to receive designation as a California Distinguished School and received award from the US Department of Education. Was a member of AAAS Project 2061 - San Francisco Team; member of curriculum writing team of NSF project - on The Process of Becoming a Scientist; advisory committee of SCIC; involved with CSIN, City Science, NAS; was on ASCD nation-wide Consortium of Critical Thinking Schools. Participated in many curriculum initiatives, especially science, bilingual and multicultural education; consultant to and evaluator for State Department of Education, publishers (including EDC, Scholastic, Harcourt/Brace, Watersun), research and media projects. Recipient of John E. Stevens fellowship, Urban Superintendents Program at Harvard University, Doctoral student, Harvard Graduate School of Education (on leave). Served as Superintendent Intern to Dr. Rudy Crew at Tacoma, Washington, currently Chancellor of the New York City Schools. Activist on many social/civil rights/community/educational projects and initiatives. Member of the SF Library Commission, participant in other political and bond issues/campaigns. ...and world traveler.

SPRING BRANCH INDEPENDENT SCHOOL DISTRICT

SPRING BRANCH, TEXAS

Gloria Fishman Currently, I am principal of Cedar Brook Elementary School in the Spring Branch School District, Houston, Texas. Cedar Brook is four years old, built to accommodate student-centered learning and flexible grouping. Our district has been working on developing a Science curriculum framework that integrates the disciplines and provides a "hands-on" approach to science learning. This framework is used as a model for the creation of thematic units that facilitate the development of scientific processes. I have supported the hands-on approach to science by providing staff-development opportunities for teachers and funds for science materials. Teachers have large blocks of time within the school day for planning instructional units and also to reflect on their effectiveness. Science learning at Cedar Brook ranges from a classroom pond in the kindergarten and invention conventions out of simple machines for primary students to trips to the local waste treatment site for fifth graders. We are all responsible for providing meaningful science experiences to our children.

Elayne Kuehn kuehne@spring-branch.isd.tenet.edu Welcome to Memorial Drive Elementary, Houston, Texas. I am honored to be principal of this learning community where personal best rules. The combined efforts of teachers and parents make the curricular and instructional experiences of our students so successful. Science Education is a vital component of our learning community. If you visit MDE, you see a myriad of activities related to science education. Community gardens built by Boy Scouts support kindergarten's study of the food pyramid, the soil safari unit in 2nd grade, cylinder gardening in 3rd, in addition to the herb garden included in 5th grade's study of colonial times. The 4th graders' oceanography unit enables them to participate in a whale watch using video technology supplied by Educational Management Group. Study of rocks, fossils, dinosaurs, plants and animals and investigation of ecosystems brings both prehistoric and present day Texas to life. The First Grade Science Fair focuses on the study of solids, liquids and gases, while second graders study endangered species and make puppets for a play. The parent volunteers provide hands-on science enrichment from an Amoco grant. This year, the program was enhanced with dissections of cow's eyes, sharks and a pig's heart. The science education reform efforts are beneficial in that teachers are active, eager participants. Two teachers serve on the district Science Advisory Council and have written the science curriculum. District grants have enabled these advisory members to attend the National Science Teachers Association Conference for the past three years, and present follow-up workshops to our teachers and others in the district. I support these teachers by providing release time from teaching responsibilities to participate. Their enthusiasm and commitment to science education is infectious.