Exploratorium Institute for Inquiry
Introductory Workshop
January 27 - February 1, 2003

Participant Biographies

Diane Johnson, ARSI Regional Teacher Partner djohnson@lewis.k12.kyu I am currently serving as a Regional Teacher Partner in Lewis County schools. In this role and with full-time release, I work with elementary teachers on implementing standards-based instruction and assessment. Providing professional development for teachers is one of the focuses of my world. Some of the professional development is provided through a district-wide cadre group, which meets regularly. Current cadre professional developments topics have included science as inquiry, literacy strategies in science, adopting standards-based materials, implementing a kit-based program, and using state test data to make curricular and instructional decisions. Another responsibility that I have in elementary science education reform has been to assist teachers with lesson/unit design including performance assessments. This has included developing lessons, units, assessments, literacy strategies, and often involves modeling these strategies for teachers.

Diane Vaughn, ARSI Regional Teacher Partner dvaughn@twlakes.net As regional Teacher Partner for the University of Kentucky ARSI Resource Collaborative Master Teacher Program, my primary goal or role is to work with a school within a district that is poised to implement an exemplary K-8 science program. Some of my responsibilities to assist the school are as follows: *Increase my content knowledge and pedagogy skills by working with mentors and attending appropriate training opportunities.*Assist in the refining/revising of science curricula.*Assist in the evaluation and selection of science instructional materials.*Design and/or facilitate staff development that will enhance teachers' content and pedagogy knowledge and skills.*Assist schools in evaluating their programs using evaluation instruments and action research.*Assist and train school in the use of data in making sound instructional decisions.

Banneker 2000

Janet Briggs, NSF Grant Manager janetbriggs@bhsu.edu Major Responsibilities in elementary science education reform:The Black Hills Science Teaching Project (BLAHST) is a Local Systemic Change initiative funded by the National Science Foundation to improve science education at the regional level. The project works with approximately 450 K-8 teachers in 10 school districts in western South Dakota. As the manager of the project, I arrange the professional development opportunities based on the needs of the teachers and students. I determine the concepts and pedagogy to be covered, coordinate professional development activities conducted by lead teachers and scientists associated with the project, train facilitators, and occasionally facilitate workshops. We offer approximately 65 days of pd a year, with a third of them occurring during the school year, and the rest during the summer months. About 70% of the workshops focus on science content, another 20% on pedagogy, and the remaining 10% on topics such as leadership and integrating science with other subjects.

Karen Byrd, Lead Teacher/Kindergarten Teacher kbyrd@kadoka.k12.sd.us I have served as a lead teacher in my district for the BLAHST project since it began in 1999. In that position, I serve as an advocate for science reform by urging other teachers to try a more hands-on approach to teaching science. I have taught kindergarten for 14 years and before that I was the Title One Diagnostician for Grades K-8. I have been on the local BLAHST Science Committee as Meeting Planner for two years. My responsibilities include leading monthly science get-togethers, arranging presentations and presenters, assisting local teachers with science kits, and other related ideas. We have challenged teachers through our get-togethers to model lessons from their kits. This has been wonderful in teachers teaching teachers that it really doesn't ""hurt."" This year, the goal of the get-togethers is to write Science Unit Plans that include appropriate Language Arts activities to meet the needs of our students. I enjoy demonstrating to teachers that being a hands-on science teacher may take more preparation than textbook teaching, but the results of the learning makes a much greater impact on the students.

Beth Brocato, Teacher in Residence rif00081@ride.ri.net My responsibilities in the project's elementary science education reform effort:As a Teacher in Residence with the GEMS-NET program, I have the following responsibilities:* Contact trainers/science mentors to coordinate basic and follow-uptrainings. *Insure quality of Professional Development trainings offered by GEMS-NET.*Facilitate, attend, participate in and lead trainings. *Continue to facilitate and expand Inquiry based curriculum and leadership trainings.*Provide support to schools and central offices.*Help monitor GEMS-NET curriculum to meet standards and best practices.

Sylvia Blanda, Assistant Superintendent sblanda@westerly.k12.ri.us Coordinate the science program. Arrange for the staff development. Working toward an integrated approach at the elementary level and the use of science notebooks.

Clara Toney, CO-PI an District Liaison cltoney@madisoncity.k12.al.us Responsible for the coordination of the HASP Program: -Serves as Co-Project Director of HASP for our district.-Liaison between district and University of Alabama (UAH).-Serves on the HASP Advisory Board.* Helped to develop and update the 5-year Science strategic plan. * Secures resources for Science and other subjects, i.e., microscopes, etc.* Assists with the implementation of Science notebooks across the district in grades K-6.* Responsible for the adoption of textbooks, Science kits, tradebooks, and other resources for science.* Assists with staff development for science.

Marti Rizzuto, Director of Instruction, Special Ed & Student Services mrizzuto@madisoncity.k12.al.us ð Responsible for all areas of instruction (K-12), including Science.ð Responsible for development of 5-year science strategic plan for the district. (completed in 2001); updated as needed.ð Responsible for staff development (K-12).ð Responsible for implementation if HASP program. ð Responsible for the implementation of Science notebooks across the district in grades K-6.

Mary Long, Principal mary.k.long@madisoncity.k12.al.us *Responsible for all instruction at local school (including science). *Serves on the HASP Advisory Board. *Helped to develop and update the 5-year Science strategic plan.*Responsible for staff development at the local level.*Assists with planning district-wide staff development.

Donna Cleland , Director of Professional Development donnacleland@earthlink.net Having been instrumental in conceiving and creating the Southeast Pennsylvania Regional Science Initiative, I now continue to facilitate the group and arrange for the professional development in elementary science teaching that we sponser. The five school districts have joined together in establishing a common curriculum which meets our national and state science standards. We are introducing one new module each year. Each module is preceded by a day-long workshop in which teachers work through all the lessons of the unit themselves as learners and leave the day with an understanding of the conceptual flow, the materials and how it feels to learn in and inquiry-centered way. WE reach all 500 of our teachers with this experience. In the summers, we also offer three-day institutes which focus on Assessment, Inquiry-centered Teaching, Becoming a Workshop Leacer, Science Content, Background, etc. My primary responsibility is the development of new offerings and the coordination of existing professional development offerings.

Greg Plank, Director of the Material Resource Center teachone@evols.com Having been instrumental in conceiving and creating the Southeast Pennsylvania Regional Science Initiative, I now continue to facilitate the group and arrange for the professional development in elementary science teaching that we sponsor. The five school districts have joined together in establishing a common curriculum which meets our national and state science standards. We are introducing one new module each year. Each module is preceded by a day-long workshop in which teachers work through all the lessons of the unit themselves as learners and leave the day with an understanding of the conceptual flow, the materials and how it feels to learn in and inquiry-centered way. WE reach all 500 of our teachers with this experience. In the summers, we also offer three-day institutes which focus on Assessment, Inquiry-centered Teaching, Becoming a Workshop Leacer, Science Content, Background, etc. My primary responsibility is the development of new offerings and the coordination of existing professional development offerings.

Laurie Cripe, Teacher lcripe@egreen.wednet.edu I am a lead teacher for the FOSS Planetary Science Kit so I provide kit & content training for other teachers in our region. I am also on our district and state frameworks committees.

Lindy Millman, Science Specialist lindy.millman@esd112.org My responsibilities as a science specialist includes the following:* providing kit & content training for teachers * providing in-class support for teachers using FOSS science kits * providing additional instructional support as needed. I work mainly with the Camas and Washougal School Districts.

Debra Cook, Professional Development Educational Specialist debra.cook@mps.k12.al.us As the Elementary Math and Science Resource Leader for Project TEAMS, anNSF funded project, I am actively involved with elementary science education reform in our district. We have been implementing hands-on inquiry based science for the part two years; including: Great Expectations in Math and Sciences (GEMS), Activities Integrating Math and Science (AIMS), Full Option Science Systems (FOSS) Modules, Science and Technology for Children (STC) Modules, and Global Learning and Observations to Benefit the Environment (GLOBE). We have been successful in enabling Montgomery to become the second GEMS Site in Alabama. I teach demonstration lessons as well as the system level. I also share in the responsibility of the professional development for elementary teachers.

Nancy Vawter, College Liaison nvawter@awnet.alasu.edu I am a trainer of teachers in Chemistry Instrumentation Technology. I provide training to the ninth grade physical science teachers who are located in Senior High Schools. Additionally I help to provide lab space equipment and technology supplies for training. I also serve on Project LASER's team for K-8 Strategic Planning. I attend the conferences, work in public relations efforts, and help to implement the K-9 programs where possible.

Tina Bowlin, Project Director/Science Supervisor Tina.Bowlin@mps.k12.al.us As the Project Director for Projects TEAMS, an NSF funded project, I am directly involved with elementary science education reform in our district. We have been implementing hands-on inquiry based science for the part two years; including: Great Expectations in Math and Sciences (GEMS), Activities Integrating Math and Science (AIMS), Full Option Science Systems (FOSS) Modules, Science and Technology for Children (STC) Modules, and Global Learning and Observations to Benefit the Environment (GLOBE). These programs are not considered stand-alone curricula; all of them have been presented to our teachers as supplemental programs they may integrate to enhance their science lessons. In addition to implementing these programs, we have purchased the materials needed, and presented ongoing professional development to help our teachers reach their fullest potential. I am also responsible for the majority of the professional development for elementary science teachers.

Diane Comstock , Science Resource Teacher comstock@cmsd.k12.co.us *Plan, Coordinate, deliver professional development.*Attend project planning team meetings.*Facilitate cluster meetings. *Observe in classrooms.*Mentor science liaison and new teachers.*Model inquiry-based science*Maintain regular contact with school principles. *Gather data/exemplars for performance assessment development

Ingrid Hibbitts, Science Resource Teacher hibbii@d11.org *Plan, coordinate, deliver professional development.*Attend project planning team meetings.*Facilitate cluster meetings. *Observe in classrooms.*Mentor science liaisons and new teachers.*Model inquiry-based science.*Maintain regular contact with school principles.*Gather data/exemplars for performance assessment development.

Sherry Triantos, Science Resource Teacher triansa@d11.org *Plan, coordinate, deliver professional development. *Attend project planning team meetings. *Facilitate cluster meetings.*Observe in classrooms.*Mentor science liaison, new teachers, and experienced teachers. *Model inquiry-based science*Maintain regular contact with school principals *Gather data/exemplars for performance assessment development.*Attend project planning team meetings.

Maureen Binder, 5th Grade Teacher mbinder@wallingford.k12.ct.us I am a fifth grade elementary teacher. My principal, myself and our first grade teacher are attending the institute so that we can develop a plan to integrate inquiry-based science into our building. I attended a 5-day workshop last summer on inquiry-based science. I will be part of a team of presenters working in my district.

Nancy Linton, 1st Grade Teacher nlinton@wallingford.k12.ct.us I am a first grade teacher. My principal, a fifth grade teacher and I will be attending the institute so we can develop a plan to integrate inquiry-based science into our building. WE will also be presenting to other elementary schools throughout the district.

Patricia Crowley, Principal pcrowley@wallingford.k12.ct.us I am a principal of a K-5 elementary school and I serve as the elementary level administrator on two district-wide management teams.At the building level, I am responsible for assisting staff in implementing the science curriculum as intended by the management team. This task entails designing and implementing building-based workshops and individual coaching of teachers as part of the evaluation process. I use assessment results to guide instruction for staff. At the district level, I represent the eight elementary schools along with teachers from every building. We are responsible for curriculum revision, in-service training and interpretation of assessment results. We make recommendations to the Curriculum Council to improve instruction and student achievement in the area of science.

Renee St. Hilaire, Language Arts/Social Studies Curriculum Resource Teacher rsthilaire@wallingford.k12.ct.us I am the district-wide Language Art/Social Studies Curriculum Resource Teacher. In Wallingford, we are attempting to integrate inquiry-based learning and instruction into all of our curricula. We are building on the constructivist components of student-centered instruction. I have assisted in a school-side in-service for middle school science teachers. After receiving this training, I will be better able to incorporate the basic constructivist tenets into the language arts and social studies content areas. We are further exploring the integration of teaching language arts skills through the content of science. We have supplied our elementary teachers with reading resources to support the science content through the skills of language arts.