Institute for Inquiry

Introductory Workshop

February 11 - February 16, 2002

Participant Biographies

Beckman@Science

Janie Patton, Science Education Fellow jpatton@beckmanscience.org The responsibilities I have at the Beckman @Science Program include: -Assissting in the implementation and continuation of Beckman at Science Programs -Coordinating and assissting in the Beckman@Science Teacher Leader program -Assissting school districts and private schools in planning teacher workshops and identifying science instructional materials -Serving as a liaison between school districts and Beckman at Science -Developing espertise in science education -Developing leadership and presentation skills -Designing and implementing Community Awareness Nights for district families.

Tricia Urbaniec, Teacher on Special Assignment- Science urbaniec@earthlink.net As the teacher on special assignment for science, I am out of the classroom and act as a support liason for all elements of the district science program. I am responsible for monitoring the progress of the program in accordance with the district five year strategic plan. the plan includes: process for quality curriculum review and adoption, continuus staff development, liason for the science materials warehouse center, district science assessment, and administrative and community support coordination. I also plan and facilitate the district science lead teacher cadre meetings. I represent the district at the Beckman @Science district coordinators meetings. As a three district science consortium called ScienceWorks, I participate in the science resource team meetings that plan shared consortium activities. I am a member of the Orang County Science Network, that meets to provide county wide information to the districts from O.C. department of Education.

CIBL (Center for Inquiry-Based Learning)

Delta Rural

Malcolm McEwen, Director, Center for Science and Environmental Education & Professor of Science Education mmcewen@dsu.deltast.edu The Center for Science and Environmental Education (CSEE), established approximately two years ago at Delta State University (DSU), provides science education and environmental education outreach services by DSU faculty and staff to residents, schools, and other organizations within the area traditionally identified as the Delta region of Mississippi. Specifically, the service area of the CSEE consists of twenty Mississippi counties. To facilitate this process, CSEE has been charged with the responsibility of coordinating existing science and environmental education programs offered by DSU and formulating and implementing new programs that address these areas. As additional funding becomes available, this will ultimately lead to development of a comprehensive, sustainable support system for precollege science and environmental education in the CSEE service area. Since establishment of the CSEE as a Great Explorations in Mathematics and Science (GEMS) Network Site in June, 2001, our initiatives in elementary and middle school science education have focused on introducing teachers to GEMS materials through professional development training. In addition to the June, 2001 workshop we have conducted five GEMS workshops during the fall semester, 2001 with additional workshops being planned for spring, 2002. Participants completing GEMS workshops are supported in classroom implementation of GEMS guides through a CSEE-based GEMS loaner kit/kit refurbishment program.

Jackson Public School District

Los Gatos Union School District

Suzanne Boxer-Gassman, Assisstant Superintendent of Curriculum and Personnel sanders@lgusd.k12.ca.us As Assisstant Superintendent of Curriculum and Personnel, I am responsible for the education programs in the district. I work directly with our Science Resource Teacher in planning and implementation and with Business and our Foundation in funding matters.

Sandi Yellenberg, Science Resource Teacher yellenberg@lgusd.k12.ca.us My Responsibilties include: *Providing training to teachers in science inquiry method use of district's science kits planning science lessons science content knowledge *Organizing science kit use and replenishment *Helping district select new kits to be adopted *Recruiting and lead district's Science Leadership Team *Overseeing parent volunteers who help with the district's science program.

 

Mathematics and Science Synergy (MaSS)

Neena Clevenger, Consulting Teacher At this present time, the responsibilty of consulting Teachers is to lead workshops training HAmiliton County teachers in new GEMS units which have been adopted at different grade levels, as required, to meet new science guidelines within our districts. Once training is over, ct's are available for further training, co-teaching, etc. that will enable the teachers' in the classroom to comfortably and accurately lead the student inquiry. CT's also aid in the gathering of data, conducting of observations, and mentoring of teachers for project MASS through the National Science Foundation.

Barbara Fulmer, NSF Project MaSS Co-Director fulmer_b@hcde.org In my previous position as Secondary Science Coordinator (1997-1999), I worked with the Elementary Coordinators to establish and direct a regional GEMS training site at HCDE. Since that time, I have aligned all GEMS units with our Hamilton County science standards and have provided GEMS professional development sessions throughout the school year and week-long GEMS Initiatives every summer. With the funding of our NSF Urban Systemic Progam (USP), Project MaSS (Mathematics and Science Synergy), I became the co-director. In this capacity I am providing science professional development to all 1,000+ elementary teachers in the district. This professional development is actually presented by our 26 district elementary consulting teachers who have had (or will have in the case of new CTs) 60+ hours of professional development in mathematics ands science themselves. They are assisted in the effort by our elementary science lead teachers. There are two lead teachers in each of our forty elementary schools. We contunue to focus on GEMS units, but also emphasize STC and CHEM units as well. In addition, I provided Inquiry/Experimental Design Institutes for elementary teachers in June 2000 and 2001.

Jane Keegan, Consulting Teacher keegan_j@HCDE.org I work with elementary classrooms teachers to help plan meaningful Science and Mathe instructions. Currently I have been developing, with classroom teachers, "In-School Field Trips" to bring excitment as well as understanding to these content areas. These "Field Trips" to bring hands-on, inquiry based instruction that support standards and student learing and engagement.

Ava Warren, NSF Project Co-Director warren_a@hede.org I co-direct our Urban Systemic Program Project Mathematics and science Synergy. Although I am primarily responsible for Pre K-12 mathematics the other co-director, Barbara Fulmer and I work very closely to align mathematics and science education in ways that support common goals and objectives. We collaborate on the professional development of teachers, administrators, and other stake holders. We want to send a clear, coherent, and articulated message about mathematics/science reform in our district. The language of inquiry should be consistent throughout all disciplines so that students can generalize across the curriculum.

Metro-Nashville LSC

Clair Ivanov, Teacher in Residence polyester101@mindspring.com My major responsibilty in this project has focused on the science content and concepts of physical science. First, understanding of the science in all of the kits of this grant allowed me to cross train in twenty of the twenty-eight kids used in the district K-6. Physical science content workshops in chemistry and physics of differing lengths were prepared for school facilatators (lead science teachers), K-3 teachers, and 4-6 teachers. Several of these presentations were prepared using other grant monies. Science content presentations or addendum during other presenter's kit training, as well as teacher training in various science kits has been done. Visitation to K-6 schools and observations of science lessons has also been a part of my job description.

Christopher Nugent, Administrator-IN-Residence cnugent@coe.tsuniv.edu I am presently an Adminsitrator-In-Residence with Tennessee State University and Metro-Nashville Public Schools. My focus is to improve math, science and technology education (K-12) through a five year Urban Systemic Project. Specifically, my duties include developing and providing quality professional development to administrators and mentor teachers. The intended outcome is to building a district infrastructure of teachers and administrator focused on student im provement using Inquiry as a basis for instruction. This institute will be of great value to me in deepening my own understanding of Inquiry and assessment. I also feel that having the opportunity to network with other individuals in the Profesional Development field will be an invaluable asset as we search out and develop quality resources for professional development.

National Wildlife Federation Education Programs

Tracie Beasley, Training Coordinator beasley@nwf.org One of my major responsibilities is the development of workshops that support NWF curricula. In addition I am also one of the key individuals responsible for providing our field educators with the materials, training and support they need to successfully facilitate NWF Educator workshops. I also serve as one of the NWF staff curricula reviewers providing feedback and support based on Schoolyard Habitats Program objectives, workshop needs and environmental education objectives.

Sharon Katz Cooper, Curriculum Specialist cooper@nwf.org My major responsibilities include overseeing the development of all NWF's K-12 curricula projects. This involves ensuring their accuracy and alignment with national standards, in addition to their coverage of all NWF's major conservation priorities and their attention to inquiry, innovative and creative teaching strategies, and provision of important background information.

PRIME+PLUS

Ruth Martin, Administrative Practitioner - Science rmartin1@pghboe.net * Providing professional development for teachers in 58 District elementary schools at both district wide and site based sessions * Providing professional development through content specific training in FOSS (Full Options Science Systems) and demonstrating lessons in the use of this curriculum in 20 of these schools... * Curriculum selection, assessment development, and integrating content standards across the curriculum. * Technology-based professional development in the process of infusing technology into curriculum. * Facilitating candidate assistance and support in the process of becoming certified by the NBPTS (National Board for Professional Teaching Standards)

Richard Mathews, Program Officer, Science rmathews1@pghboe.net I am a program Officer of science for the Pittsburgh Public Schools and Program Co-Director for our NSF Urban Systemic Project PRIME PLUS (Pittsburgh's Reform In Mathematics Education and in Programs for Learning and Understanding Science). As Project Co-Director I am responsible for the overall design and coordination of PRIME PLUS. The ultimate goal of our USP is to establish standards-based mathematics and science education systemically, so that all PPS classrooms and schools effectively support all of our students in meeting high standards. I work with other members of our Leadership Team on developing and delivering inservice instruction, conferring with partners on implementation, and providing other central office principals. I meet monthly with principals during monthly network meetings and also work with district Executive Directors to monitor implementation of standards-based programs. Because PRIME PLUS is an integrated art of the PPS mathematics and Science program, 100% of my time is PPS contribution to PRIME PLUS.

Patricia Phillips, Elementary Science Resource Teacher pphillipsl@pghboe.net My major responsibilities include providing professional development to all teachers of elementary science (K-5), observing and conferring with these teachers in their classroom setting; providing support for building administrators to fully implement the FOSS science program and providing information for parents and community concerning the school district's science curriculum.

James Simeone, Administrative Science Specialist jsimeone1@pghboe.net As the district's administrative science specialist, my role is to oversee the science program for all elementary schools within our district. This entails: the science curriculum, purchasing of instructional materials (FOSS) for the schools, organizing instructional workshops/inservice sessions for beginning, developing and advanced teachers to better prepare them for instruction the districts curriculum. Additionally, as an administrator in the district and PRIME+PLUS, I have the responsibility to observe and confer (supervise) teachers and assist building administrators in the evaluation of teachers.

Salish-Kootenai College

Julie Cajune, Indian Education Coordinator jcojune@ronan.k12.edu -Promoting awareness of natiional and state standards -Identifying and Promoting Curricula that supports "doing" Science I.E. FOSS -Supporting Culturally Relkevant Curricula

Lee Coble, Science Teacher lcoble@polson.k12.mt.us I am a team member on our curriculum committee. we are currently evaluating the alignment of our science curriculum and investigating assessment. I serve also as a consultant to the Rural systemic Intiative where our goal is to improve science education methodologies in all of our reseroation schools and to increase math/science involvement with our Native american and female students. I help direct our regional Science Olmpiaol Competition and am currently receiving technology training through our districts' TALES program.

Debbie Hogenson, Teacher Leader I have received training in Science-TOYS. I was the contact person for this program and offered workshops for teachers during this year. I have received traing and knowledge in the FOSS kits and Larry Lowery's Philosophy of teaching science. I worked with science "cadets" (H.S. Students) as they taught in my fourth grade classroom. I mentored and coached these students in the management and teaching of hands-on science activities. Experimentation with using the inquiry-based approach was always a component in the science instruction of my students.

Regina Sievert, Educational Specialist/ Associate Faculty wenonah@centurytel.net I am project facilitator for a multi-year project funded by NSF to train reservation teachers in inquiry-based methodology. This is a large projct, currently in the planning phase, that will include seven school district. i also teach inquiry methodology to teachers and pre-service teachers at Salish Kootenai College. I will also be a trainer/coach in the grant project mentioned above. We will try to tailor our project to fit with each school's comprehensive school reform model.

Valerie Umphrey, 5th grade Teacher vumphrey@mission.blackfoot.net The St.Ignatius District is involved in Keystone Science, which I am trained in. Also, we are aligning our curricula (in all subjects) to meet state and national standards. I am also a lead teacher and coach in literacy learning.

Stillwater Public School District

Ellen Langley, Teacher/Science Cadre elangley@stillwater.k12.ok.us *Provide training that includes literacy integration with modules *Teach K modeling inquiry *Provide training in STC module for state and district *Design follow-up sessions for teachers who are using module *Provide orientation workshop on inquiry and the use of module(FOSS/STC)

Annie Ortiz, Teacher/Science Cadre anne@provalue.net Responsibilities include: Workshop presentations on grade level modules as member of science cadre team. Workshop design for science leadership institute; facilitation of content study groups; coordinate with OSU faculty on content workshops to support STC modules, and model inquiry-based Science using modules.

Terry Varnell, Teacher/Science Cadre tvarnell@stillwater.k12.ok.us *Teach K modeling inquiry *Provide training in STC module for state and district *Design follow-up sessions for teachers who are using module *Provide orientation workshop on inquiry and the use of module(FOSS/STC)

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Institute for Inquiry

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