Exploratorium
Institute for Inquiry
Introductory Workshop
February 10-15, 2003
Participant Biographies
COSI Columbus
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One of my primary responsibilities as an Education Program Director at COOS Columbus is to assist teachers and students in making the most of a visit to a science center. This is accomplished primarily through the development of higher order scavenger hunts, activity sheets, classroom activities, and team member interactions. These activities provide experience in using process skills to find answers and solve problems, and ask questions that require thought and contemplation, rather than simple fact-finding. By finding and isolating inquiry-based exhibits throughout the facility, I am able demonstrate to educators the numerous science concepts that can be discovered if only one takes the time to explore. Inquiry learning and process skills can seem overwhelming to teachers and chaperones, and another of our goals is to demonstrate the necessity and usefulness of these concepts through professional development and workshops for elementary and science educators. We hope to dispel the popular but false belief that hands-on and inquiry are the exact same thing, and help teachers turn guided teaching and reading assignments into engaging and interesting learning experiences. |
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COSI’s Inquiry Learning for Schools
(ILS) program provides, through workshops,
newsletters, and list serves, elementary
and middle school teachers from around
the state of Ohio with the opportunity
to experience, discuss, and embody the
inquiry learning process. My role in
this process has several levels. First,
I assist with the creation of workshop
activities and handouts. This process
may include, but is not limited to internet
research, book research, and colleague
consultation. I also am responsible
for ordering the supplies for all of
our ILS workshops. In addition, I maintain
an open line of communication between
the teachers in the program as well
as their district liaisons. This allows
our programs to run more smoothly, as
well as allows the ILS program to meet
each district’s educational needs.
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COSI
Toledo
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I am a museum Director responsible for all educational programs within the institution. Programs within my division in connection with area school districts include coordination of teacher professional development workshops, school field trips, science nights, special science weeks hosted at the institution, and chair of a Teacher Advisory group. COOS has conducted its teacher professional development series for the past 4 years and has worked with Pre-K through 12th grade teachers. This professional development experience has evolved over the years from science kit training into a current major focus on science curriculum through inquiry teaching methods. Our more recent and newest approach reaches both students and teachers in a way that works to nurture the mind in an interdisciplinary manner. For the past 2-years COOS has partnered with school districts to coordinate a program called the Curriculum Enhancement Program in which a district receives a series of teacher workshops totaling 18 contact hours, student field trips focused on a single theme, and a district science night that allows students and families to explore science together. Other programs within my division include a partnership with the local public school’s gifted and talented program in which COOS works to enhance the student experience and additionally provides teacher enhancement through modeling and extension in-service activities. Outside of these programs I work directly with district Superintendents, Principals, School Improvement Leaders, and Curriculum Directors to initiate mutually beneficial projects. |
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I coordinate and implement a cross curricular science program for our district's gifted and talented students (3rd - 6th grade). Through this program, I work with a team of eight teachers to develop informal inquiry based science units to complement their curriculum. Throughout the schoolyear, teachers take part in ongoing workshops and reflections about science education and teaching. Teachers receive binder of resources and materials and write journals and reflections after each lesson, making suggestions, observations and connections with other subjects that they teach. Additionally, I work with the teacher professional development coordinator to implement workshops and programs for elementary school teachers in the area. I also supervise a youth development program. The teenage girls in our program will be part of an effort to support science education reform amongst informal learning institutions such as Boys and Girls Clubs, YMCAs and other community centers which hold after school programs. We will offer after school science clubs for primary students in these organizations and train and support their professional and volunteer staff to sustain and develop further programming. |
Fort Worth Museum of Science and History
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The Fort Worth Museum of Science and History is my "district". I am an informal educator here at the museum with a focus on content and pedagogy. I am just beginning my role on the Texas Center of Inquiry team and I have worked with the team doing professional development for educators in the state of Texas. My "day job" is working with the interpret. staff that interact with our museum visitors and we are in direct contact with the teachers and administrators who have relationships with the museum. |
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Primary Role: Content Support - Physics Background: PhD in physics, Assistant Professor of Physics teaching K-12 science teachers as well as physics majors. I have used inquiry-based instruction at the college level as well as participating and conduction physics and physical science workshops for middle school and high school teachers (PTRA, etc). Presently, I am Vice President of the Texas section of AAPT and I am involved in a state-wide process to review the role of physics departments in K-12 science education. |
Iredell-Statesville
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My responsibility for the district is to build on the county's inquiry base knowledge. We are very interested in reforming the way we teach science. |
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As the new associate superintendent of schools in the 2001-2002 school year, school improvement became my major focus. After interviewing all the school leadership teams on their school improvement and reform efforts, it became obvious that the area of science needed to be moved to one of the highest priorities in the district. In the winter of 2002, the science initiative started by inviting all K-8 principals to select a teacher from their school who had a passion for teaching science and possessed content expertise. From the nominations, 15 people were selected to become members of the science consortium. This group met on a monthly basis reviewing the TIMMS data, setting a vision and mission for science education. Each member received the Science for All Children book which is/was used as a resource. During the spring, Dr. Karen Charles of the SERVE organization assisted us with staff development and consultation. In addition, Brenda Evans, State Consultant in science and Dr. Steven Dyche, Director of the Math and Science Center also served as a consultant. The school district was also selected to attend the weeklong science planning initiative on science inquiry during the summer to write a five-year plan. This fall Dr. Dyche has led monthly seminars for the science consortium on science inquiry. |
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My love of science has helped me become a leader for Science reform. I am a member of the Iredell-Statesville Science Consortium. We are working on a new Science curriculum while concentrating on Inquiry Science. We hope to start with some kits. I am piloting a kit this year, and I am also working toward becoming a trainer for the kits. I am also trying to make my excitement for Science contagious so that all the teachers, parents, administrators, and students will work toward implementation of the new Science curriculum. In addition to the regular Science Consortium, I have also been involved in some other leadership development activities. This summer, I spent a week in Wilmington, NC at the NC Science Leadership Institute. I am a member of both North Carolina Science Leadership Association and North Carolina Science Teacher Association, and I was also selected as a North Carolina Science Leadership Fellow. The fellows program has been a great opportunity to grow as a leader and Science teacher. As a technology trainer at my school, I am involved in the NOW grant (K-2 Model School Integrated Technology Rich Lessons). I have grown tremendously from all these experiences. I combine the areas of Science and technology to make my first grade classroom a rich learning environment. I really enjoy learning new things and keeping abreast of the best ways to teach my children. I have a passion for working with at risk students, and I love my job. I am so excited to have the opportunity to come to the Exploratorium Institute for Inquiry. |
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In the Iredell-Statesville School System, we understand that reform in science education must come from teachers who are committed to change. Our school district is in the second year of dealing with and planning for elementary/middle school science reform. As an eighth grade science teacher and a member of our district's Science Consortium, my major responsibility is to lead by example. My responsibility is to learn about Science Inquiry and to teach other science teachers in our district of its merits and benefits. I will also help to facilitate inquiry in-service workshops for our district's middle level teachers. It is also my responsibility to research best practices in the field of science education. These techniques are being incorporated into my own classroom teaching. ways to teach my children. I have a passion for working with at risk students, and I love my job. I am so excited to have the opportunity to come to the Exploratorium Institute for Inquiry. |
Jackson Public School District
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I am a teacher Leader for Project Seed.
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I am an elementary curriculum (instructional) specialist. It is my responsibility to help the teachers in my elementary schools understand and implement all areas of our district curriculum. I also help delivery of instruction that leads to students being actively engaged in learning. |
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Gwendolyn
Hutchins, Teacher
I am a teacher leader with the Project Seed Science program in the Jackson Public School District. I am also the contact teacher for my home school. As the teacher leader, I provide training for new teachers in orientation to hands-on inquiry-based science and implementation of the Project Seal Kits. And I also provide building level support for new teachers. As the contact teacher, I act as a liaison between the Project Seed facilitator and the school building, relating any questions, concerns and requests for materials. |
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(No bio submitted.) |
K-5 Inquiry-Based Science Program (Seattle)
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Heather Araki earned her teaching degree from Seattle Pacific University. She is now in her fifth year of teaching. She had some science experience at Seattle Pacific University. All other science experience has come from being part of the K-5 Inquiry-Based Science Program starting in 2000. She is active in the program and is now a Lead Teacher in the Initial Use Classes for the Balls & Ramps and the Weather units. Also, she has been a Lead Science Writing Teacher for two years. |
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Stephanie Engle teaches 4th and 5th graders at Maple Elementary in Seattle, Washington. She has the students for two years in a looping situation. This year is the fifth year she has taught in the Seattle Public Schools and has participated in the Inquiry-Based Science Program for that time as well. She is now a Lead Teacher for two fourth grade units: Ecosystems and Food Chemistry. This means that she co-teaches the Initial Use classes on those units with another Lead Teacher. She is also a Lead Science Writing Teacher in the Expository Writing and Science Notebook Program. In this role, she attends the Lead Science Writing Teacher Meetings which are like study groups. She also attends other classes and provides input about classroom experiences. Finally, she provides writing samples for the program. She is currently working on a masters degree. |
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Theresa Healey is a teacher in Seattle Schools. Her experiences in early child education include a background in pre-school and Head Start. She has taught kindergarten for the last four years. Her belief in the strength of the mind of the young child has led to a satisfying and stimulating association with the Inquiry-Based Science Program in Seattle. She is a Lead Science Writing teacher and a Lead Science teacher. She takes the lead in co-teaching the Initial Use class for the Fabric science unit. |
Missouri Botanical Garden
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As Senior Manager of the Education Division of the Missouri Botanical Garden I am responsible for coordinating and ensuring the implementation of our professional development activities for teachers. We work mostly with elementary and middle school teachers from the region. Our programs focus on botany, ecology, environmental issues, integrating technology into science, general science and mathematics. We work on helping teachers learn how to integrate hands-on, inquiry-based instruction into their classrooms. Additionally, I oversee our school partnerships with various local elementary and middle schools. We work in partnership with a number of schools, providing direct instruction to students and support to teachers. |
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As Manager of Curriculum Development, I am responsible for ensuring the quality of instructional materials we develop and the materials we provide through our Teacher Resource Center. Currently we are engaged in two major projects in this area: 1) Developing a series of curriculum modules that use geographic information system (GIS) software to support science inquiry in upper elementary and middle school classrooms, and 2) Re-developing a series of videos and a companion web site on biomes for upper elementary grades that the Missouri Botanical Garden consulted on several years ago but never "owned." Now that we have assumed ownership / intellectual property rights to the series and web site, we are implementing a significant upgrade of the materials. In conjunction with these curriculum development efforts I am responsible for a range of professional development workshops for teachers involving uses of geospatial data to support student inquiry. A third area emerging is the development of a mathematics education program as an adjunct to the science programs we have. This will focus on areas such as quantitative measurements and relationships, and various forms of data representation. |
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As Manager of Educational Services for Shaw Nature Reserve it is my responsibility to coordinate and ensure the implementation of all school, adult and family programming, including programming at our new overnight education facility. We work predominantly with elementary and middle schools from the St. Louis region, focusing on natural history, ecology, botany and environmental science. Our overnight facility will have a strong emphasis on inquiry-based and technology-enhanced field studies. I'm also involved with the Garden's professional development activities for teachers, helping them to integrate inquiry-based, hands-on instruction into their classrooms. I also oversee curriculum development at the Nature Reserve, volunteer training, school partnerships, adult and family programming, interpretation and assist with public events. |
Reuben H. Fleet Science Center
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The Fleet Inquiry Institute (FII) is a professional development program available to teachers in identified districts within San Diego County. Teachers attend a five-day summer institute to experience in-depth inquiry investigations, case discussions and curriculum planning. In addition, participants have opportunities for curriculum and assessment reflection, team planning and exhibit exploration during the two Teacher Think Tank (T3) Saturdays at the Science Center. After experiencing inquiry in their classrooms, teachers return to a two-day spring institute for more investigations, experience discussion and future planning. My role is implementing the professional development and more importantly support in the classroom. I work in the classroom helping teachers build confidence with inquiry and guiding them through the experience. |
Saratoga Union School District
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As Science Coordinator in our district, it is my goal and responsibility to create opportunities in inquiry-based science and instill the love of science for all students. Some of my responsibilities to achieve this goal include: providing staff development on inquiry-based learning, model and/or co-teach lessons with teachers, provide/create a functional lab space at all schools. research and evaluate a variety of assessments, create and train parent volunteers to assist in classroom science, and act as a resource for ideas and materials for district wide science. |
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As a District administrator with lots of experience bringing science reform to classrooms, I believe my major responsibility is to send a clear message of support to teachers. The support I offer goes beyond rhetoric and takes the form of stressing science as a basic in the curriculum. Teachers also need to be aware that because science is considered a basic, they will be evaluated for their science teaching. My support also takes the form of providing teachers with a "safety net" so that they have time to grow professionally. Our teachers need to have opportunities to experiment with different teaching strategies and to make mistakes without fear of consequences. Other support includes: *Providing teachers with the necessary materials and resources that need in a timely manner. *Encouraging attendance at professional development classes. Finding funds that will provide teachers with time to engage in professional development activities as grade level teams. |
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*Science committee chair for past 2 years for our 3 K-5 elementary schools. *Member of professional development who organizes, plans, and provides staff development for our K-8 district and 4 schools. *Instructional Specialist for 3 schools in all curricular areas including science *New teacher advisor |
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Major responsibilities for advancing science education in the Saratoga Union School District and Silicon Valley: I will provide support for new teachers who are on my caseload as they venture into the inquiry method of science. As a new teacher support provider with the Silicon Valley New Teacher Project, I will also be presenting the science inquiry information at a monthly seminar that all the new teachers attend. I also visit each teacher each week and will provide support with the inquiry strategies. My other hat is coordinator of professional development for Silicon Valley New Teacher Project advisors. Forty-eight advisors, who support 400+ teachers in Silicon Valley, come to forums every Friday. I set the agenda for these forums, so I will be able to pass on the information that I gather from the training to these advisors who will in turn pass the information onto their BT's in 13 districts. |
Seattle Aquarium
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My primary task is to provide formative and summarative evaluation for the project. I am also doing research on formal and informal institutions' collaborations to improve science learning. I'm interested in how people learn to use an inquiry approach in the classroom and what informal institutions do not help contribute to such learning. As a university faculty member, I help pre-service teachers explore the reform-focused curricular. I seek to link both pre-service and in-service teachers to community resources that will support high quality science learning experiences for their students. |
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Project developer for "sound science" a joint project of Seattle Public Schools and the Seattle Aquarium funded through a grant from the Howard Hughes Medical Institute (HHMI). I have the primary responsibility for professional development, which includes at least four different teacher workshops a year. As the project developer I work closely with Seattle Public Schools in the design, development and implementation of content and inquiry-based learning models for teachers and parents. |
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As curator of Education I oversee K-12 marine science education programs at the Seattle Aquarium. A major aspect of those programs supports the Seattle Public School District local Systemic Change in science (Partnership for Inquiry-based Science). I am the program director of "Sound Science," a collaboration between the Seattle Aquarium and Seattle Public Schools designed to serve local 4th grade students, their teachers and their parents. "Sound Science," funded by HHMI, complements and enhances inquiry-based science education in Seattle with classroom, aquarium and field programs. "Sound Science" goals include: strengthening science literacy, increasing interest in science learning and enhancing teacher's skills and capabilities to teach science. |
STEP-uP Project
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*Lead instructor for Tier III assessments in Science course. *Co-instructor for Tier III Principal's Institute Course. *Honorary member of Administrative Council and Advisory Board. *Consultant to principal investigators, project coordinator, and SRT's in the area of professional development of educators. |
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*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 principals. *Gather data/exemplars for performance assessment development. |
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*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 principals. *Gather data/exemplars for performance assessment development. |
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Ryan
Capp, Science Resource Teacher *Plan, coordinate, deliver professional development. *Attend project planning team meetings. *Facilitate cluster meetings. *Observe in classrooms. *Mentor science liaisons, veteran, and new teachers. *Model inquiry-based science *Maintain regular contact with school principals and administrators. *Gather data for performance assessment development. |
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Sandy
Smith, Science Resource Teacher:
Special Projects Coordination of the STEP-uP Project’s Assessment Component o Attend assessment classes o Assist in the design and revision of assessments for science kits in conjunction with other STEP-uP staff, local classroom teachers, scientists, and consultants o Design pilot and field-test process o Work with schools, teachers and timelines in carryout out the pilot and field-test process o Monitor implementation of assessments with structured observations of assessments conducted in classrooms, interview teachers and students; collect and organize anchor papers and products. o Document the assessment process and ensure final publication * Professional Development o Provide after school professional development in science content. o Develop the course design and implementation * Other Duties As Assigned |
Stillwater
Public School District
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Carol
Trapp, 4th
Grade Teacher; Inquiry Science Cadre II * Conducting module workshops for Stillwater teachers; teachers from Ponca City and teachers attending the Science PDI * Coaching and training new teachers to the fourth grade in Stillwater and Ponca City * Teaching the module kits (STC) each year in the classroom * Participating in and conducting leadership institutes for Cadre Members from Stillwater, Ponca City and other districts |
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Irma
Brown, 2nd
Grade Teacher; Inquiry Science Cadre II As a member of the training cadre, responsibilities include: ð Conducting module workshops for Stillwater teachers; teachers from Ponca City and teachers attending the Science PDI ð Coaching and training new teachers to the second grade in Stillwater and Ponca City ð Teaching the module kits (STC) each year in the classroom ð Participating in and conducting leadership institutes for Cadre Members from Stillwater, Ponca City and other districts |
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Linda
Sholar , Science Resource Teacher As a member of the training cadre, responsibilities include: ð Conducting module workshops for Stillwater teachers; teachers from Ponca City and teachers attending the Science PDI ð Coaching and training new teachers to the Kindergarten in Stillwater and Ponca City ð Teaching the module kits (STC) each year in the classroom ð Participating in and conducting leadership institutes for Cadre Members from Stillwater, Ponca City and other districts |
Wallingford
Public Schools
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Kimberly
Broom, 8th Grade Teacher I am an eighth grade science teacher. I will be attending the institute to further my knowledge of the inquiry process and also to learn how to disseminate this information back to my school and my district. I will be co-presenting inquiry-based workshops to teachers in the Wallingford Public School system. |
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Ellen
Maley , 6th Grade Teacher I am a sixth grade middle school teacher. My principal and I are attending this institute in order to develop a plan to integrate inquiry-based science into our building and throughout our district. |
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Laurie
Esposito, 6th Grade Teacher I am a sixth grade science teacher. I will be attending the institute to further my knowledge of the inquiry process and also to learn how to disseminate this information back to my school and my district. I will be co-presenting inquiry-based workshops to teachers in the Wallingford Public School system. |
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Robert
Cyr, Principal I am a middle school principal. My teacher and myself are attending this institute in order to develop a planned in integrate inquiry-based science into our building. We will also be part of a district-wide team sharing this information throughout the district. |
