Exploratorium Institute for Inquiry
Introductory Workshop
January 26-31, 2004

Participant Biographies

Susan Bellone I As a District Science Instructional Leader, I am directly involved with Castro Valley Unified School District's Elementary Science Education. I have been working with the Assistant Superintendent of Curriculum, Principal in charge of Science and the district Science Specialists for the past 4 years. During this time, I have been instrumental in the development and implementation of elementary science. I have developed and presented a year long district wide staff development training for all teachers on grade level science standards focusing on Earth, Physical and Life science using hands-on materials. I researched and developed a science literature list for each grade level, which was purchased for all elementary teachers as well as a school resource science library. In preparation for the elementary science centers at each site, I participated as a member of the science center team to visit nearby science centers gathering critical information for the design of each science lab. During the Community Wide Science Visioning Day that included teachers, parents, and members of the local science community, I introduced the inquiry method to all participants. Additionally, I developed and presented a Science Inquiry Workshop training for 3-5 grade teachers in inquiry methods. Currently, I am developing and presenting after-school workshops that will teach elementary teachers how to use the equipment in the lab by understanding Inquiry-based science. I will continue to be a resource for all the teachers and administrators in my District for Science Education.

Denise Hohn As the Principal in charge of Science Implementation, I am directly involved with Castro Valley Unified School District's Elementary Science Education. I have been working with our Assistant Superintendent of Curriculum, District Science Instructional Leaders, and District Science Committee for the past four years. During this time, we have been instrumental in the development and implementation of elementary Science. In the summer of 2002, I worked with teachers to develop science lessons for each grade level using district science standards and hands-on materials and helped with the development of a staff development model that would assist with the implementation of newly adopted textbooks and materials for K-5 teachers. In preparation for the elementary science centers at each site, I coordinated a science center team to visit nearby science centers to gather critical information in the design of our centers. This team worked for two years designbing the center and crating an inventory that would enable the elementary teachers to proide a hands-on science ecperience in the new science center. During this process, I worked directly with each site administrator to ensure on-going communication. As the science center project moved forward, I coordinated and facilitated a Community Wide Science Bisioning Day that included teachers, parents, members of the local science community to look at the possibilities of the new science labs. Presently, the science centers are almost complete and I am working with our Science Instructional Leaders and Science Specialist to develop after-school workshops that will teach elementary teachers how to use the exuipmanet in the lab by understanding Inquiry-based science. I will continue to facilitate the District Science Committees, work with site administrators, and continue working with the implementation of science education.

Sherry Johnson As a District Science Instructional Leader, I am directly involved with Castro Valley Unified School District's Elementary Science Education. I have been working with the Assistant Superintendent of Curriculum, Principal in charge of Science and the district Science Specialists for the past 4 years. During this time, I have been instrumental in the development and implementation of elementary science. I have developed and presented a year long district wide staff development training for all teachers on grade level science standards focusing on Earth, Physical and Life science using hands-on materials. I researched and developed a science literature list for each grade level, which was purchased for all elementary teachers as well as a school resource science library. In preparation for the elementary science centers at each site, I participated as a member of the science center team to visit nearby science centers gathering critical information for the design of each science lab. During the Community Wide Science Visioning Day that included teachers, parents, and members of the local science community, I introduced the inquiry method to all participants. Additionally, I developed and presented a Science Inquiry Workshop training for 3-5 grade teachers in inquiry methods. Currently, I am developing and presenting after-school workshops that will teach elementary teachers how to use the equipment in the lab by understanding Inquiry-based science. I will continue to be a resource for all the teachers and administrators in my District for Science Education.

Charles Reynes "Build it, and they will come," is a memorable quote from the movie, Field of Dreams. It also expresses the hopes and desires of the Castro Valley Unified School District and the community of Castro Valley for our new elementary science labs. The community recently passed a bond measure to have a state-of-the-art science lab built at each of nine elementary schools. these labs will be fully functional this year. In addition, the district has hired science specialists to provide a weekly fifty-minute hands-on science program to fourth and fifth grade students throughout the district. My name is Charles Reynes, and I am an elementary science chairperson and a 4-5 elementary science specialist. My primary role is to plan, develop, and deliver the 4-5 science specialist curriculum. I collaborate with the district's instructional leaders in science to facilitate the opening and ongoing operation of the labs. I assist elementary teachers in developing laboratory experiences. I am directly involved with materials management, technology, and the organization of the lab facilities. I work closely with the science committee to develop an articulated approach to professional development. I will be providing training to teachers on the use of lab equipment and modeling lessons that teachers can present in the labs. I am also involved in community outreach by providing science nights and other community science events. Perhaps my greatest responsibility is not to any specific task or component of our project, but to the community of Castro Valley who has given our district, and me, this opportunity to serve.

LASERS
Life Lab Science Program/Monterey Bay Science Project

Jackie Mulcahay No biography submitted.

Marlene Gregor I am part of a long range differentiated professional development plan developed by the University of Pittsburgh's Institute for Learning. My main role is as a content-focused elementary science inquiry coach. I work with individual teachers to design, implement, and reflect on rigorous, standards-based inquiry lessons that focus on core issues of lesson design that are derived from research on teaching and learning.

Gary Mansergh The Saint Paul Public School District is in the first couple years of a reform model in science education that emphasizes continual teacher professional development that focuses not only on grade level appropriate pedagogy, but also on teacher development in science content. Part of the professional development includes a coaching model. Each coach is highly knowledgeable about specific grade levels. My position as a science coach, is to work with teachers in their classrooms, through pre- and post-lesson conferences, modeling of lessons, team teaching lessons, and other interactions with teachers and their students, in order to help develop highly qualified science teachers. I am also involved in providing a quality education that uses inquiry as its cornerstone for scientific investigation.

Ann Guibert I prepare teachers to enter the teaching profession. My major responsibilities with the university are teaching elementary science methods and middle school methods courses. Our program is a field-based program and as such I am a liaison between schools in the area and the university. I am also responsible for research in the area of science education.

Ron Gutberlet At The University of Texas at Tyler, I serve on the Council for Educator Preparation Programs and the Advisory Council for the Teaching Excellence in Math and Science Program. I teach General Biology I and II at the undergraduate level, and I teach Herpetology and Phylogenetic Systematics at the graduate level. I include many undergraduate and graduate students in my research program, which addresses various questions about the evolution, biogeography, and general natural history of reptiles and amphibians.

Terri Hebert I serve as a liason between the university and the public schools in east Texas, specifically in the area of math and science; serve on various committees with specific tasks of developing math and science curriculum for out-of-field teachers, undergraduate students, and professional development opportunities for area teachers; work towards developing a materials center, located on the UT Tyler campus and utilized by graduate and undergraduate teachers of math and science; provide training on the materials housed in the materials center; work in conjunction of Region VII Education Service Center offering professional development to area science teachers, grades K-12; and provide FOSS training for the bilingual population of teachers in the Tyler Independent School District.

Kerry Goode As a School Improvement Resource Teacher- Middle School/Secondary Science, I have the responsibility for providing teachers with support in the areas of instructional strategies, curriculum development, inquiry-based kit program and on-going professional development. As a resource teacher, 80% of my time is spent on-site with the middle school/secondary science classroom teacher.

Jennifer Gripado As a School Improvement Resource Teacher- Elementary Science, I have the responsibility for providing teachers with support in the areas of instructional strategies, curriculum development, inquiry-based kit program and on-going professional development. As a resource teacher, 80% of my time is spent on-site with the elementary science classroom teacher.

Andrew McKenzie As Elementary Director, I have responsibility for elementary curriculum and instruction. The focus for the last 18 months has been the alignment of instructional materials, reporting tools, assessment tools and professional development to our state standards and NCLB mandates. Our first steps in school reform were to make the shift at the classroom level to standards based instruction. We took a comprehensive approach with a district wide model for school improvement that includes: learning environment, curriculum, instructional strategies, citizenship and leadership. With the implementation of the model, the district employed a peer- coaching model to support 3 stages of implementation and accountability. The coaching model provides 22 resource teachers at the district level for direct support in the classroom. The resource teachers include 6 content specialist in science and math. As a director, I am part of the support team for our 58 elementary schools. Our district has made a partial transition to inquiry based science instruction with concept kits as the foundation of the instructional materials. We have concentrated professional development for teachers and administrators around using the science kits. I recently participated in the Next-Step Institute as a part of the district team.

Terri Clark I work for an organization originall funded by the National Science Foundation through the Statewide Systemic Initiative Program. in my position, I have direct projects designed to accomplish the Connecticut Academy's goals, and oversee day'to'day operations of a million dollar per year budget. The goals include working with educators throughout CT to improve K-12 mathematics and science education for all students. PUBLICATIONS Project Manager - Conecticut Academy Science Assessment Program: Teacher Manual, Performance and Written Assessments, and Scoring and Analysis Tools Project Manager - Connecticut PreK-12 Mathematics Program Evaluation Guide (1st and 2nd Editions) and Connecticut K-12 Science program Evaluation Guide Project Manager - Recommendations for Improving the Preparation of New Teachers in Mathematics and Science. PROFESSIONAL ACTIVITIES Advisory Board Member, Regional Alliance for Mathematics and Science Education Reform; Member of the Connecticut Board of Governors Remediation Task Force (1999); Member of the Task Force for the CSDE's Guide to K-12 Science Program Development (2001), Reviewer for the revised CSDE Science Framework (2002/2003), Member of the 2003/2004 CSDE Mathematics Blueprint, Reviewer for Teacher Quality Partnership Grants, NSF Presidential Awards, NOAA Chesapeake jBay Project, and Louisiana's LaSIP Program, Recipient of the Sig Abeles Science Advocate Award, 2000. The CT Academy will work with Quinnipiac to support Wallingford's efforts to prepare teachers for inquiry teaching. Additionally, the Academy is seeking to establish a relationship with the Exploratorium to support district-based professional development providers who have participated in the Center for Inquiry's programs.

Sally Dastoli I am Wallingford's K-12 Science Curriculum Resource Teacher. My position oversees all curriculum changes, resources, and staff development in science. I also oversee a materials refurbishment center for our eight elementary schools and two middle schools that have been very successful with kit-based science for the last seven years.

Doreen Doren I am the principal of a K-5 elementary school. In our building we house the district's Science Kit Center. For a number of years I served on the district's Science Management Team. Currently I am the administrative representative on our district's Professional Development Committee. I also chair two other curriculum management teams as well as our district's Evaluation Committee. Our district has fully supported the hands-on Inquiry based science approach for instruction. We are training all our teachers and administrators.

Dennis Opheim I will work with the Wallingford Team and the CT Academy to support Wallingford's effort to use the inquiry approach to teaching and learning at the elementary level. Additionally, Quinnipiac seekes to work with CT Academy to support CT districtrs in their effort to move to an inquiry approach.

Allen Smits The purpose of our project is to create an institute or center for inquiry-based science and math educatoin in connecticut. The initial partners in the project include the CT Academy for Education, Quinnipiac University, University of Connecticut and two district schools (Wallingford and Groton). As a faculty member of one of the higher education partners, I see two major responsibilities in this venture. First, as Chair of Biological Sciences at Quinnipiac University and an advocate for science teaching reform, I can provide organizational support, generate institutional interest and support, as well as provide direct assistance/instruction to elementary teachers who are served by our emerging center. Second, as manager of the Farm River State Park (managed solely by Quinnipiac University), I can provide logistical support and a stimulation environment where our center can host workshops and field-test study plans developed by elementary teachers who participate in our center's programs.

Westport, CT