Exploratorium Institute for Inquiry
KITS Workshop
March 20-23, 2002

Participant Biographies

Connie Duncan I oversee the Professional Development design and implementation for our elementary science kit program and do the final reviews on all written materials. I train our Center consultants as well as other local and state science consultants. I direct the distribution of our kits across the state and coordinate/design the mandatory professional development necessary for the program to be successful.

Jacqueline Zanotti As Outreach Teacher and Specialist my responsibilities include training teachers in good science instruction, classroom mentorship in targeted buildings, and working with groups of children within their individual classrooms. I am also a team leader during the various Inquiry workshops.

Nancy Karre As the writer/author for the Battle Creak Area Math and Science Center, my major responsibility is writing and revising the K-6 Science Unit/Kits created through the Outreach program. The Unit/Kits provide curriculum for classroom teachers in Physical, Earth, and Life Sciences, complete with a teacher guide, student journal, and necessary materials. Current writing and revisions to the Unit/Kits include an increase in inquiry, science content, and real-world application of science concepts. I also participate in the workshops sponsored by the Center.

Fort Worth Museum of Science and History

Colleen Blair I have worn many hats over a 23-year period: educator, evaluator, program "developer", exhibit development team member. My current job, Director of School Services and Evaluation, is about advocacy, relationship building, and creating access for the K-16 formal education system. My daily passion is supporting museum staff and classroom teachers as we learn more about creating learning environments that support systemic reform efforts. We work with a number of partners: both state and rural systemic initiatives, university faculties, school districts, teachers and families to create programs that hopefully are about deepening science learning. As a member of the informal science community, my role is centered around understanding how we can best support the formal education community.

Julie Cross Steele As coordinator/program developer for experiences related to the Museum's exhibits and passion for lifelong learning, my primary role on the team is to be a facilitator, modeling an informal approach to science. While working with children's programs for various ages, I am able to experiment and observe how particular activities lend to individual discovery experiences, thereby providing possible considerations to keep in mind while delivering these experiences during a professional development. With those professional development days that pertain to my formal education (environmental science/ecology/physics), I am able to play a larger role in providing content information and/or design for the workshops. As a community liaison, I would love to find ways that community-based organizations could complement the work that is being done in the formal arena. By strengthening the entire network, there is a greater chance of influencing science education reform in Texas.

Chip Lindsey I am a team member of the teacher professional development group at the Fort Worth Museum of Science and History. We get teachers in touch with the fundamental nature of scientific exploration; to rejuvenate their understanding that science is about a proper way of knowing, and not so much about an encyclopedic command of facts. By leveraging the "cool stuff" at the Museum, coupled with the appropriate pedagogy and explorations with everyday materials, we strive to kindle in them a renewed interest in high-quality, meaningful science instruction in our regional schools.

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GEMS-NET (Guilding Education In Mathematics and Science Network)

Betty Young I am an Associate Professor in the School of Education at the University of Rhode Island, working in areas of curriculum and assessment reform with a special focus on elementary science and mathematics. As the principal investigator in the Guiding Education in Math & Science Network (GEMS-NET) project, I work with seven Rhode Island school districts, providing professional development for nearly 500 teachers at 51 schools and assisting in the implementation of a kit-based science curriculum in K-8. GEMS-NET works with 44 teacher leaders and over 50 scientists and engineers in building science content knowledge and developing inquiry pedagogy. My research interests relate to gender issues in technology/science/math, teacher education reform, math/science preparation of elementary/middle teachers, and professional development for school reform. Before coming to Rhode Island, I taught in the Teacher Education Lab at UCLA and, for 15 years, was a teacher (kindergarten, 3rd-6th Special Education, 6th, 2nd-3rd bilingual, 7th-8th math & science) and mathematics curriculum coordinator in grades K-8 in the Watts District of Los Angeles.

Ed Ferrario GEMS-NET Teacher Leader/Trainer (1997-present) GEMS-NET Curriculum Development Team (1996) GEMS-NET Steering Committee member Elementary Science Coordinator‹North Kingstown Schools> 4th-grade Teacher‹North Kingstown GEMS-NET Teacher-in-Residence (2001-2002) design, plan, and conduct professional-development sessions for 2001-2002 present Summer Science Institute sessions on inquiry present inquiry activities at annual GEMS-NET Teacher Leader/Scientist/Administrator Retreats

Gloria Monte As a Fourth grade teacher in East Greenwich, I been actively involved in my district's elementary science education reform effort as well as that of neighboring communities for the last five years. At the inception of the GEMS-NET program (Guiding Education in Math and Science-Network) I contributed to the development and writing of the common science curriculum for grades K-6. I was a pilot teacher for various kits that were aligned with our curriculum and instrumental in choosing specific programs. I have been on the GEMS-NET Steering Committee, which shares and communicates information and concerns between the committee and school districts. My experience teaching with the kits has led me to become a kit trainer for the Land and water Kit. I will also be leading follow-up training sessions for Motion and Design. This year, I am a sessions for all the kits, coordinating materials, trainers, and scientists. I have recently helped put together professional development days for middle school teachers on inquiry based instruction. As a TIR, I will go into district classrooms to assist and support teachers in any way possible with their science instruction. TIRs will also instruct university students in Elementary Science Methods. In addition, I have accumulated 96 hours of professional development through the GEMS-NET program. As a member of the East Greenwich School District, I am serving on its Science Task Force to spearhead the district's Science Curriculum.

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Jackson Public School District

Debra Sikes I am a regular classroom teacher for the district. I am also a Teacher Trainer. I provide teacher training for the Professional Development Department by way of programs, workshops and modeling.

Portia Powell Science Education Facilitator at P.W. Peeples Middle School, grades 6, 7, and 8. Responsibilities include empowering students in their quest for knowledge. A member of the teacher leader team sponsored by "Project Seed," a Jackson Public Schools education reform incentive. As a team member I am responsible for the planning and facilitation of professional development sponsored by Project Seed.

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K-5 Inquiry Based Science Program

Elaine Woo I am the Program Director for the K-5 Inquiry-Based Science Program, a Local Systemic Initiative heavily funded by the National Science Foundation. This Seattle School District initiative is in its fifth year of six. The program is based on the LASER (Leadership and Assistance in Science Education Reform) model and has the following elements in place: high quality curriculum, professional development, materials support, assessment and administrative and community support. I oversee the program and make certain we strengthen our efforts in each of the five elements. Much of our effort goes towards providing 100 hours of professional development for the K-5 teachers in Seattle. The goals are that participants will come to understand science content, pedagogy of inquiry-based science, philosophy, lessons, management of the unit and assessment. In addition, we provide special classes on the Science Notebook and expository writing, on data analysis, and on Subtle Shifts. Finally, we provide a Family Science Program to all participating schools. I have been involved in science education reform since the fall of 1992 in Seattle. I taught in Seattle's schools from 1980 to 1992 and then became an assistant principal and then a principal for two years before my present position. I have been attracted to the Seattle Schools because of the district and the many opportunities.

Molly McLaughlin The main focus of my work is to lead and/or participate in the design, planning, and presentation of The Franklin Institute’s professional development programs and activities for teachers,emphasizing student-centered approaches, science as a process of inquiry, and teachers as active learners. This involves collaborating as much as possible with teachers, administrators, FI staff and other partners to design experiences that address the needs and interests of participating teachers, schools, and districts. While most of our work involves long-term, grant-funded projects or customized contracts with particular participant groups, I am also responsible for developing programs offered through The Franklin Institute’s new Harcourt Teacher Leadership Center -- planning a regular series of workshops and other events; assembling a collection of resources for science educators’ reference; developing opportunities for teacher-consultants to work with Museum staff on developing programs and materials; and coordinating a program of museum lessons for Philadelphia public school students.

Shelby Jackson Aid teachers in exploring how mulitmedia tech can aid and enhance the inquiry experience.

Susan Holmes At The Franklin Institute I am predominantly involved in grant-funded professional development projects, creating and implementing programs for in-service and pre-service educators, promoting standards-driven inquiry-based science learning. Primarily this involves conducting numerous short workshops and courses (duration 2-10 hours) to help science teachers increase their own science knowledge and to use kits, other hands-on materials and computer resources to support science inquiry in their classrooms. Presently, our small team also facilitates up to three 35-hour university accredited institutes each summer, focussed on learning through inquiry and student-centered approaches to teaching. Whenever opportunities arise, I also create materials and programs for students and family groups that engage and support learning in the informal museum setting, conduct education outreach programs, aid in the preparation of education-related grant proposals, assist with volunteer training, summer camp experiences, youth and membership programs and exhibit design. In short I try, wherever possible, to be involved in programs designed to make the exploration of science principles fun, challenging and rewarding for a wide variety of learners.

Wayne Ransom My primary role and area of responsibility is to provide conceptual and operational leadership for the Franklin Institute’s collaborative work with formal education, particularly teacher professional development in inquiry, science education reform in schools, and linking the formal and informal educational domains. In this capacity I serve as the Institute’s chief liaison for numerous collaborative partnerships. Chief among these are directing our major sub-award for the NSF Philadelphia Urban Systemic Program, defining our partnership role in the NSRC’s Tri-State LASER initiative, and serving as PI/PD for our Keystone Science Network NSF grant. To the extent possible, I also seek to play a direct instructional role in some of our various professional development inquiry offerings.

Janine Tillotson I am a lead teacher in the science program in the Seattle District and a 4/5 classroom teacher. As a lead teacher I assist in training and my classroom is open to SRT's and other teachers for observations. I also participate in learning communities as a lead teacher.

Barbara Halloran I am an elementary mathematics resource teacher for the Minnepolis Public Schools' NSF Math/Science Matters initiative. I am responsible for working in six schools assisting teachers in the implememtation of a standards-based curriculum.. My job includes developing and conducting workshps, coordinating the embedded staff development delivered to buildings, and planning followup staff develoment for next school year.

Joe Alfano I'm a classroom teacher on special assignment who spends a majority of my time mentoring K-6 teachers in their classrooms on how to teach science. The rest of my time is spent planning and leading district-wide staff development and co-managing our district science curriculum distribution centers.

Marium Touré I have taught in the Minneapolis Schools for 12 years. During that time I have taught 2/3,3/4,4/5. In the year 2000/2001 I went on sabbatical and was the Teacher in Residence at the Bakken Library and Museum (Museum of Electricity and Life). This year I am working with the Math/Science Matters: Math/Science/Technology Initiative. I also consult with Everyday Math and facilitate with the Saint Mary's University M.ED Teaching and Learning Program.

Susan Townsend I am an elementary teacher with the Minneapolis Public Schools. Currently I am a "teacher on special assignment" as a Science Liaison for the Minneapolis Public Schools1 NSF Science Works initiative. As a TOSA I am responsible for training teachers in our science curriculum, state and national standards and providing classroom service that insures that our elementary students have the opportunity to learn standards based science. This includes modeling lessons, watching teachers, delivering necessary materials and planning school site and district-wide professional development opportunities. I have been a classroom teacher for 17 years. I have taught grades 2-6 in this time.

Cathy Stokes Cathy is in her third year as a science resource teacher with Seattle Public Schools.  She concentrated on elementary science for the past two years as a part of Seattle's Inquiry-based Science Program, an NSF funded Local Systemic Change grant.  This year, she returned to her first love, middle school science, where she's working with Seattle teachers as part of a five district middle school science consortium tied to the University of Washington's Department of Education and funded by NSF.  Her duties includes site-based work with teachers in promoting standards-based and inquiry-based instruction. On the district level, her responsibilities include planning department chair meetings, facilitating this year's middle school science curriculum adoption, and designing professional development for K-8 teachers in the area of science instruction and reform.   Looking ahead, she will be working on the development of a common course description for middle school science in the district and work with teachers in the creation of classroom-based assessments aligned to district standards.  She plans to work this spring on the state level in the creation of a state science instruction framework that will inform teachers on concepts and skills to target through the grades and how these spiral and deepen through the grades.

Louise Ostrov No bio submitted.

Lynn Moorehead My name is Lynn Moorehead and I am currently working in the Mountain View School District. I work 50% as a 5th grade classroom teacher and 50% as the district science resource teacher. Our district is part of an eight district collaborative that is implementing a five year, NSF grant to improve the teaching of science in our elementary schools. The grant is for staff development only. My job is to work with the other districts and my own to provide staff development opportunities for teachers in the area of science. We hope to create a structure that will continue beyond the life of the grant. I either provide the training or help create training opportunities within other districts. We are currently working on a series of summer science institutes for content and inquiry.

Rebecca Carino I have taught science at the middle school level for eight years. For the past two years, I have been working as a science r3esource teacher in the Cupertino Union School District. My position is funded in part by a National Science Foundation grant. The acronym for our local systemic change (LSC) projects is BASEE (Bay Area Schools for Excellence in Education. My job responsibilities include developing and implementing professional growth programs in the area of science content and pedagogy. Currently, I am working with approximately 660 K-6 teacher s at 24 different school sites. The professional development programs take place in classrooms, during staff meetings, and during the summer. I utilize a team of science lead teachers to aid in the dissemination of information and staff development at each of our school sites. I share my job responsibilities with Louise Wiest, second science resource teacher in the Cupertino district. In addition to my district responsibilities, I also engage in active dialog and exchange information with seven other local school districts that are a part of the BASEE grant.

PRIME + PLUS (Pittsburg Public Schools)

Middle School Science Systemic Change Partnership

Stillwater Public School District

Tulare City School District