Exploratorium Institute for Inquiry
KITS Workshop
March 10-13, 2004

Participant Biographies

Banneker 2000 (Omaha Public Schools)

Aurietha Hoesing

As Banneker 2000: CEMS Professional Development Specialist my major responsibilities in the Omaha Public Schools elementary Science education reform efforts include the following:

  • Facilitate science in-service training offerings to elementary teachers.
  • Facilitate the work of teachers who are involved in the portfolio process.
  • Coordinate a math, science, and read summer camp that includes teacher in-service and student enrichment.
  • Assist in the planning and facilitation of the district wide school improvement plan.
  • Provide schools assistance and resources in their school improvement.
  • Coordinate the training and execution of work by the mathematics and science Professional Development Specialists.
  • Conduct seminars in the district and at the university.
  • Assure timely and accurate completion of portfolios.
Chris Schaben
  • Facilitate science in-service training offerings to secondary science teachers and elementary teachers
  • Facilitate the work of teachers who are involved with the portfolio process
  • Assist in the development of district-wide professional development
  • Provide schools assistance and resources in their school improvement
  • Assist the science leadership team with science curriculum issues

Frank Tworek

My responsibilities as the district Science Specialist are to coordinate and monitor the science curriculum for Pre-K through 12. These processed include alignment of the articulated curriculum to national and state standards, selection of teaching materials, development of Criterion Referenced Assessments, and training of teachers for the implementation of the curriculum and assessments. My district role is to support the teachers with materials and teaching strategies aimed at increasing student achievement.

Kristi Reinsch

Elementary Curriculum Consultant Responsibilities:

  • Coordinate district science curriculum for PreK through 6th grade.
  • Facilitated the revision of grade level unit guides for 3rd through 6th grade.
  • Coordinated training of district science assessment writing team.
  • Facilitated summer writing of district criterion referenced tests.
  • Worked with the district Power Goal #2 team as we kicked off a three year emphasis on science and math this fall.
  • Resource for elementary building administrators and teachers in the areas of curriculum and classroom management.
  • Provide assistance and training to new teachers.
  • Provide in-services per school or district request.

Building a Presence Key Leader Responsibilities:

  • Attend monthly Key Leader meetings.
  • Communicate regularly with Points of Contact to share resources and opportunities.
  • Plan and facilitate workshops for building Points of Contact. *Attend state science conference to plan with Key Leaders from across the state.

Sally Storm

Elementary Curriculum Consultant Responsibilities:

  • Coordinate district science curriculum for PreK through 6th grade.
  • Facilitated the development of science standards for PreK.
  • Facilitated the revision of Pre-K through 3rd grade level unit guides.
  • Coordinated training of district science assessment writing team.
  • Facilitated summer writing of district criterion referenced tests.
  • Facilitate the ordering and distribution of science materials.
  • Worked with the district Power Goal #2 team as we kicked off a three year emphasis on science and math.
  • Resource for elementary administrators and teachers in the areas of curriculum and classroom management.
  • Provide assistance and training to new teachers.
  • Provide in-services per school or district request. Building a Presence Key Leader Responsibilities:
  • Attend monthly Key Leader meetings.
  • Communicate regularly with Points of Contact to share resources and opportunities.
  • Plan and facilitate workshops for building Points of Contact.
  • Attend state science conference to plan with Key Leaders from across the state.

Susan Koba

As Banneker 2000: CEMS Project Director (USP in Omaha Public Schools) my major responsibilities include:

  • Day to day direction of the project on site in close cooperation with the Co-Principle Investigator (A major enabling goal of our project is teacher professional development in science and mathematics, focusing on standards implementation through inquiry and problem solving.)
  • Serve on the EXCELS Plus (district improvement process) Executive Committee; give input on science/mathematics.
  • Participate in curriculum design and professional development content and delivery in the district (As part of our district improvement process, we are in the first year of a 3-year district-wide focus on science and mathematics--inquiry and problem-solving).
  • Directly involved in activities driven by the partnership goals and reporting Project activities and progress to all participants in the community and in communication from the PI.
  • Assure that teachers are provided the services and resources promised in the proposal.
  • Coordinate with school system offices and the CEMS office staff the management of finances, purchasing, organization of events, scheduling of professional development, and communication with district staff. As Banneker 2000: CEMS Professional Development Coordinator my major responsibilities include:
  • Serve on the district's Professional Development Priority Committee to align embedded professional development efforts across disciplines and district efforts (including grant efforts).
  • Coordinate activities among the science and mathematics professional development specialists.
  • Structure the portfolio and the online delivery of profiler, personal professional development plans, and portfolios
  • Facilitate the work of participating schools' leadership as they complete Leadership Portfolios in science/mathematics.
  • Structure Action Research and Portfolio activities in cooperation with the university and site Co-PI.
  • Structure professional development content and process as outlined in the project goals and activities.
  • Coordinate the training and execution of work by the mathematics and science Professional Development Specialists.
  • Conduct seminars in the district and at the university.
  • Serve as a Building a Presence for Science in Nebraska Key Leader for the Omaha Public Schools.

BLAHST (Black Hills Science Teachers)

Deb Thorp

I have been involved with the BLAHST project since the beginning. I have served as a lead teacher for my district for over three years. I determine which workshops the teachers in the district should attend based on their teaching assignment, and occasionally represent my district at the Project Management Team meetings where the school districts and project staff meet to discuss the goals of BLAHST. I have taught in Lead-Deadwood for 12 years, six of them were as the gifted coordinator, and the last six years I have taught sixth grade science and math. Last spring I was involved in field testing SEPUP materials. I am committed to teaching teachers how to design science and math curriculum that is centered around the students discovering new information. I believe that the key to getting teachers to adjust to new ways of teaching is to model that teaching and to be encouraging when they try new techniques.

Janet Briggs

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.

Leesa Haugland

I have taught in the Spearfish School District for 25 years in first grade, special education/title 1, or kindergarten. I have served on the district science curriculum committee, and was instrumental in our districtÕs adoption of FOSS modules in 1995. At the district level I assist teachers in teaching science by ensuring that the science kit materials are available and accessible. Within the BLAHST Project, I have participated in a number of workshops. I currently have over 150 hours of professional development within the project spread amongst science content, leadership and adult learning theories. I have facilitated four module-based workshops for primary teachers, working with a scientist from one of two nearby universities to broaden the teachersÕ background knowledge and helping them feel comfortable using the kit.


CIBL (Center for Inquiry-Based Learning)

Dave Smith

My responsibilities are to guide and direct development of TASC, report to the Principal Investigator for all activities of TASC, raise funds, serve as primary liaison to all TASC partners including school districts, serve as liaison to partners responsible for evaluation, database development, and scientist recruitment, report to PI and NSF for partner accountability, supervise and evaluate staff, maintain active membership in the Association of Science Materials Centers, train teachers in use of curriculum units, and develop new partnerships and programs.

Norman Budnitz

CIBL is an organization devoted to professional development of teachers. We have developed exercised that stress the inquiry process, created and conducted 8-day summer workshops on inquiry-based teaching, and held numerous shorter workshops on inquiry and science kit training for teachers across North Carolina. We are currently exploring ways to set up a science materials distribution and training center. Typical training will be two intensive days of working with particular science kits/modules and will incorporate ways for teachers to expand the use of these materials to include more inquiry. This center may be part of the NC Department of Public Instruction's K-8 Infrastructure Program.

Tim MacAller

CIBL is an organization devoted to professional development of teachers. We have developed exercised that stress the inquiry process, created and conducted 8-day summer workshops on inquiry-based teaching, and held numerous shorter workshops on inquiry and science kit training for teachers across North Carolina. We are currently exploring ways to set up a science materials distribution and training center. Typical training will be two intensive days of working with particular science kits/modules and will incorporate ways for teachers to expand the use of these materials to include more inquiry. This center may be part of the NC Department of Public Instruction's K-8 Infrastructure Program.

Todd Guentensberger

Organize, direct, and evaluate materials distribution for the Teachers and Scientists Collaborating (TASC) program, including shipping and receiving and the daily management of all TASC official inventories in its science materials center. Also train teachers, grades K-8, in use of inquiry-based science education curriculum units. Responsible to support and coordinate effective and efficient daily operations at the science materials center to promote efficient and effective delivery and receipt of curriculum units from TASC partner school systems. Report to principal investigator of the TASC program.

Fort Worth Museum of Science and History

Anne Herndon

Many of my responsibilities at the Fort Worth Museum of Science and History revolve around professional development of inservice teachers. It is my responsibility to facilitate the relationships between schools and districts involved in the Hands on Science Partnership program, a professional development program at the Museum. Our partners are offered professional development experiences for teachers, rich investigative opportunities for children as well as family learning experiences throughout an entire school year. My role in the Hands on Science Partnership team is to serve as the liaison to the school district, organize all informational and evaluative material, provide teacher resource material and facilitate the professional development sessions with science content staff. Teachers involved in the program have the opportunity to bring their children to the Museum for an extended learning experience in Hands on Science, one of our galleries. I facilitate the children1s1 experiences and serve as a resource for Partnership teachers throughout the school year. Summer Science Institutes, another program requested by area school districts and focus on intensive experiences in science content and pedagogy, are another area of responsibility. I will also be a part of the team involved in the Museum1s collaborative inquiry work with the Exploratorium and the Dana Center at the University of Texas at Austin.
Cathy Barthelemy

I am the Science Chair for our campus. In that role I am responsible for providing the teachers of my campus with curriculum, materials and training. On the District level I am a part of the Science Cadre Team. The team is responsible for providing curriculum, materials and professional development district wide. Our Cadre made a committment to move our teachers into an inquiry centered approach to science in the classroom. This will be a shift for our teachers and one that we know will strengthen our science program K-12.To help us move in that direction I contacted the Fort Worth Museum of Science and History. In the past we have collaborated on Staff Development opportunities for my campus and for teachers district wide. I applied to bring a team of educators from our District to the Texas Center for Inquiry Institute and was accepted. The Insitute gave us the information that we needed to provide valuable training to our teachers to move our program to an inquiry centered approach. These opportunities have been a great growth opportunity for me professionally. I am looking forward to extending that growth during this workshop.

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.

Jackson Public School District

Carol Baird

I am a teacher Leader for Project Seed.

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.

Sheila Smith

I am the science specialist for the district. My duties include developing and implementing quality professional development for science teachers, providing instructional support, modeling inquiry-based lessons, selection standards-based curricular materials, and performing other futies as needed to ensure that all students are actively engaged in learning science.


Missouri Botanical Garden
Barbara Addelson

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.

Lydia Toth

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

Anson Lee

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.


RPDP (Southern Nevada Regional Professional Development Program)
Anna Maria Behuniak

I am currently a third grade teacher at Garehime Elementary School in Las Vegas, Nevada. My major responsibilities in Mathematics and Science Enhancement II (MASE II) include designing and implementing Structured Use Workshops for the third grade FOSS kits in the capacity of a MASE II teacher leader. In order to enhance my professional development in the areas of science and math, I have attended a technological design workshop led by Bernie Zubrowski at the Research Into Practice FOSS Institute presented by Dr. Lawrence Lowery and Kathy Long. I have also attended on-going MASE II leadership institute workshops within my school district.

Janet Pyne

I am a 5th grade teacher and a science teacher leader. As a teacher leader for the Clark County School District in Southern Nevada I am responsible for coordinating, organizing, and presenting a variety of professional development workshops. I provide guidance with pre- and post- assessment for our district's science curriculum. I'm chairman of our School Site Science Leadership Team where I assist in identifying our goals, plan activities and staff development to meet these goals, and work with material replenishment, sharing, and storing materials. I've participated in workshops on inquiry and I'm continuing further study on my own. I've participated in workshops with Lawrence Lowry on questioning strategies, with Mary Ellen Hartman on performance assessment, and Rebecca Dyasi on inquiry.

I am a member of the district's Science Academic Standards Committee. Our committee has taken the new Nevada State Science Standards and completed an analysis of what teachers K-12 need to know and be able to do to teach science to their students. We are currently working on developing and implementing staff development classes and resources for each grade level for at least two of the science standards. We then will develop tasks to be given to students to test for mastery of science concepts. These student samples will be collected and we will develop a format for assessing student work in terms of performance level descriptors. By June 30, 1999, we hope to develop prototype materials and related instructional processes that ensure teachers the skills and knowledge to: develop lessons reflecting the new standards, assess the resulting work in light of the standards, and modify their instructional approaches as a result of the assessment. We are working on this as a partnership with the science education departments of the Community College of Southern Nevada and the University of Nevada in Las Vegas. They will also offer course work for education majors.


St. Paul Public Schools

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.

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.
Marty Davis

I am part of a long-range differentiated professional development plan which works closely with the University of Pittsburg's Institute for Learning. My main role is as a content-focused Junior High Science inquiry coach. I plan and run inpuiry workshops for a small group of teachers. I then work individually with these teachers to design, implement and reflect on rigorous, standards-based inquiry lessons. I work with each teacher over a number of years allowing them time to develop their skills and create an inquiry-based classroom.


STEP-uP Project (Science Teacher Enhancement Unifying the Pikes Peak Region)

Gloria McVaugh
  • 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.
Ingrid Fatianow-Hibbitts

Our team's major responsibilities include facilitating staff development on research based, best practices for teaching inquiry based science to elementary students. We also are in partnership with Agilent Technologies and Colorado College. We offer science content courses to help teachers gain knowledge in different areas of science. We also help mentor brand new teachers or teachers new to kit based science, and work with them to build their craft of teaching inquiry based science with their science kits. Our goal is to help develop teachers who can carry out what they have learned and be leaders for others wanting to learn about inquiry based science instruction beyond the life of our NSF grant. (ends 2005) Our project is with 5 districts in our regions, and we have 10 science resource teachers (SRT)serving schools. Some of the SRT's have up to 8 schools to service.

Mary Lou Kurtz
  • 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.

Stillwater Public School District

Annie Ortiz

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.

Dee Atkins

I am a 2nd-grade teacher and a cadre trainer. I go out in the State of Oklahoma and train other teachers on 2nd-grade science kits and inquiry learning.

Jim Ryan

  • Has been a coordinator of Science in the Stillwater School District
  • Currently is the Director of Technology for the district and will work with the team in long range planning of integrating technology with the science modules and inquiry based science in the classroom
  • Will be working with us on state level issues in terms of assessment

Tulsa Public Schools

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.

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.

Wallingford Public Schools

Chris Stone

I am an elementary teacher with experiences in grades 3,4,and 5. I have attended two summer graduate level courses from Southern Connecticut University that addressed Inquiry-based learning. I am a peer teacher and inquiry resource for the district. My classroom is open for observation. I have presented 2 different workshops for our district regarding kits and inquiry-based instruction. I have also presented at the Connecticut State Science Fair Convention.

Deborah Fernandes

I have been a member of the science management team for 3 years. This team (representing all schools and grad levels in the district), sets the science goals for the year. One of the teams major goals is to recommend professional development for science teachers. I have spent time for the past 2 summers working on a summer curriculum writing project aligning literature with science kits. I have also spent 4 days developing an inquiry-based kit, "Adaptations". I work very closely with the districtwide Professional Development Committee. I look forward to acquiring new knowledge from the Exploratorium Institute and returning to Wallingford to share that knowledge.

Renee St. Hilaire

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.

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.

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