Institute for Inquiry

Increasing Inquiry In Kit-Based And Hands-On Curricula: A Graduate Seminar

April 25-28, 2001

Participant Biographies

BASEE

Gloriane Hirata, Science Resource Teacher
ghirata@basee.org

I am a science resource teacher for Bay Area Schools for Excellence in Education. BASEE is a collaborative of eight school districts that have moved from textbooks to kit-based, hands-on science in their elementary schools. I have the pleasure of working with teachers in all eight school districts. Every summer, we offer a weeklong Inquiry Institute based on the Exploratorium Inquiry Institute model. We also offer content institutes for our teachers. The goal for our five year NSF funded project is to have every one of our 2,000 teachers participate in at least 100 hours of science inservice.

Rachel Jordan, Science Resource Teacher
rjordan@basee.org


My name is Rachel Jordan and I am currently the Science Resource Teacher for Palo Alto Unified School District. PAUSD is one of eight school districts in partnership with Hewlett-Packard that form Bay Area Schools for Excellence in Education. BASEE has received a five-year NSF grant to provide staff development in science. My responsibilities include helping to develop and implement professional development programs and to oversee the science program and materials in my own district.

Lindy Mateas, Science Resource Teacher
mbe2566@mbemail.com


I am presently employed by Santa Clara Unified School District as a Teacher on Special Assignment. As a Teacher on Special Assignment my current role is as a Science Resources Teacher (SRT) for the BASEE Collaborative National Science Foundation Grant. Bay Area Schools for Excellence in Education consists of 8 Bay Area school districts and the Hewlett Packard Company. Our goal is to provide quality staff development for teachers over a five year period. The past two years I have worked with a district science assessment team creating performance based assessments at grades 2, 5, and 8 to provide evaluation of our science curriculum and materials.

Dorothy Patzia, Science Resource Teacher
dpatzia@basee.org


I have been a classroom teacher, grades 1-6, for over 20 years ‹ I became more active in Science education through a training program with and at Stanford. That began my involvement in science at the district level ‹ including being on the committee that developed standards and decided on units. At this time I am the Science Resource Teacher. My responsibilities include developing curriculum, organizing and directing science inservices on kits and supporting teachers in the classroom. We are also members of BASEE.

 

Beckman@Science

Christina Bletterman, Teacher on Special Assignment, Science
cbletterman@tustin.k12.ca.us

I am a Beckman Science Teacher Leader who is responsible for coordinating the science program for elementary teachers in my district. I have trained a cadre of 42 lead teachers to provide kit training as well as on-site support to teachers as they implement the kits in their classrooms. I have set up a materials refurbishment and distribution center and organized observations of hands-on science for administrators and community members. I have organized two district-wide buy-out days emphasizing science and professional growth in science assessment, questioning, and kit training.

Jacquelyn Howland, Science Coordinator
scrodfur@cs.com

I was released from teaching in the Placentia Yorba Linda Unified School District to serve as the Professional Development Coordinator for the Beckman Science Materials Center. I later coordinated the Beckman Incentive Grant for my district, organizing district-wide training of teachers and setting up a materials refurbishment and distribution center. I now serve as the Director of the Beckman Science program, which is a five-year systemic initiative for K-6 science-education reform in Orange County, CA. This program includes county-wide training for novice teachers in content and kit training, teacher leader professional development, kit specialist development, and materials refurbishment and distribution center used by

Jackie Rojas, Beckman Science Teacher Leader
jrojas@fullerton.edu

I am an active Beckman Science Teacher leader. I served as a Science Fellow for one year, where my primary responsibilities were the coordination of monthly workshops for teacher leaders. I now continue working with a new cadre of teachers as a presenter and planner of professional development. I have served on the faculty of Orange County LASER Strategic Planning Institute and present many other seminars. I am currently enrolled in Curtin University of Technology in Perth, Australia, where I am working toward my doctoral degree in science education.

Pattie Romero, Beckman Science Education Fellow
promero@beckmanscience.org

I have been active in the area of science reform over the last several years. I was our districtıs science mentor for seven years during which time I helped implement a science program using the hands-on FOSS kits. This process involved kit training, and training on assessment and inquiry for all district teachers. I developed a quarterly replacement system for refurbishment of science materials. I served as our districtıs team leader at the LASER Strategic Planning Institute in Irvine, California in April, 1999, and have been the chair of the science committee of our Curriculum and Advisory Committee.

I am currently on leave from Brea as a teacher on special assignment. I am working full time as the Beckman Science Education Fellow. In this capacity, I am planning and providing professional development in the area of science to teacher leaders throughout the county of Orange and providing technical support to districts who are in the process of implementing science reform programs.

I graduated this past May with a Master of Arts in Teaching Science Degree from California State University, Fullerton. I am continuing my education by pursuing a second bachelors degree in the field of geology, with my course work beginning this fall.

 

 

 

Crossroads Elementary (St. Paul)

Nils Halker, Coordinator of Teacher Programs
nhalker@smm.org

Coordinator of teacher programs, Science Museum of Minnesota. I design, coordinate and lead workshops and institutes for teachers in a variety of topic areas, including discipline-specific (such as weather, physical science, water monitoring) and methods such as inquiry. I also teach in K-6 classrooms as part of a long-term project with a consortium of districts in southern Minnesota.

For Crossroads School in St. Paul, we have done one Introductory Institute on Inquiry. The Science Museum will be providing ongoing staff-development to support curriculum writing, integrating inquiry more fully in the classroom, and will be providing the "Next Step" Institute next summer.

Bill Lindquist, Science Curriculum Coordinator
bill.lindquist@spps.org

Currently under construction, Front Avenue School seeks to create a model elementary school site within the St. Paul Public School system that incorporates inquiry-based instruction into the core of its curriculum and instructional practices. A Science Inquiry Zone anchors the center of the school.

As Science Curriculum Coordinator at the new Front Avenue School, I will be responsible for:

  • Coordinating the placement of state and national standards in the curriculum
  • Creating a curriculum framework incorporating inquiry-based instruction
  • Assisting teachers to create and deliver effective learning environments in which students might best achieve the standards
  • Coordinate use of the science inquiry lab
  • Working with the building principal to evaluate and disseminate the outcomes of the schools efforts.

 

GEMS-NET

Kathleen Almanzor, Teacher In Residence
kalmanzor@home.com

For the past three years I have worked as a science kit trainer for the GEMS-NET project. During the 2000-2001 school year I will be a GEMS-NET Teacher in Residence (TIR). As a TIR I will be extending my training skills and responsibilities by providing many different professional development sessions, designing and planning for sessions led by others, and learning all aspects of the kit-based science program, especially the professional support that must accompany a quality program. The TIRs will also be doing some classroom level coaching and organizing "Science Circles" to support teachers as they implement the science kits and work to increase the amount of inquiry using the kits as a starting point. My participation in the Exploratorium sessions will provide me with models of approaching the PD sessions. When I return to my district next year, I will continue to support professional development and to offer summer/after school institutes in inquiry through GEMS-NET project.

Sharon Dodge, Teacher, Professional Development
ride7832@ride.ri.net

For the GEMS-NET project I provide professional development for teachers participating in the project. The professional-development trainings include kit use, extensions, assessment, and are working toward including more inquiry in the elementary science classroom. Within my district, I complete the kit rotation schedule, work on science curriculum and connections to standards, and teach fourth grade. Iıve also worked closely with the literacy resource center to purchase literacy materials to use with science kits.

Debra Zepp, Teacher, Professional Development
zeppd@ride.ri.net

I have continued developing and presenting Professional Development workshops using the skills learned at Exploratorium. In my teacher leadership capacity, teaching inquiry-based learning using hands-on kit-based science has been an emphasis. My duties also include science curriculum development, assessment, and standards-based teaching. I am one of eight Teachers-in-Residence in the GEMS-NET program who will be responsible to keep the district involved in the LSC and inquiry-based science.

 

LASERS - Life Lab Science Program

Robert Greenlee, Staff Developer
greenlee@telis.org

I presently work as a Staff Developer with the Life Lab Science Program. I am assigned to the Language Acquisition through Science Education in Rural Schools project (LASERS). I work primarily in schools in the Salinas and King City School Districts where I assist teachers in improving science instruction for English Language Learners. I also plan and implement inservice opportunities for teachers in the areas of science, language acquisition, leadership skills, collaborative team building and systemic change

Sonia Jaramillo, Vice Principal
sjaramil@monterey.k12.ca.us

I helped develop and write the common science curriculum for the seven GEMS-NET districts. I have worked as a science kit trainer two of the third grade kits and continue to serve on the GEMS-NET Steering Committee. During the 2000-2001school year I will be half-time GEMS-NET Teacher in Residence (TIR). For the other half of my job I will be a Curriculum Leader in my district doing curriculum development and coaching in the areas of reading and writing standards-based curricula. As a TIR I will be extending my training skills and responsibilities by providing many different professional development sessions, designing and planning for sessions led by others, and learning all aspects of the kit-based science program, especially the professional support that must accompany a quality program. The TIRs will also be doing some classroom level coaching and organizing "Science Circles" to support teachers as they implement the science kits and work to increase the amount of inquiry using the kits as a starting point. My participation in the Exploratorium sessions will provide me with models of approaching the PD sessions, especially in the area of assessment. When I return to my district next year, I will continue to support professional development and to offer summer/after school institutes in inquiry through GEMS-NET project.

Lincoln Public Schools Partnership

Kathy French, Education Facilittator, University Of NE State Museum
kfrench2@unl.edu

I am the Education Facilitator at the University of Nebraska State Museum. My responsibilities include: presenting museum based programs for the Lincoln Public School second and fifth grade students, presenting workshops to teacherıs training for inquiry based Wonderwise Kits (classroom based curriculum projects based on women scientistsı research) and presenting workshops at the Nebraska Association of Teachers of Science (NATS) annual conference.

Project Inquiry

Gina Boyd, Science Resource Teacher
ginaboyd@berkeley.k12.sc.us

To provide staff development for elementary teachers and administrators. Serve as a liaison between schools, districts, and teachers. Chair school leadership teams along with mentoring and coaching classroom teachers. Provide leadership training for classroom and lead teachers.

Ellen Mintz, Science Resource Teacher
ellen_mintz@charleston.k12.sc.us

I have recently become a Science Resource Teacher for the Charleston County School District. This position is one of seven created through Project Inquiry awarded to Charlston and Berkeley Counties by NSF. My responsibilities include working with teachers in grades 3-8 by providing assistance in the classroom and mentoring so that best practices in science instruction can be implemented. Along with the rest of my team, I will be designing professional development courses and workshops.

 


Science Discovery Museums

Jill Foster, School Programs Director

I interact with the administrators, teachers, and parents of many school districts through a variety of Museum programs and collaboratives. These connections help to keep the Museum in touch with the evolving state frameworks and how districts are responding. Through our student-outreach programs we connect with teachers in their classrooms, gaining direct access to curriculum and classroom teaching practices. The Museumıs Educators Advisory Board addresses the status and needs of Massachusetts schools on a regular basis, allowing us greater insight and strengthening our ability to work together. In addition, we review the Massachusetts Department of Education website monthly, attend various state and privately supported ed agency meetings, and are registered through the state as professional-development providers. These professional-development offerings respond to State and National Education Reform providing experiences for teachers that support inquiry practices in the classroom.

Denise LeBlanc, Education Director, Science Discovery Museum
discover@ultranet.com

The Science Discovery Museumıs education staff works with a large network of educators in towns and districts throughout Massachusetts to keep abreast of new state education reform issues. These educa

tors include members of our Education Advisory Board and participants in our in-service and conference workshops. The Museumıs partnership with Uxbridge Public Schools through Explore & Discover provides a unique opportunity to work closely with Pre-K through grade-12 teachers as they integrate inquiry into their curriculum and respond to new state frameworks, guidelines, and student testing (MCAS), and teacher certification. This spring I worked closely with the third-grade teachers who must now teach electricity. Through workshops they explored basic electricity concepts and developed electricity kits for their classrooms that support new state guidelines.


Seattle/Middle School Science LSC Partnership

Joseph Thompson, Lead Teacher
jthompson@is.ssd.k12.wa.us

I am a veteran teacher of 26 years with experiences teaching K-6, high school students and adults. This last year, I was a science specialist in a K-5 school and a pilot teacher in the National Science Foundation grant supporting Systemic change in our school district science education. Next year, I will be a lead teacher, volunteering to help with staff development of classroom teachers in our school district. I have also applied for a position of Science Resource Teacher supported by this same grant. In this position, I would be responsible for teaming with other Resource Teachers to provide staff development for Cohort I school staffs (19) and Cohort II school staffs. If I donıt get the position, I will be a 5th grade classroom teacher.

Awnie Turrell, Science Resource Teacher
aturrell@is.ssd.k12.wa.us

I am a newly hired Science Resource Teacher. I was previously teaching grades 4 & 5 in an urban public school. As a Science Resource Teacher I am a part of a Science Support Team. The Science Support Teams will serve as powerful catalysts for significant change in site-based science instruction. Science Support Teams are intended to provide a cognitive coaching model for teachers and school staffs so that they will consider their own programs, practices, and procedures in a manner that results in high quality decision-making to modify or redirect their efforts for more effective science instruction. Science support teams are not intended to provide all of the solutions or answers. They are expected to help schools grapple with difficult questions so that their capacity for solving school-wide challenges is increased.


South Bend Community School Corporation

Mary Breisch, Teacher

Joan Zielinski and I are classroom teachers who work part-time as staff developers at the South Bend Science Center. We provide in-service sessions on science modules. Our goal is to help our own students move from guided to open inquiry and then to share this experience with our colleagues. Weıre hoping that participating in this seminar will help us achieve this goal.

Joan Zielinski, Teacher
jzielinskie@sbcsc.k12.in.us

Staff training and curriculum development are my primary responsibilities. I am involved at both the state and local level reviewing standards and aligning curriculum materials. I coordinate a summer science program that provides teachers the opportunity to work with new materials under the guidance of a university science professor. Working collaboratively with a team of science staff developers, I help plan in-services, train staff, and facilitate the implementation of science kits.


STEP-uP Project

Deb Chittenden, Science Resource Teacher
dchittenden@hsd2.org

As a Science Resource Teacher, one of my roles will be mentoring new teachers with a focus on inquiry strategies and curriculum integration. I will also be part of the planning teams for the Step-Up Tier 2 courses. As a facilitator of Tier 2 study groups, I will be working with teachers as they begin to create standards based integrated units with science as the core.

Kasie Jones, Project Coordinator National Science Foundation,
Step-Up Project Coordinator
k_jones@nona-am.exch.agilent.com

  • Day to day operations of $5.9 million grant
  • Supervise six science resource teachers
  • Plan, implement staff development courses for Step-Up grant
  • Public Relations for all five districts involved in grant

Linda B. Mooney, Director Harrison Science Resource Center
/PI for Step-uP Project
lmooney@harrison.k12.co.us

District responsibilities:

  • Plan, oversee K-5 science staff development program
  • Supervise refurbishment center … Coordinate, supervise curricular decisions
  • Build on elementary science leadership team
  • Integrate literacy and math into science

Step-Up responsibilities:

  • Oversee the implementation of the Step-Up vision
  • Supervise project coordinator and SRTıs
  • Review course evaluations making modifications as appropriate
  • Oversee planning teams and course development

 

VIPS (El Centro)

Leona Lallier, Science Resource Teacher
llallier@mail.ecsd.k12.ca.us

As a resource teacher for VIPS (Valle Imperial Project in Science), one of my primary responsibilities centers on providing in-class support to those elementary teachers in Imperial County who have received training on kits specific to their grade level. Support includes activities such as modeling or co-teaching lessons, working with management of materials, reviewing lessons, conducting informal discussions with teachers or classes, and helping to troubleshoot. VIPS resource teachers also facilitate in the presentation of professional-development activities and of several levels of training. As VIPS extends its reform effort, the resource teachers help in the building of a cadre of local teacher leaders. Part of the strategic plan asks for the continued development of offerings in different areas of their leadership development. Resource teachers working on a specified focus area, such as assessment, facilitate in providing a deeper base of resources for the teachers and for the project.

Elizabeth Molina - de la Torre, Coordinator, Program Operations
emolinadlt@mail.ecsd.k12.ca.us

The Valle Imperial Project in Science (VIPS), a LSC project in Imperial County, California is in its third year of a four-year NSF grant. As Coordinatior of Operations, my role is to ensure that all Imperial County Teachers participate in the project. My responsibilities include but are not limited to: purchasing all of unit materials, billing of new units and refurbishment to business managers, unit distribution, recruitment and training of Lead Trainers, and supervision and evaluation of VIPS staff.

Stephanie Nugent, VIPS Coordinator, District/University Liaison
snugent@mail.ecsd.k12.ca.us

The Valle Imperial Project in Science (VIPS), a LSC project in Imperial County, California is in its third year of a four-year NSF grant. AS Coordinator of District/University Relations, my role is to coordinate the efforts of the School districts of Imperial Valley and San Diego State University in continuing and enhancing the reform effort in science. My responsibilities include but are not limited to: coordinating course work for the pre-intern teachers; initiating science curriculum reform in middle schools; designing, overseeing, and providing professional development in the areas of content, pedagogy, inquiry, process skills, and integration of science into other content areas.


Wake County (NC)

Terry Banks, 2nd Grade Teacher
tbanks@wcpss.net

I am a National Board Certified Teacher. As a mentor teacher, I work with initial license certified teachers and student teachers from the local universities. I teach workshops on the school and district level integrating science into all curriculum areas.

 

Brenda Evans, Elementary Science Consultant
brevans@dpi.state.nc.us

My position requires me to work with all the school systems in NC. The State Department of Public Instruction has a systemic reform effort, the NC Science Leadership Institute (NCSLI). NC is building an infrastructure for K-8 science in partnership with the UNC system and the NC Business Committee for Education (NBCE) under my leadership. Wake County has been one of the participating school systems and is working hard to bring leadership and teachers through the reform process. I have had the pleasure to work with both Lee Ann and Kathy and many of the teachers in Wake County.


Cathy Horne, Elementary Science, Senior Administrator
cwhorne@wcpss.net

My role is to promote growth and increase the effectiveness of science instruction in my district. I provide a plan with long- and short-term goals to meet identified program needs, based on collaboration with district and community personnel. I implement the plan by providing curriculum resources and staff-development training. A major goal is to build capacity by developing a cadre of science teacher leaders with expertise and enthusiasm for inquiry learning.

LeeAnn Van Horn, Senior Administrator for Elementary Science
lvanhorn@wcpss.net

I am responsible for providing leadership for the elementary science program.

  • I assess, design, implement and evaluate staff development that supports North Carolinaıs Standards Course of Study for Science. This involves developing a cadre of teacher leaders in science to actually facilitate most of the staff development.
  • Elementary schools in Wake County, NC, seek my recommendation for purchasing science materials for instruction, as well as other resources available for teaching science. I coordinate with senior administrators in other core disciplines to better integrate curriculum materials and instruction in support of the science curriculum.
  • Also, I serve as liaison to the NC State Dept. of Public Instruction, local colleges and universities and other agencies/organizations that impact science education in the Wake County Public School System

 

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