Institute for Inquiry

Professional Development Design Workshop

October 23-28, 2000

Participant Biographies

ASSET Inc., PA

Mary Kay Owens, Professional Development Faculty mko@mtinter.net Collaborate with Professional Development Coordinator in planning, scheduling and providing professional development activities for the project (faculty, administration and parents) Provide PD Coordinator and PI with a monthly agenda of activities Assist in the assessment of faculty needs throughout the four divisions requested by PI or PD Coordinator Assist summer faculty in planning and conduction science module for instruction Assist in evaluation of new curriculum Assist in correlating new curriculum with national and state standards Serve as an ambassador between the project and personnel from collaboration school divisions Provide oral and written reports to PI and PD Coordinator on project status

Betty Jane (Janie) West Professional Development Coordinator/Project Co-Director Rwest@netscope.net As Professional Development Coordinator I: Coordinate and/or provide professional development activities for project staff, K-8 faculty, school administrators, parents and others Plan workshops and conferences Establish a schedule for project professional development activities with each of the four school divisions Supervise and assist the professional development staff in the planning and implementation of professional development activities Facilitate the achievement of goals and objectives of the project by providing on-site support for K-8 faculty and principals when needed Assure that the curriculum (instructional materials, appropriate pedagogical skills and assessments) is aligned with national and state standards Coordinate and evaluate the activities of the Materials Resource manager Meet quarterly with Division Superintendents and other appropriate central office personnel Collaborate with Principal Investigator, other Project Co-Directors and Implementation Committee in planning, goal setting, etc.

Beckman @ Science

Pamela Hutchins, Project Coordinator phutchin@oclc.k12.ca.us I am currently a bilingual kindergarten teacher at Washington Elementary School in Santa Ana Unified School District. During my ten years of teaching, I have taught in kindergarten through fourth grades. During my off-cycle time, I am employed as Project Co-Coordinator for our district's science incentive grant through the Beckman @ Science Program. In this capacity, I have organized a Kickoff Event for ten schools, facilitated curriculum materials adoption, set up a preliminary materials refurbishment center at the district warehouse, and helped in the preparation of the annual report to the Beckman Foundation. Additionally, I have provided professional development to my district in mathematics through the SUMS program, and serve as a regional presenter for A Child's Place in the Environment. I presented a workshop on using science notebooks for assessment of hands-on science at the National Science Teacher's Association Annual Convention this year in Orlando, Florida. I have finished all course work towards a Master of Arts in Teaching Science Degree through California State University, Fullerton, and am currently completing my thesis project. I also serve as a Beckman Science Teacher Leader providing kit training and professional development for teachers on a county level.

Patricia Romero, Teacher on Special Assignment promero@beckmanscience.org I have been active in the area of science reform over the last several years. I was our district's 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 district's 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.

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Clark County School District - MASE

Andrea Klafter-Phillips, Principal aphillips@interact.ccsd.net As principal of a K-5 elementary school, with over 1,000 students, I am involved in providing staff development for the 60+ teachers in my building, working in collaboration with the teachers on special assignment and teacher leaders. Our school is one of six Collaborative Learning Center schools through the MASE/Technology grant. I work with the other administrators of these schools to help them better understand the vision for our teachers and students, as well as sharing that understading with the many teachers who will visit our classrooms.

Sue Whitley, Teacher on Special Assignment Sue_V._Whitely@interact.ccsd.net As a teacher on special assignment for the MASE Project, my responsibilities include designing implementing and evaluating professional development sessions. In addition, I collaborate with MASE project consultants to shape and facilitate the K-2 MASE leadership component for the MASE Project. My role in the MASE K-5 using Technology project will increasingly focus on site-based leadership development and on implementation of school-wide integration of science and mathematics.

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DEEP in Science

Gayle Kirwan, Program Developer and Instructor gkirwan@rouge.phys.lsu.edu I am a member of the DEEP In Science steering committee, helped to develop the program goals and objectives, and, along with Linda Ramsey from Louisiana Tech, served as the leader of the two-week DEEP leader training program this past summer.

Linda Ramsey lramsey@latech.edu I am serving as the co-designer and co-leader of the DEEP (Developing Educational Excellence and Proficiency) IN Science program. This fist year we have focused on inquiry, experimental design and data analysis, as well as leadership skills for 20+ DEEP In Science leaders from across the state of louisiana. These teacher leaders are working within their districts to help other teachers implement teaching through inquiry. I also design and lead many other professional development opportunities that include inquiry and I work with university faculty to incorporate more inquiry type activities into their instruction.

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Ft. Worth Museum of Science and History

Colleen Blair, Director, School Services and Evaluation cblair@metronet.com 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.

Chip Lindsey, Director of Visitor Programs doe@metronet.com 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.

Julie Cross Steele, Community Liaison/Science Education jmcross@metronet.com 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.

 

GEMS-NET

Kathleen E. Almanzor, Teacher in Residence kathyalmanzor@prodigy.net 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.

Pauline Lisi, Curriculum Leader 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.

Gilbert Systemic Science Plan

Kathleen S. Foley, Science Resource Teacher foleyk99@yahoo.com My major role in our district's elementary science education reform effort is as a teacher on assignment to help facilitate professional development in science for K-6 classroom teachers in the district. My responsibilities include developing and teaching science staff development classes, working with lead science teachers to assist them in training and mentoring projects, and working with regular classroom teachers to enhance their science teaching skills. At the close of the first year of our LSC grant, I have worked with over 50 elementary teachers in one-to-one situations in their own classrooms; I have worked with lead teachers as they plan the next level of curriculum classes; I have planned and worked with local scientists to implement content training sessions centered around our curriculum, and have facilitated a number of focus sessions to allow teachers the opportunity to exchange ideas and questions about their implementation of science curriculum units.

Susan Giesaking, Elementary Science Coordinator sgiesaking@aol.com As the Elementary Science Coordinator for Gilbert Public Schools, my role is to provide quality hands-on, minds-on science curriculum to all K-6 grade teachers in our district. I am also the principal investigator/project director for the Gilbert Systemic Science Plan, a local systemic change project funded by the National Science Foundation. Our project is designing and implementing science professional development sessions to 6233 classroom teachers in a rapidly growing district. All of my time is working with our LSC and I will be guiding the quality of professional development designed and offered in the Gilbert district.

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Hub-bub is All About Inquiry

Marc Drews, Director mdrews@state.sc.us In my role as Project Director of the SCSSI, I oversee a support network of 13 regional resource centers, known as Math and Science Hubs. It is through this Hub infrastructure that the SCSSI vision is translated at the local level. I also serve as a Co-principal Investigator of the Coastal Rural Systemic Initiative, a partnership effort with North Carolina and Virginia, to work extensively with rural communities to improve mathematics and science education. As a member of the CEE Board, I am able to be a voice for systemic reform, serving as an advocate and sharing information in our region. I have also been a staunch proponent of service learning as a strategy to enhance the teaching and learning of science. As a part of the "Hub-bub" Inquiry Team, i will support and facilitate training for the specialists throughout the state to improve science instruction and impact student learning.

LaNell Kohn, Science Specialist mLKohn@scetv.org As science specialist at my Hub, I am responsible for any resources connected to science education. I am also responsible for designing and implementing training and professional development related to science education. A major responsibility is that of communication information on the state and national science standards to my school districts and their staff. i also act as a liaison for science programs with each of my school districts. As a part of the "Hub-bub" Inquiry Team, I will facilitate inquiry training with the Math and Science Specialists of the South Carolina State Systemic Initiative.

Linda Payne, Director Lpayne@scsu.edu As a Hub Director, I plan, coordinate and deliver math and science professional development for teachers in the 6-district Hub region I serve. Since 1994, over 400 teachers have received training in kit-based science through the BCO Hub. I coordinated the formation of and served as team leader for the BCO Hub strategic planning team which attended the 1997 Southeast Regional Elementary Science Education Leadership Institute sponsored by the American Physical Society. Additionally I sponsored a district team to attend the 1999 LASER Institute. Both of these institutes were based on the model of the National Science Resources Center. For the Curriculum Leadership Institutes 1 and 2 which each HUB facilitated as part of the first NSF five-year grant, I developed inquiry lessons (a total of 6 sessions). Having a doctorate in physics, I taught a graduate course for master's students which was based on using inquiry approaches to address misconceptions in physics. As a member of the "Hub-bub" Inquiry team, I plan to facilitate inquiry training to the South Carolina State Systemic Initiative community.

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K.I.T.E.S. Project

Christine DeCosta, KITES Writing Specialist ride0824@ride.ri.net Major responsibilities: Director of KITES Writing Project to develop writing prompts to address science and writing standards for the KITES Kits K-6 Facilitate workshops for teachers K-6 - Writing: The Science Connection Facilitate professional conversations about student work using the writing resource prompts developed for grade K-6 Provide teacher training in continuous assessment

Lynn D. Perrault, Reading Specialist ride3320@ride.ri.net Major responsibilities: Director of KITES Writing Project to develop writing prompts to address science and writing standards for the KITES Kits K-6 Facilitate workshops for teachers K-6 - Writing: The Science Connection Facilitate professional conversations about student work using the writing resource prompts developed for grade K-6 Provide teacher training in continuous assessment

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Partnership for Inquiry-based Science (Seattle)

Elaine Woo, Program Director elainewoo@aol.com 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.

Janine Tillotson, Lead Teacher & Classroom Teacher 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.

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Project Inquiry

Gina Boyd, Science Resource Teacher gboyd@awod.com 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. mentary schools, ranging in size from 200 to 1200 students from both high and low socioeconomic areas.

Ellen Mintz, Science Resource Teacher emintz1@home.com 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.

Schools for Thought in St. Louis

Mulugheta Teferi, Project Director mteferi@dtdl.slps.k12.mo.us Major responsibilities include but are not limited to providing leadership to the St. Louis Urban Systemic Initiative, a large-scale project to reform K-12 mathematics, science, and technology education in the St. Louis Public Schools district. Funding, organization and implementation of specific programs and activities, which relate to the reform to insure full academic achievement of all student.

Brenda Higa, Middle School General Science Teacher bhiga@gateway.net Brenda Higa is a middle school general science specialist teacher at Whitman Middle School, in the Seattle School District. She has served as Whitman Middle School's Science Department Head and as Team-Leader for Whitman's University of Washington affiliated MESA program (Math, Engineering, and Science Achievement). Her major duties have included: piloting and evaluating science curriculum; serving as a member of the science textbook adoption committee, Science Standards Committee; and coordinating the teaching experiences of pre-service teachers. She was selected as a NSF/UW Middle School Science Resource Teacher, 1999-2000. As a Science Resource Teacher she worked with the Resource Team to present professional development workshops in science content, best practices, and inquiry teaching.

Sheldon Levias Middle School Science/Math/Technology Teacher sr/1@ix.netcom.com Sheldon Levias is a middle school science/math/technology teacher at Meany Middle School in the Seattle School District. This past year, he has had three major responsibilities in the Seattle School District's middle school science education reform effort: visiting several schools and dialoguing with science teachers and principals regarding implementation of district standards; helping to introduce science teachers throughout the district to various kit-based inquiry activities that can be used for standards based instruction; and being involved with the planning, promotion, and presentation of several professional development activities for middle school science teachers.

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Step-Up

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 k_jones@nona-am.exch.agilent.com National Science Foundation Step-Up Project Coordinator 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/P.I. for Step-Up 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 SRT's Review course evaluations making modifications as appropriate Oversee planning teams and course development

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Stillwater Public School District

Kathy Andrew, Classroom Teacher/Cadre I Science Member kandrew@stillwater.k12.ok.us I was a part of a small group of teachers selected to pilot Inquiry Science Modules in our classes. Since then, I have been involved in a professional development "Trainer of trainers" model. Our primary responsibility has been to train our school districts' teachers and to take trainer leadership in a statewide initiative through several Professional Development Institutes.

Anita Holley, Classroom Teacher/Cadre I Science Member aholley@stillwater.k12.ok.us Three years ago, a selected group of teachers were asked to pilot a new program using inquiry science modules. A professional training model called "Trainer of Trainers" evolved from this pilot program. Our primary responsibility has been to train our school district's teachers and to take a trainer leadership role in a state-wide initiative through several Professional Development Institutes.

Diana Leggett, Assistant Superintendent ddl@ionet.net I am responsible for curriculum and instruction and provide coordination to the Science Education Reform Initiative.

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VIPS (El Centro)

Elizabeth Molina-de la Torre, Lead Teacher/Trainer & SRT emoliadlt@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 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. In this communication with all of these stakeholders, I must provide information about the national science education reform movement including the National Science Education Standards and other leading documents published by the major national science institutions leading the way in this movement. We also work wit leaders of state reform efforts such as the state EALRs (Essential Academic Learning Requirements), the state science WASL (Washington Assessment of Student Learning), and the LASER efforts directed by the Pacific Science Center and Battell.

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.

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WV-Handle On Science Project

 

Barbara Dofka, Science Resource Teacher bdofka@access.K12.WV.US As Science Resource Teacher for WV Handle On Science, my duties include 1. Planning and leading with the project director, sessions for K-6 Science Teacher workshops for RESA VI, follow-up sessions, round table workshops and other curriculum generated activities; 2. Becoming familiar with all kits that teachers use in our systemic change program (There are 4 kits per grade level.); 3. Looking for enrichment ideas and assessment strategies to be used with the kits; 4. Working with mentor teacher training workshops; 5. Presenting roundtable workshops that address needs of area teachers. (These are presented throughout all counties of RESA VI); 6. Working with curriculum committees from all counties; 7. Training teachers who have changed grade level or need additional help; 8. Presenting extension in classroom settings.

Elizabeth Strong, WV-Handle On Science Project Director strongli@wlsc.wvnet.edu As WV-Handle on Science Project Director, major responsibilities include Scheduling and coordinating all project activities Co-designing workshops and other professional development activities Leading professional development sessions (Project Mentor training, Lead Teacher workshops, Summer Institutes, follow-up sessions and discussion groups) Building community awareness and partnerships; and, Leveraging resources for increased impact and sustainability of reform

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Wake County Public School System

Claudia Daniel, 2nd Grade Teacher ccdaniel@wcpss.net I received National Board Certification in 1999. I am presently teaching workshops on the school and district level on best practices in science. I serve as a mentor to the beginning teachers in our district and am the Initially License Personnel Coordinator for our school. I also work with local universities as a supervisor of student teachers.

Beth Spivey, Math/Science/AG Elem. Teacher BSpivey@wcpss.net My responsibilities in my school district are to integrate science and math in the elementary classroom. For several years I have been involved in a math/science institute in wake county schools serving as a teacher instructor. I am currently working with the NC Department of Public Instruction in Science. My task is to bridge the previous curriculum to the new 2000 curriculum and to introduce other disciplines into the final product.

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