Institute for Inquiry

Professional Development Design Workshop

October 11-16, 1999

Participant Biographies

ARSI (Appalachian RSI)

Linda K. Jordan LJordan@mail.state.tn.us K-12 Science Consultant for the Tennessee State Dept. of Education (SDE), Division of Curriculum and Instruction, Nashville, TN. Responsibilities: providing technical assistance to 138 Local Education Agencies through the development and presentation of staff development and inservice workshops, and assisting with local interpretation of the State Board of Education Rules, regulations and Policies concerning science instruction; serving as subject area specialist to the State Textbook Commission during the science adoption cycle; acting as SDE liaison with professional teacher organizations such as the National Science Teacher Association and affiliated teacher education groups at the state and local level; providing an overall direction for SDE efforts in the area of K-12 science curriculum development, assessment and implementation of these efforts, including the coordination of curriculum and assessment task forces; serving as the primary agent for leadership within the domain of science education with respect to state-wide efforts to plan and provide opportunities for math and science educators to discuss the implementation of current and/or exemplary reform practices; working with institutions of higher education on projects that will ensure the improvement of science teacher preparation and professional development; working with SDE and other education colleagues to promote and sustain interdisciplinary/integrative projects alongside various academic support programs. Provision of extensive professional development opportunities regarding the awareness of and the implementation of standards for science and math teachers has occurred as a result of working closely with various agencies, including Appalachia Educational Laboratory Eisenhower Math and Science Consortium, Appalachian Rural Systemic Initiative and the Center for Excellence in Mathematics and Science Education at UT Martin. Recently Tennessee has become a "Building a Presence" state and is currently engaged in promoting this program to teachers and administrators. Training to become a certified AAAS workshop presenter is on the verge of completion and subsequently this training will be included in future professional development offerings. Currently in progress is an effort to develop a professional development package that is aligned with the new state assessment performance indicators in Biology and to develop a cadre of trainers to deliver this package to every middle school and content area teacher in the state the following summer(s).

Peggy T. King pking@utk.edu Peggy King is currently the curriculum specialist for the Appalachian Rural Systemic Initiative Resource Collaborative, a National Science Foundation project, at the Univ. of Tenn. in Knoxville, TN. She is responsible for working with teachers in economically disadvantaged rural Appalachian schools, to help strengthen their science and math programs. These educators are provided professional development and are encouraged to use inquiry-based learning activities that are aligned with the National Standards. Peggy has taught science and math both in public and private schools. While teaching, she developed study tours and environmental education programs for her school and curriculum for General Mills. During several summers, she participated in the teacher research program, STRIVE/TRAC, at the Univ. of Tenn. and at Oak Ridge National Laboratory, where her research focus was molecular genetics. She received her bachelorıs degree in science education from the Univ. of Georgia and her masterıs degree from the Univ. of Tennessee.

Ramona Nelson rnelson@utm.edu My job title is research associate/technology coordinator for the Center for Excellence for Science & Math Education. I work with teachers from across the state and from all grade levels. One of my responsibilities is to supervise the NASDA Education Resource Center (ERC). Our ERC program plan includes designing inquiry-based workshops for teachers to integrate space science into their curriculum, using the NASA materials. I am also working on a gender equity project in which we want to emphasize inquiry learning. There are many other projects in which I am involved, there are two other major responsibilities: (1) I design and edit our quarterly newsletter, and (2) I am in contact with hundreds of teachers to help improve science education in Tennessee. I routinely make presentations at local, state, regional and national conferences and other meetings.

Beckman@Science

Christina Bletterman cblet@hotmail.com Christina Bletterman is employed with the Tustin Unified School District as a Teacher on Special Assignment in Science. She coordinates a grant received from Beckman @Science and facilitates professional development for teachers. She is also setting up a Science Materials Center that will house all materials needed as Tustin is moving toward implementing a hands-on inquiry-based science program modeled by Beckman @ Science. Christina has formerly taught middle school science, 4th grade and Kindergarten. She is currently pursuing a Masters in Education with an emphasis in Administration.

Karen Carroll kmcarrol@earthlink.net Karen Carroll is currently on leave from the Huntington Beach Union High School District and working with Beckman@Science to help Orange County districts in the adoption and implementation of inquiry-based, hands-on science. Her responsibilities include assisting schools in selecting research-based curricula, beginning materials Resource Centers, conducting professional development, assessing students, establishing community partnerships, sharing resources among districts, and evaluating programs. Ms. Carroll is nearing completion of her doctorate at the University of Southern California, where she is doing research on science education reform and systemic change.She served as Science Facilitator for the high school district for 8 years, where she was responsible for district courses of study and their alignment with the California Framework, and for assessment and professional development in science. In that time, she also inaugurated the California Scope, Sequence and Coordination project in the district and coordinated the California Science project among the district and its 4 feeder elementary districts.

Jacqueline B. Rojas jbrojas@Acsulb.edu Jackie Rojas, 1999-2000 Beckman Science Education Fellow, is currently on leave from the Anaheim City School District, where she taught elementary grades for 10 years, including 2 years as Teacher on Special Assignment for Science. As TSA for Science, she trained 22 teachers at their school sites. As a California Science Project Facilitator from 1993 to 1997, she organized 5 conferences for K-16 Science Articulation, bringing together teachers and professors from Orange County public school districts, private schools, community colleges, and universities. In 1995 she received the Excellence in Education Award from the Orange County Science Education Association. Presently, as Beckman Fellow, Jackie is responsible for assisting with professional development for the Beckman Science Teacher Leader Program and providing technical support to several districts in the implementation of systemic science reform. She is creating a resource center of mini kits to assist specialists in the identification of research-based curricula and conducting teacher workshops on selected science units. She participated in the NSRCıs LASER Strategic Planning Institute in Washington, DC in July 1999.

Karen Russell karenr@1028@aol.com I am a product of the Calif. public school system K-higher education For the past 16 years I have taught science and math at the middle school level. Prior to that, I taught at the elementary level. For the past 9 years, I have had the privilege to serve on the Board of Directors of the California Teachers Association. This experience has been invaluable to me professionally as well as personally. I have been able to avail myself of many trainings and also to deliver trainings. I have been trained on how to deal with the media, from print to TV to radio. During my tenure in this position, I served as committee chair for a Board committee called Agency Review. This committee monitored a group of liaisons with attended meetings and committees of Calif. State agencies such as the State Board of Education, the state Teachers Retirement System Board and Client Advisory, the Calif. Commission on Teaching Credentialing, the Curriculum Coordination Council, AMAE, CABE and about 50 more agencies. I learned much through this process. I am currently a member of the Seal Beach Seaside Lions Club, which does much work with childrenıs issues: Casa Youth Shelter, sight and hearing, sponsoring the summer reading program at the Seal Beach Library, Quest (drug prevention and self esteem), to name a few. I have been a member of the Orange County Democratic Central Committee and a member of the Calif. State Democratic Party Executive Board.

Crossroads Elementary (St. Paul)

Chris Bretz cbretz@gwhamline.edu I am an assistant professor in the Graduate School of Education at Hamline University. My current duties include the coordination of all coursework for Hamlineıs Center for Global Environmental Education, a branch of the Graduate School. Recently, our center began a collaboration with Crossroads Elementary School in St. Paul, MN. We are working together to create a professional certificate that can be expanded in coming years. I am traveling to this conference with friends from Crossroads School and the Science Museum of Minnesota with interests in learning about inquiry and making new friends.

Nils C. Halker 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.

Amy Tix My position at Crossroads Elementary School is part of an exciting new venture for the St. Paul Public Schools. As the Science Inquiry Zone Coordinator, my main responsibility is to facilitate student learning in the Inquiry Zone---a museum-like area in the school where students can interact with materials and investigate scientific phenomena. Also, my task is to assist teachers in implementing the inquiry method of teaching across all subjects. This involves creating inquiry equipment, staff development, modeling, and classroom support and curriculum development.

Dorcheser Team "4" Success

Karen Charles kjcharle@uncg.edu I am a math/science program specialist for the federally funded Eisenhower Consortium that serves the southeastern states. Much of the Consortium work focuses on intensive sites related to the Urban Systemic Initiative in Miami and the Statewide Systemic Initiative in South Carolina. My responsibilities include providing services to these sites, services including consulting, planning, presenting, addressing standards, and assisting with program implementation. In addition to working directly with district planning teams, the Consortium provides intense professional development to district and regional staff developers who are positioned to work on a regular basis with districts in the reform efforts.

Priscilla G. Elledge elledgep@hotmail.com The 1999-2000 school year brought many exciting challenges for Dorchester County School District 4 in South Carolina. Among those challenges was the consolidation of 2 elementary schools to form a new school, Harleyville-Ridgeville Elementary. Prior to the opening of H-R Elementary, science was taught in the classrooms by the individual teachers. As part of a district-wide initiative to improve elementary science education, I was chosen to design and implement a hands-in science lab for the new school. I am currently responsible for all science content and hands-on activities for all students in grades 3-5 at H-R Elementary. This summer, I was on a team that aligned STC and FOSS science kits to the state standards. These kits will be used within our district as part of our science reform initiative to improve science literacy at the elementary level, using a hands-on inquiry-based approach. For the past 9 years I was a 3rdgrade teacher at Clay Hill Elementary in a self0-contained classroom. During those years, I attended various science workshops on the district, regional and state level for my own personal and professional development. In 1997 I applied for and was awarded an CIA grant from the South Carolina Dept. of Education for the development and implementation of Project BEES (Be Excited, Enjoy Science). Project Bees utilizes hands-on science units based on the South Carolina State Standards for grades 1-3.

Marti Esarey memarti@aol.com   As the science specialist for the Berkeley/Dorchester Math and Science hub, I serve as the co-director for the "Dorchester Team 4 Success" program. We plan to design and implement a hands-on, inquiry-based science program for grades K-5 and provide staff development and support for the teachers in that school district in efforts to improve the science literacy of all students in Dorchester District 4. My experiences in education have given me a diverse background. I have taught at both the elementary and middle school levels and was awarded the Teacher of the Year honor at both levels. Iıve been a district teacher evaluator for K-12 levels. While teaching at the elementary level, I developed and implemented an elementary science lab for grades 1-4, serving approximately 900+ students (936). My focus was inquiry-based instruction with a emphasis on the science process skills. Part of the science lab program was to not just teach the students, but to serve as a resource for the faculty. I modeled lessons for teachers and provided them with lesson plans and extension learning experiences. The program was extremely successful---students gained a better understanding of science concepts and developed an intense love for science and learning. In addition, teachers became more comfortable teaching science and using a hands-on approach and inquiry-based instruction.

Eileen Maness whas2x2@aol.com Currently I serve as the math/professional development specialist for the Berkeley-Dorchester Math and Science Hub. Because the professional development philosophy of this hub has been to integrate math and science as much as possible, I have been an integral part of the science reform effort in our region from the Hubıs beginning. Three years ago, I attended a 3-day elementary science kit training with the Hub science specialist. Since then, we have presented the training together. In addition, I have been responsible for designing and presenting inquiries for the participants of our summer institutes. Some of these were "bubbleology," "forensics" and "patterns with polygons."

Carole M. Williams As Director of Staff Development for the Dorchester County School District IV, one of my responsibilities, as it relates to science education reform, is to provide and/or assist administrators and teachers in the coordination of experiential/learning opportunities to improve science literacy at the elementary level. Experience and training must be provided to enable elementary teachers to utilize the best methods and strategies, including hands-on, inquiry-based, to facilitate optimum experiences for students to engage in scientific discovery. Toward this end, the local math/science hub is assisting our district in a district-wide initiative to implement hands-on, inquiry-based science education in our elementary schools. We have begun the process by first aligning selected science kits with the newly drafted South Carolina Science Standards, which are based on national standards. Each school within our district will be outfitted with a variety of grade level science kits. Science lab teachers will participate in professional development activities, i.e., institutes and/or workshops to ascertain skills to improve science instruction. Also, regular classroom teachers will be provided with strategies to integrate science into other curriculum areas through professional development.

Fall River Public Schools

Juliette Almeida bjalmeida@meqanet.net Presently, I am principal of the Doran Annex Elementary School, a K to 5 school in Fall River, Mass. As principal, I have the responsibility to see that our science curriculum meets and adheres to our local guidelines and to the Mass. Science Curriculum Frameworks. We made science the focus of our curriculum, integrating other subjects into science. We have a science peer coach who helps the staff with new kits and other science curriculum issues. I have been a team member of the districtıs science education reform efforts since 1989, when the team attended a National Science Foundation workshop at the Smithsonian institute in Washington, D.C. This was the start of our hands-on science kit curriculum for the elementary grades. I then participated in the Buzzards Bay Rim Project at UMASS-Dartmouth and a 2-year elementary science program from Lesley College. These programs helped us refine our science curriculum and provided the needed staff development to properly use the kits we were developing. We are now developing open-ended responses for the science kits. These will help prepare the children for the state-mandated tests. Attending the Institute for Inquiry will help us expand our science curriculum into another dimension.

Marilyn S. Harris harrism@massed.net Currently I am the principal of the William J Wiley Elementary School, a K-5 single unit school with approximately 150 students. For the past 5 years, we have promoted hands-on science activities in our school. This past year we had a very positive experience with a science project the whole school participated in. Most recently, we have begun the use of inquiry-based science kits. This has been a new experience for everyone, and pour peer coach has helped the staff in the use of these kits. This is my 2nd visit to the Exploratorium, and I am looking forward to seeing some old friends and making some new ones.

Margaret M. La Fleure affirmat@massed.net A number of years ago I had the unique opportunity to participate in a federally funded program, Project Follow Through. This required that as a first grade teacher and staff developer I participated in a number of math and science hands-on and process-oriented workshops. As a teacher I implemented this program in my classroom. As a staff developer I supported teachers with its implementation in grades K through 3. I am currently the Principal of Lincoln Elementary School in Fall River, Mass. The Lincoln School has 275 students in grades K-5, including special education and bilingual classes. As a principal, I have attended workshops sponsored by the Massachusetts Buzzards Bay Rim Project in order to support a staff member who was training to become a science peer coach. My responsibilities for the science program include supervising teachers and teaching assistants, ensuring that they follow district guidelines. This included developmentally appropriate scientific areas, science kits and materials. I support the science peer coach in my school and help to facilitate parent involvement in the classroom and Family Science Nights. I observe teachers and monitor lessons to ensure they are aligned to the mass. Science and technology Curriculum Frameworks. This summer a number of my staff members participated in a weeklong training on science inquiry modeled after the Exploratorium Professional Design Workshops. I attended the training for a day. We met as a team to develop recommendations so that this training would have an impact on our current practices.

Holland Public Schools

Marty Coon mcoon@remc7.k12.mi.us This is my 6th year as the Science program coordinator for my district. Initially, I was hired to reform the science program according to the Project 2061 reform initiative. This reform effort now encompasses the National Science Education Standards as well. Basically, my task has been to lead teachers in the understanding and use of the inquiry-based approach to learning. More specifically, I work to reform the following areas: 1. Curriculum: Lead teachers in developing curriculum frameworks and benchmarks consistent with teaching science as inquiry. 2. Instruction: Work with teachers in creating a variety of instructional strategies and techniques for learning, focusing first on inquiry cycling. 3. Assessment: Lead teachers in developing an evaluation system consistent with teaching science as inquiry. 4. Staff Development and Support: (a) work to provide and maintain an adequate budget for materials, equipment and staff development; (b) create a science teacher training center and Science resource Center; (c) create and manage a "science kit" system including the pickup, refurbishment and redistribution of kits.

Marcia Hildebrand marciahildebrand@hotmail.com I have been a 4/5-classroom teacher for Holland Public Schools for the past 7 years. My first role in science education reform was as a grade level science leader. Grade level science leader responsibilities are to: 1. be a role model in my own classroom 2. have subject matter and teaching experience 3. model effective classroom practices 4. informally/formally share effective practice information with other teachers 5. use the language of inquiry in my classroom After several years I added district level reformer responsibilities by helping create and maintain our "science kit" management system. More importantly, my district level work allows me to better challenge, inspire and motivate my peers to teach science more effectively. I hope this method of transmission works.

Merck Partnership for Local Systemic Change

 

Caroline Gibson Crew cgcrew@becnet.com Coordination of the elementary school program includes curriculum development, monitoring the use of modular units in appropriate grade levels, conducting staff development for teachers new to grade levels, coordinating summer staff development workshops in conjunction with the Merck institute for Science Education, facilitating science committees including curriculum-writing teams, leader teachers, developing parent programs, etc. With the support of MISE, science reform has been in the forefront of staff development in our district for over 5 years. While we have made many changes in our approach to science, we still have much to learn and develop.

Kathleeen Edmonds My current job title within the Readington School District is Science Specialist. My district is focusing on science education reform with its involvement in the Merck partnership. As part of this partnership, I serve as an instructor for peer teacher workshops. For 4 days over the summer, teachers are invited to attend workshops in science, mathematics, and technology. I serve as the Merck liaison for my district, where the 4 participating districts meet to discuss the partnership. I am also involved in an assessment project with the partnership where the 4 participating districts are coordinating assessment pieces for the 3rd and 7th grades.

Rose Goldstein erwp@injersey.com As Elementary Science Specialist, my function is to assist the Director of Sciences in serving as a resource person for teachers from pre-K-8th grade. My responsibilities include providing staff development on the use of new curriculum and instructional materials; schedule modules; prepare budget; arrangement and supervision of field trips; replenishment of science kits; and planning a presenting inservice.

Maren Reeder maren_reede4r@merck.com I serve as Manager of Education Outreach for the Merck Institute for Science Education. The Institute is one member of the Partnership for Systemic Change, a collaborative formed with 4 school districts in New Jersey and Pennsylvania. In my current role, I coordinate science assessment initiatives across the partnership, manager volunteer programs in two school districts and perform a leadership role in the design and implementation of partnership professional development programs.

Christine H. Salcito csalsito@rahway.net During my tenure with the Rahway Public Schools my primary responsibility has been the improvement of science and math instruction and monitoring of these curricula, K-12. I also revised elementary and secondary curricula to meet national standards and worked with teachers on the implementation of the standards through appropriate professional development. Also, I have worked closely with teachers in the district evaluating programs, designing integrated curricula and building a community of learners which was the focus of our Statewide Systemic Initiative and Goals 2000 Grant. My position has also afforded me the opportunity to collaborate with the Merck Institute for Science Education and design an initiative, which has evolved into a unique partnership for the district. The product of this partnership is a professional development plan in math, science, and technology for K-8 teachers, which was awarded a National Science Foundation Grant. Professional experience: 1993-date Supervisor of Math and Science Education, K-12 for the Rahway Public Schools, Rahway, New Jersey. Developed 5 year plan for math Developed math scope and sequence, grades k-12 Managed committee that developed Rahwayıs Science Framework for grades pre-K-8 Developed Teacher of the Year program Facilitated grades 1-3 math manipulative workshop Analyzed district terra Nova scores and provided Needs Assessment Facilitated calculator workshop Author of the Merck Institute for Science Education Grant Managed budgets for Merck and SSI Grants Raised math achievement levels on standardized tests Families Achieving New Standards (FANS) workshop presenter Co-principal Investigator for NSF/Merck Grant

Pine Bush School District

Steven Fisch Run310@Frontiernet.net My career in education began in 1973 as an elementary teacher at grades 4 and 5. Feeling the need to do something different within education, I moved into administration in 1983. In that role I worked with students at two vocational settings and a middle school before settling in as an elementary principal,. Joining the Pine Bush Central School District in 1987 as the principal of a 600-pupil K-5 building was an excellent career decision. I remained at Pakanasink Elementary School until 1991, when I was asked to open a new 900-pupil K-5 building in the district. This is where I am today. The job is all-inclusive, meaning whatever goes on in the building is ultimately my responsibility. One of the areas in which I became involved at the district level was science. By becoming a member of the Curriculum Instructional Review (CIR) Team, I was able to help bring about a change in science education. Our task was to first learn about teaching science and translate that into a viable program for our students in K-6. This included assessing what we had and what we needed. By using curriculum mapping and New York State guidelines, we realigned topics and developed kits to be used at each grade level. Once the kits were developed, a staff development plan was devised. Our beliefs in hands-on science and constructivist practices have led us to the inquiry method. I am in the 2nd group of participants from our district attending the Institute for Inquiry, and expect to assist the 1st group in training other staff members in inquiry science techniques.

Virginia S. Moore vlsmoore@frontier.net.net Virginia S. Moore is a 4th grade teacher and a 6-year member of the Pine Bush Central School Districtıs Science Curriculum and Instruction Review team. The team has developed a hands-on, inquiry-based elementary science curriculum, which is being implemented in grades K-6. She is a Leadership Team Member for the NSF-sponsored Math, Science and Technology on the elementary level (MSTe) Project in New York State, and is training 120 teachers in the integration of these disciplines. Virginia is also a frequent presenter at science and technology conferences. In 1997, she was a NYS Awardee for the Presidential Awards for Excellence in Math and Science Teaching. During the 1998-99 school year she received the International technology Education Associationıs NYS Elementary School Teacher Excellence Award. She has co-authored 2 articles on magnetic levitation that have been published in Science and Children, and Connect magazines. Her article entitled "Robotics: Design Through Geometry," will be published in the November 1999 issue of The Technology Teacher.

South Bay Union School District

Michelle Lester Lester@webtv.net I am a pioneer teacher at Oneonta Elementary School. I have been teaching the kits in my classroom for the past year. I will be a facilitator/teacher to my fellow teachers in the District. I will co-organize and lead sessions on kit training and management.

Maria Estela Mora I am a 2nd grade teacher teaching in a politically controversial arena&emdash;bilingual Education. My responsibilities related to district science education reform efforts include those of piloting the CAPSI curriculum in my classroom and following up with inservicing my grade-level colleagues.

Marisa Ramirez moramz@aol.com As pilot school coordinator at Oneonta Elementary, I am responsible for organizing the Districtıs science pilot school program based on the CAL TECH Pre-College Science Initiative (CAPSI), in a half-time position. My other half-time position is Science/Math Resource Teacher, and I organize staff development for district teachers.

Spring Branch

Marty McCoy I am a third grade E.S.L. teacher at Spring Branch Elementary School. I have been a science curriculum writer for the past 3 years and was a presenter at the NSTA convention in Las Vegas, NV 2 years ago. I have been helping to facilitate the teaching of hands-on science in my district., where we have been assisted by CUSER.

Gloria Stewart stewartg@springbranch.isd.tenet.edu Job title: 1st grade Bilingual at Buffalo Creek Elementary. Member of the Science Advisory Committee. Responsibilities include attending meetings, book studies and inservices pertaining to science, serving as a liaison between the Science District Coordinator and my campus to provide information on Texas Essential Knowledge Skills, and assisting in district science staff development, attending national science workshops and training teachers on what was learned, revising curriculum to align to new Texas standards and reviewing materials for future science adoptions.

Texas Rural Systemic Initiative

Gary Endsley As a child growing up in the woods of east Texas, I took advantage of the opportunity to investigate nature as much as possible. A few good teachers, a liberal education at the University of Texas at Austin, 7 years of environmental work in industry, 10 years in private business, and 12 in education and presto---a mission emerges with focus and direction. This mix of desire and experience has produced a connection with reality, which translates into meaningful lessons with standards-based outcomes. Currently working as regional Science Specialist for the Texas Rural Systemic Initiative, I readily engage the challenge of bringing high quality science and mathematics education to 85 rural counties representing some 200,000 Texas children.

Norma Neely njn@mail.utexas.edu I am Associate Director of Regional projects for the Texas Rural Systemic Initiative (TRSI). In this role, I lead the development of various professional growth opportunities related to school district attainment of the TRSI attributes. I also coordinate professional development for the regional math/science specialists who work at the classroom level with teachers across the state and coordinate sessions for our Teacher Partner Academy. In this capacity, I guide activities that both directly and indirectly impact teachers and school districts throughout Texas.

Gay Lynn Pope gaylynn@yahoo.com I am a regional science specialist for the Texas Rural Systemic Initiative. It is my responsibility to provide resources, mentor teacher-partners, teach and help plan inquiry science lessons in the classroom, model and teach leadership skills and help the districts in which I work in any way I can. I also act as liaison between the school districts I serve and TRSI, my teacher-partners and school district administration, to promote inquiry learning. I help my teacher partners and school districts acquire funds and promote business partnerships.

Mark Stokes mosh8284@wtrt.net My major responsibility is to instruct my class and work with a group of teachers to develop a cohesive curriculum that benefits our students to the greatest degree. I am a member of the districtıs math curriculum team. I have done staff development in the area of math in my district. Currently I am involved in 3 science workshops in the Texas Panhandle Area.

 

Catherine Zuniga-Wohlfarth catzwolf2@yahoo.com I am presently employed by West Texas A&M; University at Cayon, as a Rural Systemic Regional Science Specialist. I cover the southern part of Texas. Before this assignment, I was employed by Judson JSD and represented that district as a San Antonio Urban Systemic Initiative Mentor. I worked with 9 school districts incorporating standards, *** curriculum and instruction in the science classroom. Both jobs require the same format of helping teachers incorporate SBC and SBI in their classrooms.

Wake County Public Schools

Terry Banks TBEACH@aol.com   I have been an elementary classroom teacher for 20 years. My experiences range from 1st-3rd grades and 3 years teaching in a multi-age setting of 1st and 2nd graders. Presently I am teaching 2nd grade. Since my school is a technology connection school my classroom has 4 computers to provide students with additional support in their learning experiences. Last year I participated in a professional development process called "Best Practices: Reflecting on Inquiry." This workshop supported me in my efforts to practice inquiry and the instructional strategies of student-centered learning. This year, I am working with other teachers in my school to implement the revised Standard Course of Study in Science and the subsequent instructional material adoption.

Cathy Horne ch027604@aol.com   As the Instructional Resource Teacher for Fuller Elementary Math/Science/Technology Magnet School, I am involved in promoting the best practices in instruction at my school and within the district. As a member of the district science leadership team, I am a leader in promoting science education reform and in implementing the district plan to provide appropriate materials and staff development for a student-centered inquiry-based science program.

Lee Ann Van Horn vanhorn@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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Institute for Inquiry

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Last update: October 25, 1999