Institute for Inquiry

Professional Development Design Workshop

January 24-29, 2000

Participant Biographies

ASSET, Inc.

Jean Grossman, ASSET Resource Teacher
jgrossman@lcn.net

I am an ASSET Resource Teacher (ART) on special assignment from Mt. Lebanon School District. The mission of ASSET Inc. is to achieve a self-sustaining exemplary science and technology education program in the elementary grades by promoting professional development, teacher support, collaboration, and quality hands-on materials. For the past ten years, I have been a classroom teacher in third, fourth, and fifth grade classrooms. Within the Mt. Lebanon School District I have served on various committees represented the faculty in the PTA and Elementary Instructional Cabinet, and served as the secretary of the local professional organization.

The primary responsibilities of my current position are to transmit information between ASSET and the thirty-one school districts involved in the project, to create buy-in for planned reforms, to create on-going planning and professional development structures, to consult classroom teachers, and to mentor building lead teachers.

I hold a BA in English from Grove City College and an MA in Teaching from University of Pittsburgh.

William F. Jones, Resource Teacher
bjones@lcn.net

I have been an educator in the Clairton (Pennsylvania) School District for 34 years, beginning as a classroom teacher of Biology and General Science, and later as Elementary Science Coordinator. I have served as Dean of Students (Elementary and Middle School), Director of Federal Programs, and interim Elementary Principal. In addition, I am a former Resident Life Director for the Pennsylvania Governorıs School for the Sciences at Carnegie Mellon University. I am currently serving ASSET Inc. as a Resource Teacher by assuming the following major responsibilities:

  • To act as a liaison between ASSET and a coalition of three local school districts.
  • To work with the administrations of the coalition in meeting the training needs of the faculty.
  • To design and present professional development opportunities to the faculties of the coalition.

Ralph Juhascik, ASSET Resource Teacher
rjuhascik@lcn.net

Ralph Juhascik has been an employee of the West Allegheny School District for twenty-six years. During that time he has taught second, third and fourth grade. He is currently serving as an ASSET Resource Teacher for two years. His responsibilities at ASSET include training teachers on science modules they will be using in their classrooms, inservice training on instructional teaching strategies, and doing enhancements in ASSET classrooms throughout the county.

Ralphıs educational background includes a Bachelor of Science in Elementary Education from Edinboro University and a Master of Science in Elementary Education from the University of Pittsburgh.

Joe Sciulli, ASSET Resource Teacher
jsciulli@lcn.net

I am an ASSET Resource Teacher (ART) on professional leave from Avonworth School District. During my twenty-eight year teaching career, I have taught fifth, fourth, and second grades. In addition, I have been an instructional support teacher for seven hundred students, have served as president of my local professional association, have served as acting principal, and am a member of my superintendentıs advisory council.

In my current role as research teacher, I have many and varied responsibilities. I am the liaison between the ASSET office disseminating information to thirty-one school districts. I design and deliver professional development sessions in cooperation with cross-district leadership teams. As a change agent, I try to create buy-ins for reform through on-going planning and professional development structures. I am a consultant to building lead teachers and classroom teachers. I serve as a mentor too. Thus, I play an integral role on the ASSET team.

My academic training includes a BS in Behavioral Sciences from Point Park College, an MEd in Elementary Education from Duquesne University, and an MSIS in Information Systems from the University of Pittsburgh. I am currently pursuing application to a doctoral program.

 

BASEE

Rebecca Carino, Science Resource Teacher
rcarino@basee.org

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

Gloriane Hirata, Science Resource Teacher

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.

Bob Jaquith, Science Resource Teacher
rjaquith@basee.org

I teach 4th grade at Theuerkauf Elementary School in the Whisman School District in Mountain View, California. I am in my 36th year of teaching, having taught in grades 2 through 6, as well as serving in various administrative positions in the district.

My current responsibilities include teaching in the classroom four days a week and serving as Science Resource Teacher in our three elementary schools one day a week. In addition to my science resource tasks, I am also a member of the BASEE (Bay Area Schools for Excellence in Education) collaborative.

I am a CHEM (Chemical, Health, Environment, and Me) Fellow, having attended their training in the spring of 1996 at the Lawrence Hall of Science, University of California at Berkeley. I have attended two Next Steps Conferences in 1995 and 1999. I have also attended and participated in the BASEE summer Inquiry workshops, which have been supported by the Exploratorium.

My responsibilities as a Science Resource Teacher are to insure that science is being taught in our district classrooms, provide support to colleagues, and modeling good classroom teaching. Our district used the FOSS materials for science instruction, which incorporates the "hands on approach." As a district we are committed to integrating science into all areas of the curriculum with an emphasis in language arts and math. We have made good progress in meeting our goal.

 

GEMS-NET

Sharon Dodge, Teacher-in-Residence
ride7832@ride.ri.net

I am currently working as a teacher ­in-residence for the GEMS-NET program. My responsibilities include scheduling teachers for training of science kits, conducting trainings on specific science kits, providing in class assistance to teachers, teaching science methods to undergraduate level students, and to learn the logistics of the GEMS-NET program. While working with the GEMS-NET program, I will also be learning how to best provide support for the seven districts participating in the project. We are trying to plan in advance to prepare for continued use of kit based inquiry science after the GEMS-NET project has ended. At the end of this year, I will return to my district as a fourth grade teacher with knowledge about continuing our science program.

Debra Zepp, Teacher on Special Assignment
zeppd@ride.ri.net

Currently, I am taking a year out of my fourth grade classroom in South Kingstown, Rhode Island to work with GEMS-NET 9Guiding Education in Math and Science). GEMS-NET is sponsored by the National Science Foundation and South Kingstown is one of seven districts who work collaboratively to provide inquiry science to students.

My responsibilities are to learn the underpinnings of the GEMS-NET program so that I can work with the other districts to continue the program when the NSF grant expires. My duties include: developing expertise in science and inquiry based teaching by attending workshops, organizing and conducting teacher professional development workshops, developing standards based assessment, providing classroom coaching, working with the Materials Resource Center, assisting outreach activities for parent and community members, and teaching science methods to preservice teachers at the University of Rhode Island.

 

 

HASP LSC

Mary S. Harris, Teacher
mha4134152@aol.com

Having been involved in the HASP (Hands on Activities Science Program) for the past seven years, I am currently teaching fifth grade in a magnet school setting. I have taught science using the STC modules in the second, third, and fifth grades.

In 1997, I served the program as a Teacher-in-Residence. My major responsibilities were to develop and implement teacher in-services to the five school districts involved in the program. During that time, my primary area of expertise was assessment, with a major focus on studentsı science journals and portfolios.

Since returning to the classroom I continue to serve the project by developing and implementing concept development workshops. I also serve on a team that enhances the use of portfolios among lead teachers.

Freida G. Lewis, Lead Teacher
lewis1@worldisp1.net

I am currently teaching second grade at Woodville School in Jackson County, Alabama. During my twelve years of teaching, I have taught sixth grade, split second-third, and second grade. Our district is in the second year of implementing the Hands-on Activity Science Program (HASP). I am the lead teacher at my school and have attended numerous training sessions for this program. I was a member of a five-member team in our district sent to Washington, D. C. this summer for the LASER K-8 Science Education Strategic Planning Institute to develop a five year plan for science reform in our district.

Ellen Thompson, Teacher, Science Facilitator
ellen.ron@mindspring.com 

I am a third grade teacher at Horizon Elementary School in the Madison City Schools District in Madison, Alabama. Madison is located in north Alabama approximately eight miles from Huntsville, Alabama. Huntsville is home to the United States Space and Rocket Center and the U.S. Space Camp.

In addition to my full time teaching duties, I also serve as a science facilitator. I consider my association with the University of Alabama in Huntsvilleıs Institute for Science education one of my greatest contributions and accomplishments in education. I was recommended by my administrator to participate in the two-year summer project on science reform in North Alabamaıs schools. In addition to science reform, topics included hands on inquiry-based science, teacher module t4raining and authentic assessment. Another advantage, included learning from experts in the filed of science and assessment from across the nation.

Through my experience with HASP (Hands-on Activity Science Program) the opportunity to share my knowledge with others has been educationally and personally rewarding. I have been fortunate to train teachers in Georgia, Tennessee, Louisiana, and Oklahoma, as well as Alabama, who are working with the National Science Resources Center in Washington D. C. to improve the teaching of science in our nationıs schools.

Reba Turk, 5th Grade Teacher
theturk's@mindspring.com

Reba Turk is a lead teacher at Laceyıs Spring School. She is a mentor/trainer for a neighboring school district and a new teacher trainer for HASP.

 

 

LASERS

Roberta Alvarez, Staff Developer
ralvarez@thegrid.net

Roberta Alvarez is a Staff Developer for the LASERS project (Language Acquisition in Science Education for Rural Schools). LASERS is a K-6 professional development project focused on making effective science accessible to all students. Before joining the LASERS staff, Roberta was an elementary classroom teacher in the Alisal Union School District in Salinas, CA. She served as science mentor for the district, and ahs participated in the LASERS project as a Resource Teacher, Peer Coach, and Leadership Cadre member. Robertaıs role as a LASERS Staff Developer is to provide support to teachers at participating school sites in the form of curriculum planning, peer coaching, and assistance in the facilitation of Core Team meetings.

Petra I. Martinez, Staff Developer
isamarusa@aol.comt

I am a Staff Developer for the Life Lab LASERS project. My objective in the efforts to reform science education is to assist teachers in integrating science into their daily curriculum through the learning and use of effective teaching strategies. These include inquiry and assessment-based, hands-on science instruction. I also assist teachers in making their science instruction accessible to all students including their English Language Learners. My role requires varied duties such as providing support to science resource teachers and staff in their efforts to move toward school wide and district wide science goals. I also may serve as a peer coach, a core team meeting facilitator, and a liaison between LASERS and school district personnel. In addition, I assist school site core teams in planning, problem solving, and resource development. Other duties as a staff developer include keeping accurate records, and planning and presenting teacher-training workshops.

Karen Nordstrom, LASERS Resource Teacher
knordstrom@mw.santacruz.k12.ca

I am currently serving as a LASERS (Language Acquisition through Science Education for Rural Schools) resource teacher as well as a 4/5 bilingual teacher at Mintie White School in the Pajaro Valley Unified School District. The responsibilities of the 3 resource teachers at our site include in-servicing all teachers at our school about the science inquiry process and educating them concerning the current national and state science education standards. We provide professional development experiences that encourage the use of adopted curricula to meet the standards and to help the students learn English.

 

MASE II

Wendy Roselinsky, Principal
roselinsko@aol.com

I am the principal of a PreK-5 elementary school. The school is in an urban setting ­ 56% Hispanic, 29% African American, 13% Caucasian, 2% Asian. As the principal, I have facilitated the purchase and implementation of FOSS kits K-5. The Full Option Science systems have assisted teachers in teaching science in a hands-on and developmentally appropriate manner. Classrooms buzz with children engaged in activities that keep them on task. We use Investigations as a school wide mathematics program. I have worked with my staff for 4 years to teach through cooperative learning, hands-on, developmentally appropriate activities that are sequential and objective based.

Heidi Torres, Teacher on Special Assignment
torreshj@aol.com

My current role as Teacher on Special Assignment with the K-5 Science/Math Center of the Clark County School District is to enhance program reform efforts. In this role I design, plan, and facilitate professional development sessions that model standards-based inquiry for all students. These sessions are grounded in current research and our basic assumptions about how learning occurs. Professional development sessions are thoughtfully designed to meet participantsı needs while challenging their thinking. The are structured to include:

1. Activities that build knowledge of content, standards-based materials, and pedagogy
2. Site-based sessions at schools that will enable participants to translate new knowledge into practice and engage with colleagues in interactions to seek answers to questions
3. Experiences in which participants will build a vision of standards-based inquiry teaching and learning
4. Study groups to examine student work, case stories, and immersions in inquiry
5. Coaching and mentoring options to promote reflection and depth of thinking

Mary M. Weisenmiller, Teacher on Special Assignment
winkyw@netzero.net

My role as Teacher on Special Assignment with the K-5 Science/Math Center of the Clark County School District is to support teachers and administrators as they move to reform science programming, to incorporate a standards-based reform vision in our large district. In this role, I strive to increase knowledge of science, how children learn, and effective pedagogy in order for teachers to provide quality science for all students. I am responsible to help teachers and administrators deepen their science content knowledge, strengthen their understanding of how students learn, broaden their knowledge of assessment strategies, and increase their ability to implement the standards-based materials. I also help teachers, school administrators, and superintendents identify staff development needs in science. I then meet with the administrative specialist for science to plan, organize, and coordinate activities to meet these identified needs and collaborate with other Teachers on Special Assignment to design, plan, and facilitate professional development sessions that model standards-based inquiry for all students. I also plan and demonstrate model classroom lessons, assist individual teachers and administrators as they integrate science and other curricular areas, and work to infuse exemplary curriculum materials into all schools.

 

 

MCPS Science Connections

Ann Bedford, Instructional Specialist
ann_e._bedford@fc.mdps.k12.md.us

My current position is Instructional Specialist with the Department of Academic Programs. I am responsible for planning, researching, developing, and executing science education training for approximately 3000 teachers responsible for teaching science in 127 elementary schools. In 1997 we brought closure to a National Science Foundation Teacher Enhancement Grant which provided professional development for elementary teachers in conjunction with a newly revised elementary science curriculum, including kit-based materials. Currently our focus is on professional development to sustain our elementary science revision efforts. We were successful at moving a percentage of teachers toward inquiry based instruction but there remain too many that need support in transforming their instruction. I also work with the secondary science office to support their middle school science curriculum revision. This joint effort assures continuity of teacher training and instruction for our students (and some teachers) as they move into the middle school.

Brian Campbell, Teacher, Teacher Leader
briab_t_campbell@interact.ccsd.net

My current position is as a second grade teacher in the Clark County School District. In addition I am a Teacher Leader with the K-5 Mathematics and Science Enhancement (MASE) II program, a Local Systemic Change (LSC) project. In this role I provide leadership and support at my school site and lead MASE professional development sessions for other colleagues in the district. My responsibilities include planning and implementing an inquiry-based science program in my classroom to serve as a model MASE classroom for CCSD teachers, a model of standard-based instruction and reflective practice. I collaborate with Teachers on Special Assignment to design, implement, and evaluate professional development sessions for elementary teachers in our district. I also participate in on-going professional development sessions with the project, as well as in a professional study group to look at important science ideas and to enhance my own planning and instructional practices.

Patricia Hagan, Middle School Science Specialist
patricia_hagan@fc.mcps.k12.md.us

As the Middle School Science Specialist for Montgomery County Maryland Public Schools (MCPS), and Principal Investigator for the National Science Foundation Local Systemic Change project, Science Connections, I am responsible for the development and implementation of the professional development for the middle school science teachers of our district. I also assist with and present at our in-service training sessions. My responsibilities include dissemination of information about the project to staff, community members, and outside agencies. I coordinate with the Elementary Science office to establish a plan of instructional strategies for teachers and students. I also work with middle school teachers in establishing the criteria for instructional materials and the evaluation, selection, and distribution of the materials for use in the countyıs 35 middle schools.

Brenda N. LaFayette, Interdisciplinary Resource Teacher and Master Science Teacher
brenda_lafayette@fc.k12.md.us

As the Interdisciplinary Resource Teacher and Master Science Teacher for John Poole Middle School, Montgomery County Public Schools, I am responsible for developing and implementing the new middle school science curriculum and instructional strategies. These are all part of our Local Systemic Change project, Science Connections. My responsibilities include dissemination of information about the project to teachers within my building, modeling best practices, providing the resources to teach the new curriculum, and mentoring teachers as they learn and implement the new curriculum and instructional strategies. I also assist with and present in-service training sessions for teachers throughout the county. I have been a writer, team leader, and editor for the Curriculum Framework Group for three years. As part of the group, I have been responsible for writing the new process and content outcomes, as well as writing and revising the scope and sequence documents developed for each new unit.

 

 

Mesa Unified School District

Thea A. Hansen, Elementary Science Specialist
tahansen@mpsaz.org

Thea Hansen is the newest member of Mesa Public Schoolıs Elementary Science Specialist Team located in Mesa, Arizona. This is her first year out of the classroom and she is finding that this change is a wonderful opportunity to learn more about the school district, teachers, schools, and the varied curriculums within it. Theaıs responsibilities include coordinating science, health and social science curriculums for 2 grade levels, second and fifth. To implement change towards science reform efforts, Thea and her colleagues provide professional development and assistance to teachers at the 53 elementary schools within their district. As part of the Systemic Change teach, she also helps provide teacher enhancement opportunities in the areas of science, technology and math.

Rick Vanosdall, Science Specialist
rvandosa@mpsaz.org

I am the Science Specialist for our LSC, the Mesa Systemic Initiative (MSI). My responsibilities focus on the design and implementation of professional development to enhance inquiry based science in grades K-8 in our 53 elementary and 12 junior high schools. This includes working with teachers and administrators to establish and nurture site-based and regional learning communities, which integrate math, science, and technology. I also function as a liaison between the MSI and our science resource staff as they implement systemic reform practices.

 

Metro-Nashville LSC

Mary Jean Darby, Teacher-in-Residence

I am a Teacher-in-Residence for the Metro Nashville-Davidson County Public School System and I am responsible for part of the module training for our district as well as three additional districts. My responsibilities also include assisting science teaching in 25 elementary and middle schools. Additional responsibilities involve leading the organization of training for Science Facilitators during both the summer and the school year. I spend about 75% of my time in professional development.

Marilynn Duran, Teacher-In-Residence

Marilynn Duran is a Teacher-in-Residence responsible for much of the module training. She is currently involved heavily in working with teams of science teachers in Williamson County aligning the curriculum to state and National Standards. She also conducts in-service training on inquiry and questioning strategies.

Kris Neal, Associate Investigator, Center of Excellence at Tennessee State University
kneal@acelink.net

Dr. Kris Neal is an Associate Investigator at the Center of Excellence at Tennessee State University (TSU). TSU works in collaboration with the four districts involved in the science reform project. Her role includes working with principals and teacher leaders to establish study groups in each of the districts to enhance depth of understanding about inquiry, science instruction, and teaching strategies. She also works with the project to develop and implement professional development for science teacher leaders.

 

Middle School Science Systemic Change Partnership

Eric Feruson, Science Resource Teacher
eric.ferguson@bsd405.com

Eric supports 29 science teachers in 7 middle schools. Bellevue School District has based its curriculum on the Essential Learning1s (EALRs) from Washington State. Eric assists with the development of common science units, provides individualized unit planning and teacher support, models effective practices in science instruction, supports teachers in time management and coordinates common assessments for the district. Eric also observes students and reflects with teachers on student behaviors, learning indicators and attitudes. In Ericıs spare time he likes to golf and ski, however, most time is directed toward being a proud parent of a 15-month-old daughter.

Caroline Kiehle, Program Manager
ckiehle@u.washington.edu

Caroline is directing the new Seattle-area LSC for secondary level science. Five school districts have formed a partnership with the University of Washington to provide 165 hours of professional development for all 250 middle level science teachers. Teachers are participating with their schoolıs whole science department for the five years of this program. They will work on developing their science program to be standards-based, using the best instructional materials with an inquiry approach to teaching, and with a deeper understanding of science content. To support teachers through this change process Caroline is leading the team of Science Resource Teachers and scientists that will provide support for teachers at their school building on a daily basis. In this role, she is blending her experience in research science, in middle school science teaching, and in teacher professional development in inquiry science.

Kathee Terry, Science Curriculum Developer
terryk@bsd405.com

Kathee Terry is the Science Curriculum Developer for Bellevue Public Schools. She is guiding the implementation of standards-based, inquiry science curriculum for grades K-12. She directs curriculum development, coordinates professional development and instructional material support for science teachers in 16 elementary schools, 7 middle schools, and 5 high schools.

 

Minneapolis Public Schools: Science Works!

Joe Alfano, Science Liaison Teacher
jalfano@mpls.k12.mn us

My name is Joe Alfano and Iım one of 4 regional science liaison teachers here in Minneapolis Public Schools. We are currently in the third year of aK-6 NSF Local Systemic Grant Initiative. I work in 15 area schools and my primary responsibilities revolve around meeting with school staffs assessing their science needs, and developing and implementing school-wide science staff development plans. I have organized and lead science staff development sessions both in schools and for district-wide events. A personal interest of mine is integrating science with the arts.

Rita Britton, Teacher on Special Assignment‹Science Liaison
rsbritton@aol.com

Rita Britton is a Teacher on Special Assignment who works as a Science Liaison with 1/4 of the public schools in Minneapolis. She provides research and survey data to assist the principal and the leadership team in designing science staff development plans for their school. She works with individuals, teams, or whole buildings on plans to help staff find the scientist in all students. The staff development plans may cover science kit needs, science center relationships or specific needs for specific buildings. Ritaıs job also includes assisting with planning and carrying out the needs of district level science staff development, including implementing standards and assessing student performance.

Teferi Fufa, Teacher on Special Assignment
tfufa@mpls.k12.mn.us

I am a Teacher on Special Assignment (TOSA) serving as a Science Liaison to 1/4 of the schools in the district (20). We have 2 science centers from which kits are distributed to all the schools. I liaise between the centers and the schools to make sure that teachers get the materials they need to teach the curriculum.

My job is to make sure that the teachers know and can teach the curriculum, and that they have the materials necessary to teach with. Hence, I help in planning/conducting staff development. I also do demonstration teaching and mentoring.

Another part of my job is to help develop science leadership teachers: to do this we choose about three schools per TOSA. We call these Science Focus Schools. We make additional funds available to them to develop their own staff development. Science teams are formed in each focus school and they get leadership training.

Susan M. Townsend, Teacher on Special Assignment
susan.townsend@mlps.k12.mn.us

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

 

Partnership for Inquiry-based Science

Richard T. Edgerton, Science Resource Teacher
edge@atmos.washington.edu

I work as a "Science Resource Teacher" in the Seattle Public Schools. My job is to assist elementary school teachers to teach science more frequently, particularly using an inquiry approach rather than using traditional methods. We provide science content to teachers along with workshop-based and classroom-based professional development to support constructivism since 1986 and intensively since 1989 and hope to serve teachers in bringing forth its tenets in their classrooms.

Betsy Rupp Fulwiler, Science Resource Teacher

I am a Science Resource Teacher in the Seattle School Districtıs Inquiry-Based Science Program, an LSC that is funded in part by NSF. As an SRT, I am responsible for providing instructional support in the pedagogy and units that will help our teachers meet the stateıs Essential Academic Learning Requirements for Science. This includes weeklong institutes in the summer and three- to six-hour sessions throughout the school year. Seattle SRTs also work in teams to provide support at the building level for individual teachers, grade level teams, and/or whole staffs. Because I was an editor before I became a teacher, I also am responsible for creating and leading workshops to develop expository writing skills through the use of science notebooks. In addition, I am a reading specialist and work with Wanda Lofton, another SRT, to develop a pilot reading program in which informational reading strategies are taught to students through the use of science tradebooks that enrich what students have discovered in their investigations. Before becoming an SRT, I was a lead teacher in this program and in that position had a supportive role in the workshops and benefited from ongoing professional development with SRTs.

Wanda F. Lofton, Science Resource Teacher

I am a veteran teacher in the Seattle Public School System with experience at the elementary level in schools with significant economic and ethnic diversity. Currently, I serve as a Science Resource Teacher in the Seattle LSC initiative, funded in part by the NSF. This project serves 57 of 71 elementary schools and programs in the district. In the capacity of Science Resource Teacher I am primarily responsible for providing professional development for teachers at the third grade level and supporting teachers in grades K-5 in the 15 schools that I serve. This professional development begins with a weeklong summer institute focusing on pedagogy and content in inquiry-based science instruction and continues in 3-6 hour workshops during the school year. On-site support to teachers include: planning, modeling, and debriefing lessons in the units, assisting with the development of Science Focus Groups, and workshops designed to address specific building needs. On-going support to teachers also include developing and presenting workshops on topics or issues related to science education, such as inquiry, questioning, insightful science in reading, writing, and mathematics. Betsy Fulwiler, another SRT, and I are coordinating a reading pilot that will focus on the correlation between non-fiction reading using science tradebooks and the units taught in our elementary science program.

 

SEEDS Project

Darlene Ann Bailis, Teacher, Assessment
dabzjc@polarbear.stark.k12.oh.us

I am a fourth grade teacher currently serving on the SEEDS (Science Education Enhancing the Development of Skills) Continuous Improvement Team in Stark County, Ohio. I was granted professional leave from my classroom responsibilities for one year to observe and assess the progress of the SEEDS National Science Foundation K-6 science initiative in 16 school districts in my county. My responsibilities include conducting classroom observations, leading teacher discussion groups, interviewing principals, mentoring science teachers, providing teacher inservice, and making recommendations for curriculum revision, professional development, and changes in science instructional materials. I am a member of my own school districtıs science leadership team and have been a nationally certified GLOBE trainer for two years. Last year I received National Board Certification and celebrated by taking my family on a summer cross-country road trip to San Diego, California.

Marlene M. Bolea, Teacher
mmbzjc@polarbear.stark.k12.oh.us

I have been teaching at the elementary level in Jackson Local Schools in Massillon, Ohio, for the past twenty-four years. My most recent assignment was teaching fourth grade at Lake Cable Elementary School. I am now a member of the SEEDS Continuous Improvement Team and I am working at the Stark County Educational Service Center with six other former teachers. SEEDS is a local systemic change initiative for science grades K-6. The goal of the project is to improve elementary science teaching by implementing a hands-on, minds-on science program integrated with other content areas. This is the fifth and final year of the grant and we are assessing the program as it is now being used in the districts. At the end of this school year, we are scheduled to return to our classrooms.

I have been trained nationally in the GLOBE program and I have been a trainer for the last two years. I am also a member of my district leadership team and I have been involved in doing science inservice for the teachers both in my home district and the other fifteen districts in the county.

Carol M. Carlin, Lead Teacher
cmc2ts@mustang.stark.k12.oh.us

I am currently on professional leave to serve as a member of the SEEDS Continuous Improvement Team at the Stark Count Educational Service Center. SEEDS is an NSF funded Local Systemic Change Project. My responsibilities include visiting the sixteen districts in Stark County to assist in improving elementary science instruction. Our team is conducting interviews with teaching professionals, visiting classrooms, studying science curriculum and achievement data and making recommendations to the districts for improvement. I will also assist the team in planning and co-facilitating two weeks of professional development workshops for district science leadership teams next summer.

I am also continuing my role as Tuslaw Localıs SEEDS lead teacher. Every Friday I return to my district where I facilitate science action research, mentor new and new-to-grade-level science teachers, plan professional development opportunities, order and distribute materials, and work with my district leadership team to improve science instruction.

 

 

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Last update: March 7, 2000