Professional Development Design Workshop

21 - 26 April 1997

Participant Biographies

ANCHORAGE, ALASKA

Local Systemic Change, NSF

Trisha Herminghaus herminghaus_trisha@msmail.asd.k12.ak.us The Earth Systems Implementation Project is a Local Systemic Change grant from the National Science Foundation to provide professional development in science education for 1,050 elementary teachers. As teacher trainer, my job in this program is to design and implement science education workshops for teachers K-6.

Judy Hurlburt hurlburt_judy@msmail.asd.k12.ak.us I am currently the PI and Project Director for the Earth Systems Implementation Project, an NSF sponsored Local Systemic Change Project in Elementary Science. My responsibilities include keeping the project vision alive and nurturing relationships which support and keep the project moving forward. I am responsible for assuring that project goals and objectives are met; planning professional development activities for 1,080 elementary classroom teachers, teams of Science Support Teachers from 61 elementary schools, 61 principals and a cadre of community scientists; and working closely with our science materials center to assure delivery and maintenance of our hands-on inquiry kits. This project, along with a similar secondary project, encompasses Anchorage School District's science education reform goals.

BUFFALO PUBLIC SCHOOLS
BUFFALO, NEW YORK

Local Systemic Change, NSF
Center for Urban Science Eduacation Reform, EDC

Mary Ann Milak mmilak@mailgate.drew.buffalo.k12.ny.us I am a Curriculum Resource Teacher in Buffalo, New York. Fifty percent of my time is spent working with 3rd and 4th grade teachers and their students planning and assisting with hands-on inquiry based activities at the Dr. Charles R. Drew Science Magnet School. I also coordinate the schoolÕs annual Science Celebration. For the remaining 50% of my time, I am assigned to Project TEAM 2000 as the Level 2 (Gr. 3-4) Senior Mentor. TEAM 2000 a collaboration between the Buffalo Museum of Science (NSF Grant) and the Buffalo Public Schools, is a science reform project designed to introduce hands-on inquiry based science to 1,400 K-8 teachers in the BPS. Through TEAM 2000, I have been involved in the selection of kits for Grades 3-4. I inserviced teachers who then became mentors in their schools. Many of those mentors now facilitate kit workshops for their colleagues, and I continue to work closely with them. Along with other TEAM 2000 staff members, I am involved in planning advanced professional development workshops for teachers who are ready to go beyond the structured (kit) level. I also work with a committee of teachers on kit evaluation and modification, and IÕm a member of the TEAM 2000 Inquiry Focus Group.

Keith Robertson fnaday@aol.com I am a Resource Room/Consultant Teacher at Frederick Law Olmsted School #56 in Buffalo, New York. I am also involved with the TEAM 2000 Program through Buffalo's Natural Science Museum. I have facilitated "hands-on" science workshops, inquiry focus groups and field tested object lessons through TEAM 2000 and the science museum. Presently, I am working with a team of teachers developing summer workshops focusing on implementing inquiry skills in the classroom as a teaching style and a learning style.

CHICAGO PUBLIC SCHOOLS

Chicago, Illinois

Local Systemic Change, NSF

Frances Fullilove Initiative Coordinator, University of Illinois at Chicago-All Learn Mathematics (UIC-ALM) Project All Learn Mathematics established partnerships with Chicago Public Schools in a school-university initiative to improve the learning and teaching of mathematics in grades 4-9. The project includes a comprehensive staff development program for teachers, in-school follow-up support, math-related programs for families and students, and development of teacher leadership within schools. As an ALM Initiative Coordinator, Frances Fullilove provides support in five Chicago Public Schools. Frances assists each school in designing a school improvement plan that focuses on systemic improvement. In addition to providing staff development, Frances assists teachers in a variety of ways, including peer coaching; co-teaching; modeling strategies; working with small groups of students; planning parent education programs; designing after-school programs; and meeting with administrators. This type of follow-up support helps teachers improve teaching methods and integrate curricula.

Gina Gomezdelacasa ginagdc@uic.edu Initiative Coordinator, University of Illinois at Chicago-All Learn Mathematics (UIC-ALM) Project All Learn Mathematics established partnerships with Chicago Public Schools in a school-university initiative to improve the learning and teaching of mathematics in grades 4-9. The project includes a comprehensive staff development program for teachers, in-school follow-up support, math-related programs for families and students, and development of teacher leadership within schools. As an ALM Initiative Coordinator, Gina Gomezdelacasa provides support in five Chicago Public Schools. Gina assists each school in designing a school improvement plan that focuses on systemic improvement. In addition to providing staff development, Gina assists teachers in a variety of ways, including peer coaching; co-teaching; modeling strategies; working with small groups of students; planning parent education programs; designing after-school programs; and meeting with administrators. This type of follow-up support helps teachers improve teaching methods and integrate curricula.

CLARK COUNTY SCHOOL DISTRICT

LAS VEGAS, NV

Local Systemic Change, NSF

Center for Urban Science Education Reform, EDC

Thelma A. Davis bud23@ix.netcom.com Prior to relocating in Las Vegas, I taught for eleven years in Azusa Unified School District in Southern California. During my past eight years with the Clark County School District (CCSD), I taught upper elementary grades and was fortunate to participate as a teacher leader in the Mathematics and Science Enhancement (MASE I) NSF funded grant, working on restructuring mathematics instructional practice in my classroom. Currently, I am one of six MASE II Teachers on Special Assignment (TOSA's) who work together with five Dwight D. Eisenhower TOSA's to continue to restructure mathematics and science instruction. As a member of this team, I plan and implement professional development for classroom teachers in mathematics. This work includes leading workshops with standards-based, exemplary materials and work in teacher's classroom. As MASE liaison, I am responsible for offering support for professional development in mathematics and science for the 25 schools forming the Southeast Area, one of six geographic areas of the Clark County School District. In addition to these responsibilities, I coordinate the leadership cadre responsible for planning and implementing Mathematics and Science for Families nights in the district.

Stephanie Mattson matchs@sisna.com I have been a teacher for 20 years, with experience teaching elementary grades 1, 2, 3, 4 and 6. My current assignment is that of Teacher on Special Assignment (TOSA). I am one of five TOSAs that work with professional development in mathematics and science funded by the Eisenhower Grant. My present responsibilities include, but are not limited to, designing and conducting professional development in mathematics and science; establishing and maintaining teacher leadership cadres; working with colleagues to write and refine district curriculum; assisting teachers to implement the district curriculum; and serving as a member of the Northwest Area Professional Development Center Board.

EAST BAY EDUCATIONAL COLLABORATIVE
PORTSMOUTH, RHODE ISLAND

Local Systemic Change, NSF

Judy Droitcour wilsonj@ride.ri.net As co-director of the KITES Project, my responsibilities include working with scientist partners, focusing on the assessment piece of the science kits and planning professional development activities. In addition, I work with individual schools and teachers to promote the excellence in mathematics and science for all teachers and students.

Alida Frey freya@edgenet.net As a Science Specialist for the KITES (Kits in Teaching Elementary Science) Project, my responsibilities include planning professional development for principals and teachers to promote best practice and an increased understanding of scientific content, as well as working with individual schools and teachers to support the integration of KITES and assessment into the curriculum.

HANDS ON ACTIVITIES SCIENCE PROGRAM (HASP)

ALABAMA

Local Systemic Change, NSF

Linda P. Burns lburns@hiwaay.net Linda Burns is a fourth grade teacher at Julian Harris Elementary School in Decatur, Alabama. She has been involved in the HASP (Hands On Activities Science Program) for the last five years. She is a Lead School Facilitator and a Pilot Assessor for HASP. She is currently serving as team captain for Professional Development in the area of assessment. She regularly trains peer teachers in the use of science modules.

Sue Gunter I teach fourth grade students at Lacey's Spring School, Lacey's Spring, Alabama. I have been involved with the University of Alabama in Huntsville (UAH), Institute for Science Education, for three years. My first year was as a classroom teacher teaching two modules. The next year I was asked to become a school facilitator, and I taught three modules. This past year, I have served as a lead school facilitator teaching four modules. I am also a pilot assessor, and have helped design an assessment tool for the electric circuits module. I am currently serving as a Professional Development Team Member, with the responsibilities of formulating objectives and strategies for professional development for UAH, Institute for Science Education. I will be serving as a Teacher in Residence for UAH for the 1997-98 school year.

Vicky McLaughlin I am a kindergarten teacher at Brownwood Elementary in Scottsboro, Alabama. I serve as a school facilitator for our HASP projects. As school facilitator, I try to help with any problems that might arise while a teacher is using a HASP kit. I also serve as a pilot assessor. As a pilot assessor, we try different ways of assessing the concepts learning during a science lesson.

Roslyn Pressnell roslpres@nes.acs.k12.al.us My current assignment is in the second grade classroom. I have taught first, third, fourth and fifth grades. I am completing my tenth year of teaching. I am also the Lead School Facilitator with the Hands On Science Program for Athens City Schools. As Lead School Facilitator, I am a resource person, pilot new HASP modules, field test new teaching strategies and assessments, serve on the district council, and act as a facilitator for communication relevant to HASP issues. I also serve as team leader for designing professional development focusing on integration. During the 1997-98 school year, I will be a Teacher in Residence for the HASP Local Systemic Change Project for the University of Alabama in Huntsville, Institute for Science Education.

LAWRENCE TOWNSHIP PUBLIC SCHOOL DISTRICT
WEST WINDSOR-PLAINSBORO REGIONAL SCHOOL DISTRICT
PLAINSBORO, NEW JERSEY

Local Systemic Change, NSF

Donna Lawrance blawrance@aol.com I am a fourth grade classroom teacher at the Lawrence Intermediate School in Lawrenceville, NJ. The school is a district wide school for grades four through six and has approximately 820 students. I teach 23 students in a self-contained "gifted" classroom. In 1995, I attended the NSRC Elementary Science Leadership Institute as a team member. Since that time, I have been helping to implement the National Science Foundation Teacher Enhancement Grant, E=MC2, serving as a member of both the advisory council and the management council for the grant. In my school, I am the building coordinator for science working with 4 mentor teachers and approximately 40 classroom teachers. Last year, I attended our summer science institute Part A, and observed the summer science institute in Montgomery County, Maryland. This summer, I will be training teachers at the summer institute, Part A, with 8 other teachers from 3 school districts in New Jersey and 5 lead teachers from Montgomery County, Maryland. On July 14, I will be attending part B of our summer science institute which will primarily concentrate on assessment and technology.

LIFE LAB SCIENCE PROGRAM
SANTA CRUZ, CALIFORNIA

Local Systemic Change, NSF

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

Joyce Swenor jhswenor@aol.com I am a staff developer for Life Lab Science working on the LASERS (Language Acquisition through Science Education in Rural Schools) project funded through NSF. Our project involves seven school districts (50 schools) and emphasizes systemic change in science education by working at the district level, site level and the classroom and making science accessible to all students. My job involves meeting monthly with a group of teachers at seven of the schools to plan, discuss and reflect on implementation of their science curriculum. The project provides release time for each member of the team to attend workshops, develop and plan units and utilize peer coaching strategies. I work with each school to develop its own goals as a team and as individuals and to implement and assess the progress towards reaching their goals.

LITES

OAKLAND, CALIFORNIA

Local Systemic Change, NSF

Norman Brooks normanb495@aol.com After teaching one year of elementary school in Los Angeles, I joined the TWA (Trans World Airlines) Marketing Division where I worked for 21 years (including 10 years in Saudi Arabia). After leaving TWA, I began teaching Computer Information Systems at the college level. In 1990, I returned to elementary education at Burbank Elementary School in Oakland, California. In 1995, I became the science prep teacher. In June 1996, I joined LITES (Leadership Institute for Teachers of Elementary Science) at Mills College. My LITES team supports the elementary teachers of Oakland by conducting workshops, doing classroom demonstrations, assisting with lessons and field trips, obtaining materials and equipment, and developing a collaborative learning community. Our goal is More and Better Science for ALL students. My special interest and focus has been live insects in the classroom and integrating technology and science.

Anthony Cody acody@uclink4.berkeley.edu I have taught middle school science for ten years in Oakland. For the past two years, I have been on loan to the Lawrence Hall of Science, helping develop new FOSS middle school science curriculum. I have recently been active in leading teachers to revise district science standards. For a number of years I have worked organizing workshops and informal gatherings of teachers in the district, devoted to boosting hands-on science.

MESA PUBLIC SCHOOLS

MESA, ARIZONA

Local Systemic Change, NSF

Korin Judson judsons@aol.com Korin Judson is a Science Resource Specialist with the Mesa Public Schools in Mesa, Arizona. Korin's responsibilities are divided between two departments, the Science and Social Sciences Resource Center and the Mesa Systemic Initiative (a five year grant funded by the National Science Foundation). Mesa's K-6 based science program is distributed to the 50 elementary schools through the Science Resource Center. The center has been in existence for 22 years and remains a national model for science education reform. Innovative techniques in curriculum design, teacher professional development and community/industry involvement, have been their hallmarks of success. The main focus of our NSF grant is to provide teacher enhancement opportunities in science, math and technology through site based learning communities. Korin is a resource to teachers and schools, provides support in planning and implementing professional development, and assists teachers in successfully integrating the science program into the school day.

JoAnne Vasquez jvasquez@mesa.k-12.az.us JoAnne Vasquez is an elementary science resource teacher with the Mesa Public Schools in Mesa, Arizona. The Mesa K-6 science program is a kit based approach which is distributed to the 50 elementary schools through the Science Resource Center. The Science Resource Center was established 22 years ago and for the past 18 years JoAnne's primary responsibilities include curriculum design and implementation as well as providing professional development experiences. The Mesa Science Resource Center has served as a national model for science education reform. Innovative techniques in curriculum design, teacher professional development and community involvement have been their hallmarks of success.

METRO NASHVILLE AREA LOCAL SYSTEMIC CHANGE PROJECT
NASHVILLE, TENNESSEE

Local Systemic Change, NSF

Donna Hooper hooperd@ten-nash.ten.k12.tn.us This LSC is a partnership between four school districts (Metro-Nashville, Rutherford, Sumner and Williamson Counties) and Tennessee State University (TSU). TSU is the fiscal agent and manages the Teacher Enhancement and Material Management (TEMM) Center. The districts have 3,000 elementary teachers and 129 schools. Our consortium partners have worked together since 1991 to begin the transition from text-based to inquiry-based science. We received our National Science Foundation grant in 1996. As a Teacher-in-Residence at the University my key roles include: reporting to and assisting the Project Director full-time in planning, scheduling and conducting learning activities for school facilitators; conducting across-school activities for peer teachers; assisting with in-school activities; and assisting in planning module distribution schedules each year.

Jimmie Lee This LSC is a partnership between four school districts (Metro-Nashville, Rutherford, Sumner and Williamson Counties) and Tennessee State University (TSU). TSU is the fiscal agent and manages the Teacher Enhancement and Material Management (TEMM) Center. The districts have 3,000 elementary teachers and 129 schools. Our consortium partners have worked together since 1991 to begin the transition from text-based to inquiry-based science. We received our National Science Foundation grant in 1996. As a Teacher-in-Residence at the University my key roles include: reporting to and assisting the Project Director full-time in planning, scheduling and conducting learning activities for school facilitators; conducting across-school activities for peer teachers; assisting with in-school activities; and assisting in planning module distribution schedules each year.

NATIONAL CITY, CALIFORNIA

Local Systemic Change, NSF

Bonnie Styles bonstyles@aol.com I am the Science Resource Teacher for the National School District. My main responsibility is being the Program Manager for our National Science Foundation Grant (1995-2000). We are collaborating with the University of California, San Diego, to enhance the science and technology backgrounds, language acquisition skills, multicultural knowledge and leadership skills of all the teachers in the National School District. I am in charge of Science Professional Development. Each summer I coordinate the National Science Academy. Sixty teachers attend a two week intensive training. Inservice is provided by college professors, science educators and master teachers. A four week summer school follows the Academy utilizing the newly learned content. Teachers also have the opportunity to attend two day mini institutes during the academic year and Saturday trainings. I have been instrumental in writing Environmental Education Grants for the National School District. As a CSD LIFE fellow (Leadership Institute for Environmental Education), I bring to the district the latest efforts happening in the state. I am a state facilitator for ÒA ChildÕs Place in the EnvironmentÓ and a state facilitator for ÒClosing the Loop.Ó I am an Environmental Grant Reviewer and worked on the State Compendium Project. These projects are part of our USI.

Gloria Gonzales I have been teaching for four years. The past three years I have assisted in coordinating the Science Academy for teachers in the National School District. The intent of the program is to introduce science projects and curriculum through demonstrations and workshops so that the teachers can incorporate those materials in their classroom instruction. I review the learning objectives of the courses and study the supplemental guides and teacherÕs manuals in order to present viable teaching strategies. I continually review reference literature and attend seminars and conferences to stay informed of new and prevailing science program resources.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

SAN FRANCISCO, CALIFORNIA

Local Systemic Change, NSF

Center for Urban Science Education Reform, EDC

Andrew Estrin aestrin@muse.sfusd.k12.ca.us I am currently designated as a TSA, Teacher on Special Assignment. In this job my responsibilities include coordinating three Science Focus Schools funded by our NSF Local Systemic Change Initiative. In addition, I provide support for five schools working on math improvement. My role at the Science Focus Schools, in addition to provide direct support for one school, includes supporting new teachers with improved content and pedagogy delivery, designing and implementing professional development for the Network of Science Focus Schools and fostering site-based team leadership in science.

Margo Fontes mfontes@muse.sfusd.k12.ca.us I have three areas of responsibility in the district related to science education reform. Professional Development. Coordination of a two year Introductory Science Program for new and beginning teachers. This program provides two week summer institutes that focus on two curriculum units at a grade level, school year follow-up that includes three Saturday sessions and 8 hours of professional development. Director, K-5 Science Refurbishing Center. Oversee the purchase, organization and distribution of science material needed to support the adopted science curriculum. Science Associate Coordinator. New this year at 35 elementary schools is a science associate position. Main responsibilities of this person is science material management at their site. My role as coordinator includes facilitating monthly professional development meetings that look at defining the job and then how do you get the job done.

SEATTLE SCHOOL DISTRICT

SEATTLE, WASHINGTON

Local Systemic Change, NSF

Joan Abdallah jabdallah@is.ssd.k12.wa.us Joan Abdallah is the Program Director for Seattle Public School System's Partnership for Inquiry-Based Science. The program director oversees all aspects of the grant which includes the following five frames Science staff development of classroom teachers and implementation of curriculum. Science staff development of resource teachers and implementation of site-based support Staff development of the Science Materials Center and distribution of materials Collaboration with scientists and partners Collaboration with Family Science program implemented by partners and resource teachers at each school site. Crucial to all aspects of the grant has been a very close relationship with our partners - The University of Washington, Boeing Corporation and the Fred Hutchinson Cancer Research Institute.

Kathryn Show kshow@is.ssd.k12.wa.us This is the first year of Seattle School District's 5-year NSF Local Systemic Initiative for Elementary Science Reform. I am one of five Science Resource Teachers who, along with our project manager, are responsible for providing professional development opportunities in science for K-5 classroom teachers. The various components of our responsibilities include: providing cognitive coaching and classroom support for teachers, linking science to other learning goals, facilitating learning communities, working with a Family Science Team to implement Family Science Celebrations, teaming with scientists and high school teachers to develop inquiry-based content modules in life, physical and earth sciences for elementary teachers, facilitating the development of site based plans in science with principals and school teams, providing 100 hours of professional development in inquiry science for each classroom teacher through summer institutes, after school inservice sessions and individual sessions during and after school hours a two year period.

STARK COUNTY EDUCATIONAL SERVICE CENTER

SCIENCE EDUCATION ENHANCING THE DEVELOPMENT OF SKILLS (SEEDS) PROJECT

CANTON, OHIO

Local Systemic Change, NSF

Nancy Baker-Cazan nbc1os@wizard.stark.k12.oh.us Seventh and Eight grade Science and Technology Instructor is my title at the present time. Osnaburg Local Schools is a very small system so I see all the seventh and eight grade students every day. Technology Administrator 4-12 is another title I have accepted this year. At the present time though, I prefer to be thought of as an apprentice. I still find myself relying heavily on our former Tech Administrator who bails me out of trouble all the time. Along with this array of hats to wear at school, I am also significantly involved with the restructuring of the middle school science program at the county level. As a member of the Stark County Middle School Science steering committee, I have had the opportunity to make presentations for local restructuring efforts and worked on competency testing and national standards committees. My professional development in the presently upheld science teaching model includes the completion of programs such as The Program for Leadership in Earth Systems Education, Fast I and Discovery.

Vincent Reis Sixth grade science teacher at the North Canton Middle School is my current position. I am also on the district science leadership team, primarily responsible for implementing our new district-wide K-6 hands-on curriculum. This summer I will be co-leading an Earth Science workshop for K-5 teachers from across the country.