Professional Development Design Workshop

October 12-17, 1998

Participant Biographies

ASSET INC.

PITTSBURGH, PA

NSF Local Systemic Change Project

Ethel Flam, Principal As a district liaison to the ASSET program, I help plan and coordinate Professional Development workshops in my own and neighboring school districts. Therefore, additional information on Professional Development design issues will be very helpful to me. As the new elementary science chairperson, my main responsibility is to learn about the science programs that are being implemented in the elementary schools in my school district. Then, as a school district, we will coordinate the programs that are used and determine how our science curriculum needs to be modified to fit into the ASSET program.

Judy Leonard, Building Lead Teacher jleonard@bbs.mtlebanon.k12.pa.us I am a fourth grade classroom teacher, responsible for all science classes at my level. I am the Building Lead Teacher in the ASSET science reform initiative in our county. This role involves inspiring inquiry science, supporting and coordinating curriculum and materials, and planning and conducting professional development sessions. For the past two years, I have been involved with ASSET Focus Groups, which plan and implement professional development for Lead Teachers at the Summer Leadership Conference. I have focused on assessment, inquiry, and module specific training.

Chuck Sosko, Resource Teacher csosko@aiu-server.aiu.k12.pa.us I am currently employed as a Resource Teacher for ASSET Inc. My responsibilities include providing training in the use of inquiry-based instruction using STC and FOSS materials. I also offer assistance and lesson enhancements in the classroom as well as conducting professional development sessions on such topics as: Questioning skills, performance assessment, and constructivist teaching and learning.

BEAUMONT INDEPENDENT SCHOOL DISTRICT

BEAUMONT, TX

CUSER District

Mae Jones-Clark, Deputy Superintendent mjones@beaumont.k12.tx.us My major responsibilities in the elementary schools science education reform efforts are as follows: To improve student achievement in science by developing a well-balanced science curriculum, standard based; having science policies that are equitable; providing appropriate professional development for staff that is systemic; to include teacher enhancement and innovative techniques and strategies; reflecting a true partnership with school, parents and community, and monitoring progress.

Patsy Magee, Science Supervisor pmagee@beaumont.k12.tx.us I am responsible for the science program in grades preK-12 implement, monitor, and evaluate all programs that are used in science, preK-12 I must ensure that all students receive the same quality science education in BISD I must ensure that all students receive the same opportunities for quality science education in BISD. I am responsible for science staff development of teachers and administrators, its implementation and monitoring. I am responsible for the science curriculum pre-12

CAMBRIDGE PUBLIC SCHOOLS

CAMBRIDGE, MA

CUSER District and TEG

Susanne Norton, TOSA/ Teacher Leader for Science K-6 suznorton@aol.com Greetings! My name is Suzanne Norton. I am a resident of Cambridge, Ma., where I have been a first grade teacher for six years. I am currently a Teacher on Assignment/Teacher Leader for the Science Department in Cambridge. As a Teacher Leader for Science, my responsibilities include providing technical support and consultation to teachers in three schools K-6. In addition to working in classrooms with teachers I will be facilitating workshops and inquiry programs throughout the year. I will work closely with building principals in planning professional development opportunities for their faculties.

Michael Punzak, Teacher/Grade 5-6 Michael teaches in a self-contained 5/6 grade classroom; he formerly taught music, theater and worked as a professional storyteller, musician, and puppeteer. Michael received training in CHEM and helps implement this program by providing professional development to teaching peers. He also worked as a mathematics staff developer at the elementary level.

COMMUNITY SCHOOL DISTRICT #6

NEW YORK, NY

CUSER District

Celina Gutierrez, Assistant Principal As an assistant principal, I am responsible for the supervision of the implementation of the district's mandated curriculum in my building. Our district's science curriculum is inquiry based and is taught through a hands-on approach. I also participate in both science curriculum development and professional development.

Phyllis Montgomery, School Professional Developer PMNY96@aol.com As a school professional developer, my responsibility as it relates to science is to provide staff development to teachers that will assist them with implementation of district science curriculum.

Odille Santiago, Science Facilitator ellido@msn.com I am currently working as a Science Facilitator in District Six, New York City. District Six has twenty-eight K-8 schools, with an approximate population of 28,000 students. I currently service nine schools within my district. I work with the administration and with the lead teachers at the schools to create a plan that will enhance their science program. We work together to examine the various needs of the school, including material management, scheduling and the professional development of the faculty. I provide professional development for the teachers at the school sites and also through our district wide Science Professional Development Program. This program was developed this summer in conjunction with the Science Department and ten classroom teachers. The purpose of the program is to provide continuous professional development for new and experienced teachers within our district. The strands of professional development include the following: Focus on Standard Based Materials (FOSS, Insights, Prentice Hall), Effective Teaching Techniques, Science Content, Thinking and Learning and Administrators. Through this program we hope to address the many needs of our teachers and administrators within our districts in order to insure that our science program will continue to grow to meet the needs of our students.

COMMUNITY SCHOOL DISTRICT #24

NEW YORK, NY

Nicholas Apostolo, Special Assistant to the Deputy Superintendent My areas of responsibility are: Supervisor of Math, Science and Technology Assisting in designing and implementing professional development for teachers, administrators, and supervisors Providing for the development of a support structure in the schools for the teaching of inquiry based instruction Facilitating the integration of inquiry-based science instruction with the district's philosophy of thematic instruction and Integrated Language Arts.

Dara Sullivan, Science Teacher Trainer D77452@aol.com I currently hold the position of science teacher trainer for District 24 in New York City. My responsibilities include the following: Planning and conducting workshops for teachers and parents in District 24. Helping teachers implement the District's science program by assisting with instruction and lesson plans. Assisting with the district's science materials management.

Pamela Wasserman, Science Coordinator cadburry@aol.com I view myself as a catalyst for science reform. Technically I am responsible for the district's participation in NYCUSI as the project coordinator. I coordinate our participation in several NSF grants &endash; local as well as national. Other responsibilities include: Design and implementation of all science professional development for teachers and supervisor including bi-lingual and special education Presenting workshops at school sites as well as at the district level Supervision of upwards of three different budgets School visits to assist teachers on site, K-8 Seeking out affiliations and partnerships Representing the district at all regional and national meetings.

E=MC2

TRENTON, NJ

NSF Local Systemic Change Project

Sondra Markman, K-8 Curriculum Coordinator wwpcur@pluto.njcc.com As K-8 Curriculum Coordinator, I oversee the science reform effort currently being implemented in grades K-6. I led a district team that attended the National Science Resources Center (NSRC) Elementary Science Leadership Institute in July 1994. After attending that program, we formed a consortium with two neighboring districts and sought funding from the National Science Foundation (NSF). Presently I am Principal Investigator of an NSF Local Systemic Change grant awarded to the West Windsor-Plainsboro Regional School District for the consortium made up of the Ewing, Lawrence, and West Windsor-Plainsboro School Districts. We have funding to provide a minimum of 100 hours of staff development for all K-6 teachers in the three districts. The grant, which began July 1, 1996, runs through December 31, 2000, for a total of four-and-a-half years. We are working hard to address the elements identified by the NSRC that are needed for a quality elementary program: inquiry-centered science curriculum materials, professional development for teachers and administrators, a materials support system, appropriate assessment, and community and administrative support.

Dr. Bruce R. McGraw, Assistant Superintendent Brucmcgraw@aol.com Bruce R. McGraw is the Assistant Superintendent for Curriculum and Instruction in the Lawrence Township Public Schools, a growing K-12 district of 3,700 students in central New Jersey. The district, situated between Princeton (a university town) and Trenton (an urban center), is part of a three-district consortium using an NSF Local Systemic Change grant to provide significant professional development in elementary science education. Dr. McGraw earned a Ph.D. in organizational theory and a MAT in history from the University of North Carolina at Chapel Hill, and a BA in philosophy with a concentration in ethics from Bucknell University. He has been a teacher and a high school principal in North Carolina Schools. He has chaired a number of Middle States Association K-12 accreditation evaluations. He has served on the faculty for the National Science Resource Center's five most recent Science Education Strategic Planning Institutes at the Smithsonian Institution. He activily participates in a consortium of corporations and school districts called "Building Bridges to the Future" that focuses on support for science education and reform. This consortium is one of the key sponsors of a tri-state LASER regional site funded by the NSF and the NSRC. Dr. McGraw is active in several state and county groups, chairing a staff development and curriculum development consortium for Mercer County, New Jersey. He chairs a Haitian Task Force and has visited Haiti three times in support of a school and medical clinics. He is a Trustee of the Children's Home Society of New Jersey, the Old Barracks Association in Trenton, and the Lawrence Historical Society. He is married to a teacher, has two sons and one grandson.

FALL RIVER PUBLIC SCHOOLS

FALL RIVER, MA

CUSER District and NSRC

Judith Aguiar, Teacher jaguiar@massed.net I am a second grade inclusion classroom teacher. I also work as a science peer coach, working with teachers in my building, helping them to develop hands-on science programs. I facilitate family science nights. I also work as a math focus teacher, helping teachers as we try to enact curriculum frameworks in our classes. I also facilitated and designed several family math nights for our school. I have been teaching for 10 years, seven as a special education kindergarten teacher, and for the last three years, second grade.

Pamela Tickle, Elementary Science Staff Developer ptickle303@aol.com I am the Science Staff Developer for the Fall River Public Schools. I coordinate our Elementary Science Project. My responsibilities include: Oversee implementation of our K-5 hands-on science program Plan, coordinate and present professional development workshops for teachers Coordinate project PALMS activities (state SSI program) CUSER (Center for Urban Science Education Reform) Liaison Facilitate Peer Coaching in Science Program Serve on state MCAS (Massachusetts Comprehensive Assessment System) Science Committee. Facilitate discussion, exploration, and implementation of the Massachusetts Curriculum Frameworks in Science and Technology

Herb Tracy, Teacher herbt@tiac.net I am currently a grade 5 teacher in an elementary school. I am a peer coach in the Elementary School Science program. I work with teachers in my building providing support in the area of science education. District wide, I help develop and present workshops in science education and peer coaching. I am currently on the faculty of the University of Massachusetts (Dartmouth), as an adjunct professor in the Department of Education, teaching courses in mentoring and peer coaching.

KEYSTONE PROJECT

BOZEMAN, MT

NSF Local Systemic Change Project

Jim Bruggeman, Principal irbrug@hawks.bps.montana.edu Jim has been the principal of Irving Elementary School, Bozeman MT, for ten years. Previously, he was the principal of Florence-Carleton School, Missoula MT, for three years and taught all the elementary grades in the Teton County (Jackson Hole), Wyoming public schools for eleven years. He holds a BA from St. John's University, a BS and an MA from the University of Minnesota, and an EdD from Montana State University. Jim is the supervisor of Bozeman School's K-12 Science/Technology Education Committee and is Co-PI for the Keystone Project, a National Science Foundation program promoting systemic teacher education in mathematics, science, and technology in the region. He also is a member of the Danforth Foundation's Principal's Academy and the Success for All Children initiative. Locally, he has served on the boards of Prevent Child Abuse, Inc. and, currently, serves on the board of the Boys and Girls Clubs of S.W. Montana. Jim is also the district's Federal Project Director for its Title IX &endash; Indian Education Program. He also is a member of the National Council for History Education and served on their focus group for the National Standards for History, K-4. He is married and has two children: Molly (12) and Megan (7). Currently, Jim, the Irving School Staff, and parents are working in concert with the staff and parents of Longfellow Elementary School in Bozeman to shape their schools into a new educational design, one which blends emphases upon science and technology education and nurturing democratic citizenship within a multi-cultural and international context. They are trying, in the words of Paul DeHart Hurd, trying to organize a school science curriculum "in terms of problems or questions that connect science/technology with self, community, society, and the futureä This is a curriculum beyond the limitations of the traditional disciplines and represents a new civic dimension of science educationä"

Hilary Johnson, Teacher hjohnson@hawks.bps.montana.edu   Hilary Johnson is a fourth grade teacher at Irving School in Bozeman, Montana. Before teaching in the Bozeman School District, Hilary taught five years of preschool in Bozeman and eight years of elementary school in Phoenix, Arizona. Her first degree was a BA in Art History from the University of Kansas and her subsequent elementary education degrees are from Arizona State University. Although she does not currently have specific responsibilities related to the district's science education reform efforts, she attends all the workshops and works on teaching science well. After this workshop, she will be taking on greater responsibilities in the district's professional development plan. Hilary enjoys hiking in the mountains around Bozeman and spending time with her husband and two teenagers.

Lori McCollim, Principal lomcco@hawks.bps.montana.edu I am a principal of Longfellow Elementary, a K-5 school of 325 students. Last year, due to shrinking funding and enrollment, our district was forced to close the Willson Science and Technology Elementary School. Its staff and students were consolidated into both Longfellow and its partner school, Irving. Even through all schools in our Bozeman district have been doing an exemplary job of science education, the expectations of former Willson parents and new combined staff are confused and only tenuously optimistic after last year's upheaval. I perceive my challenge at Longfellow School is to partner with Irving to provide both school communities with strong, informed science education leadership. As resources, I have the district's Keystone Math/Science education grant through the National Science Foundation, the Science Education department at Montana State University in Bozeman, and talented staff and parents groups, and this Exploratorium Institute for Inquiry.

Lynne Scalia, TOSA lscalia@hawks.bps.montana.edu As Transition Teacher in the Bozeman Public Schools, my role is to facilitate and support school program implementation &endash; helping schools and teachers make transitions! Refining and enhancing teaching strategies and assisting in exploring various methods of curriculum integration, especially around a science focus, is part of my work. I am honored to get to attend the Exploratorium.

 

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Mary Strickland, Mentor Leader lostric@hawks.bps.montana.edu My name is Mary Strickland and I teach 5th grade at Longfellow School in Bozeman, MT. After being a participant in science inquiry workshops offered through our district's National Science Foundation grant the last three years, I have taken on the mentorship responsibilities for our building. This trip is my first assignment in my new role! (I think I made the right decision!)

KITES - EAST BAY EDUCATIONAL COLLABORATIVE

PORTSMOUTH, RI

NSF Local Systemic Change Project

Lucille Andolfo, Science Department Chairperson biofem@ride.ri.net My current job title is the Christa McAuliffe Fellow in Science. I will be spending the 1998-99 school year working at the Rhode Island Department of Education, working with school districts in the state on aligning curriculum, instruction and assessment with the state science framework. Part of this role will involve designing professional development opportunities for teachers and facilitating their implementation. I will also be working on a website for science teachers and students; gathering resources to be included. This year will increase my own professional development to enhance my job as department chairperson in Science at Mt. Hope High, which I will return to next year.

Crista Burrel, School Reform Facilitator cburrel@aol.com I have been hired by the East Bay Educational collaborative as a school reform facilitator for math and science reform in seven districts of East Bay. I work closely with kit specialists in the KITES program as a facilitation specialist, helping them to become better teacher trainers. East Bay offers several workshops and retreats throughout the year. I am a member of the planning and implementation team that offers these professional development opportunities.

Albert Honnen, Assistant Superintendent ride2627@ride.ri.net I am currently the Assistant Superintendent in Portsmouth with the major responsibility for staff and professional development, curriculum design and implementation, and assessment strategy coordination. I have almost thirty years as a teacher of science and mathematics, a school principal, and recently have taken on my present position. I believe this Professional Development Design Workshop will provide me with training to further the development of "inquiry experience" in our curriculum.

PASADENA UNIFIED SCHOOL DISTRICT&emdash;SEED PROJECT

PASADENA, CA

NSF Center

Linda Talbert, Principal I am an elementary principal at Longfellow Elementary School in Pasadena with grades Pre-K through sixth. For twelve years we have been involved in an inquiry based science program called Science for Early Elementary Development (S.E.E.D.) which allows children to develop science concepts through a hands-on approach.

Susan Williams, Principal Principal of Norma Coombs Alternative School, a school of choice within Pasadena Unified School District, offering a progressive approach to K-8 education in a cooperative, diverse, multi-cultural, multi-age learning environment. Facilitates special education; science and teen issues; teacher and counselor with experience across grades K-12.

Jennifer Yuré, Science Program Coordinator, SEED jyure@capsi.caltech.edu Jennifer Yuré is a Pasadena District Coordinator of K-12 Science. She established the existing K-6 program over a ten year period, and has played a leading role in the initiation of the new grade 7-12 curriculum. She is a Co-Director of the Pasadena Teacher Enhancement Center for district wide change. She has an EdD degree and has worked with several universities as a science methods instructor. She has been a researcher and developer for innovative performance assessments for K-6 curricula. She has been a Co-PI on CAPSI/PUSD projects in both pre-service and in-service teacher science content education. She has served on numerous local state and national committees for improving science education and is on the National Advisory Committees of the Buffalo and Las Vegas LSC's.

PINE BUSH CENTRAL SCHOOL DISTRICT

PINE BUSH, NY

Edward Duncanson, Science Coordinator sequoia@warwick.net Working as the school district science coordinator, I co-chair the Science and Technology Curriculum/Instruction Review (CIR) Team. For my part, I oversee curriculum development, materials acquisition, supervision of the Science Materials Center, K-6 teacher training, and long term financial planning to support the program. Scheduling kit training for teachers as well as training in Project Learning Tree, Project Wild, and Wild School Sites is all part of the job. Science teachers have benefited from my contacts with business, governmental agencies, and educational institutions. Business representatives are part of our CIR Team and frequently supply staff members with instructional materials and information. Teacher education has been delivered by employees of the New York State Department of Environmental Conservation and the Orange County Soil and Water Conservation District. Currently, we are building a relationship with the Physics Department at the USMA. West Point instructors and Pine Bush secondary science teachers are sharing their experiences using inquiry teaching.

Janice Ferguson, Teacher (Gr. 4) Currently I am a fourth grade classroom teacher. I am a member of our district's Science Curriculum and Instructional Review team where I am involved in the research and development of our Grade 4 Science Curriculum. My background includes training elementary level teachers in science programs as well as in how to integrate curriculum and thinking skills. I also act as liaison between my school and the Gifted and Talented Research Project with the University of Connecticut, a staff development research project where classroom teachers are taught to use gifted and talented strategies (differentiation, modification, enrichment, compacting) within the regular classroom.

Bernadette Reichle, Principal reichle@warwick.net I am currently in my seventh year as Principal of the Edward J. Russell Elementary School, a K-5 school with an enrollment of almost 700 students. I have become a member of the district-wide Science Curriculum and Instructional Review Team with responsibility for scheduling training for teachers, working with the teachers-trainers in preparing for their workshops and monitoring the inclusion of assessment tools in the development of our science kits. I also assume other district-wide responsibilities including the Gifted and Talented Curriculum and Instructional Review Team, Facilities Planning Committee, Standardized Test Selection Committee, Upper Elementary Task Force and the Social Studies Curriculum and Instructional Review Team.

Jan Volpe, Assistant Superintendent l royjan@aol.com As Assistant Superintendent for Curriculum and Instruction, I oversee all reform efforts. But I have been particularly interested and involved in our science program because of my knowledge of brain research and its relation to constructivist principles of teaching and learning. I am also heavily involved in the development of authentic tasks and assessments. These relate directly to our science reforms. Last year, I was part of the team that participated in the "Next Step Institute" in Seattle, where my concentration strand was authentic assessment. As a result, we have developed a long-range plan for revising assessments in science (and other disciplines as well). The plan has already begun to be implemented this year. On a personal note, I am married to a science teacher so I can't escape from it!

PLYMOUTH-CANTON COMMUNITY SCHOOLS

PLYMOUTH, MI

Cheryl Klee, Science Support Teacher hchdklee@aol.com My name is Cheryl Klee, Science Support Teacher for Plymouth-Canton School District, Michigan. These past twenty-two years have been spent as an elementary classroom teacher in Plymouth. The Science Support Team is a new position developed to provide practical classroom staff development for 4th and 5th grade teachers. I will be responsible for mentoring individual teachers in inquiry-based science instruction. This will include modeling inquiry lessons, team teaching in the classroom, providing discussion of lessons and literature, and presenting inquiry centered workshops. It is our intent that teachers will immediately apply new ideas with their students. Our team will be there to support and reinforce these efforts to provide effective teaching practices for optimum student learning.

Judi Krieman, Science Support Teacher I have ended by thirty-four year career as an upper elementary teacher by accepting a new position in the district. As the science support teacher for seven schools, grades four and five, my main job is to help teachers institute inquiry-based science in their classrooms. This will be the first time that teachers will not have to attend workshops or go outside the district for in-service training. Formal assessment of this support program will take place and indicate our success. Assuming we are wildly successful, the program will continue and expand. If the program fails, I will return to the elementary classroom.

Elizabeth Vartanian-Gibbs, Math/Science Curriculum Coordinator evartani@online.emich.edu My name is Elizabeth Vartanian-Gibbs, Curriculum Coordinator of Math and Science for the Plymouth-Canton Community Schools (PCCS) located in Plymouth, MI. I was an elementary teacher for nine years, and I also completed an Administrative Internship for the PCCS. In my current position, I am responsible for curriculum development, alignment and instructional improvement in science and math. I also support teachers by planning and implementing staff development opportunities to meet their needs in science and math education. I am also working with the Science Support Team to help provide classroom teachers with staff development opportunities in inquiry-based science instruction.

TROY SCHOOL DISTRICT

TROY, MI

Janet Keeling, Principal & Claudia Kulnis, Principal ckulnis@aol.com While our actual job title is "Elementary Principal", we share significant responsibilities for elementary science education reform in our district. Our primary areas of responsibility lie in: elementary science curriculum development and revision alignment of elementary science curriculum with MEGOSE (Michigan Essential Goals and Objectives in Science Education) acquisition and scheduling of all science kits and materials planning the content of professional development in science chairing the Elementary District Science Committee. Yet another emerging area of responsibility is tied to assessment. We recognize the need for assessment to become more authentic, more embedded in the curriculum and more meaningful.

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