Institute for Inquiry

Professional Development Design Workshop

January 11-16, 1999

Participant Biographies

ASSET INC.

PITTSBURGH, PA

Amy Besterman, 5th Grade Teac As a fifth grade teacher, I have been involved with ASSET for the past five years. I am currently the SOS (Support on Sight) member for our district. Through constant communication, I keep our staff informed of the ASSET program. As a building lead teacher, I have had the opportunity to work with training and teaching other teachers. Last year I helped plan and develop an inquiry professional development session. In the future I plan to continue my leadership role with ASSET.

Joan M. Gorsuch, 3rd Grade Teacher/Elementary Science Department Chair rgorsuch@aol.com I have been teaching in the public and private schools of Pennsylvania for the past 22 years. My present duties include lead science teacher, elementary science department head and third grade teacher in the Montour School District. As the elementary science department head I am responsible for the planning and coordinating of science training for our teachers and staff and also working on the committee to rewrite the district's science curriculum as it relates to state and national standards. The professional development responsibilities within our district include: module specific training, assessment, teaching strategies, questioning techniques, and the coordination of state and national science standards with the district curriculum. My classroom duties are as a full-time teacher of a self-contained third grade classroom with 27 children. As an active participant in ASSET, my involvement includes: lead teacher since the beginning of ASSET; STC Teacher Consultant; planning and conducting professional development sessions &endash; module training, teaching strategies, questioning techniques, assessment &endash; to enable teachers to utilize inquiry in the teaching of science; and the planning and participation in ASSET's Leadership Conferences.

Karen Levitt, Science Education Specialist levittk@duq3.cc.duq.edu Currently, I serve as the science education specialist for the ASSET program. My responsibilities in this role include: Coordinating a learning group of lead teachers on Constructivist Learning Theory and its relationship to inquiry. Facilitating the integration of preservice teachers into ASSET. Providing resources in science education to the ASSET Resource Teachers. Integrating ASSET Resources into the elementary science methods courses. When not working at ASSET, I am an assistant professor in the School of Education at Duquesne University, one of ASSET's founding partners. At Dusquesne, I teach the elementary science methods courses, advise doctoral students in a program for instructional leadership in education, and teach a course called Teaching Science with Toys.

Denny Peterson, Principal jes95@aol.com My name is Dennis Peterson. I am an elementary principal at Jefferson Elementary School in the West Jefferson Hills School District. Jefferson Elementary School consists of Kindergarten through grade 5 children and is located south of Pittsburgh, Pennsylvania. We have an enrollment of approximately 700 students and approximately 45 staff members working and assisting students from 3 local communities. In the West Jefferson Hills School District, I am the building administrator as well as the SOS (Support on Site) person for the school district. The responsibility of being the SOS person is to provide inservice and materials support to an additional three buildings in our school district and also to provide services to two other school districts in a collaborative. This collaborative falls under an initiative referred to as ASSET. Another of my responsibilities is to help prepare the annual budget for the district so sufficient funds are available to support this hands on science program. ASSET presently provides materials and professional development to school teachers and students in Allegheny County, Pennsylvania. I am also responsible for making sure every teacher is trained in the philosophy of hands on science and each specific module within their grade level. I have also had the pleasure of presenting and assisting in the presentation of professional development programs to teachers, building administrators, curriculum directors, as well as superintendents regarding the need for hands on science.

BUILDING BRIDGES TO THE FUTURE

FORT WAYNE, IN

Naomi Heidelberg, 4th Grade Teacher/ Lead Teacher noheide@aol.com I am a science lead trainer with the "Building Bridges to the Future" NSF funded systemic reform project. Our team includes three lead trainers for the teachers of primary grades K-3 and three lead trainers of teachers of the intermediate grades 4-6. I am a member of the intermediate team responsible for planning and modeling inquiry-centered methods of teaching science through the use of exemplary materials. Our project presents summer institutes consisting of one, two, and three weeks and includes monthly after school two-hour sessions during the academic year. Our six member team endeavors to address current topics relating to questioning techniques, national and state standards, technological networking, teacher concerns about teaching science, and the adoption of exemplary materials. As our teachers become proficient in their science teaching skills we observe their leadership potential and encourage them to take an active role in their own school and district science program. We provide intensive leadership training to approximately 75 teachers. Our project reaches approximately another 100 novice teachers within ten school districts in northeastern Indiana. Our project also has provided strong links with the administration within the districts by providing opportunities for teachers and administrators to collaborate on their school and district science programs and through the invitation of guest speakers such as Dr. Michael Klentschy. It gives me great personal and professional satisfaction to know that hundreds of children are being challenged to "wonder" and find the answers to their questions as a direct result of the "Building Bridges to the Future " NSF Project.

Ed Jarrett, 6th Grade Teacher ejarrett@kconline.com I am a sixth grade teacher in Warsaw, Indiana. I have been with our project for four years &endash; mostly as a trainee. I teach primarily science and am involved locally with inservice training and science curriculum adoption.

Sharon Lamle, 5th Grade Teacher/Lead Teacher sharon_lamle@wccs.k12.in.us I have been teaching fifth grade in the Whitley County School System for almost thirty years. Four years ago I started taking science classes through the Ball State University Building Bridges to the Future Program to improve my teaching methods and give my students more hands-on, inquiry based science experiences. I became so enthusiastic about the program that I was able to recruit three other teachers in my building to join Building Bridges. I have also conducted inquiry based workshops for teachers in my building and corporation. During the 1997-98 school year I was on a science curriculum revision committee for our district and I am currently on the science text adoption committee. Along with the other Building Bridges teachers in my building I am working on a presentation for our school board where fifth grade students will be paired with a board member to do an inquiry based, hands-on investigation. In July 1998, I became a part of the intermediate teaching staff of the Building Bridges team. In this capacity, I've helped plan and teach workshop classes for teachers in several area school districts.

Sharon Orr, 4th Grade Teacher/Science Lead Trainer slorr@aol.com I am a science lead trainer with the "Building Bridges to the Future" NSF funded systemic reform project. I am a member of a team that includes 3 trainers for teachers of K-3 grade students and 3 trainers for teachers of 4-6 grade students. My team plans, models, and generates inquiry-centered activities for the K-3 teachers during one, two, and three week summer institutes and in monthly after school 2-hour meetings during the academic year. We also coordinate efforts with the lead trainers of the 4-6 teachers that include shared topics such as questioning techniques, national and state science standards, and adoption of exemplary materials. Our project encompasses approximately 82-100 teachers naïve to science teaching from 41 schools in 10 school districts and a cadre of approximately 75 teachers who, emerging in their confidence of science instruction, we hope will develop into teacher leaders in their schools and districts. My personal goals include: inspiring elementary teachers to teach science and experience the excitement and confidence that comes as they engage their students in inquiry; modeling a method of science instruction as well as teaching; and encouraging my teachers to assume science leadership roles within their schools and districts. Because I am also a regular classroom teacher, I feel that my classroom experience adds a touch of credibility to the practical classroom application of inquiry-centered science instruction.

E=MC2

TRENTON, NJ

Carole Bridges, 3rd Grade Teacher Greetings from the Garden State, New Jersey! My name is Carole A. Bridges, I teach third grade at William Antheil Elementary School in Ewing Township, New Jersey. Ewing is a suburb of our capital, Trenton. My responsibilities related to science education are twofold. I act as the second and third grade mentor for regular education and special education teachers. I assist with problems, questions, instructional strategies and supplies related to the science kits. I also serve as Lead Teacher in instruction of Inquiry Based Science during summer sessions. I received my undergraduate and graduate degrees in education from the College of New Jersey, formerly Trenton State College. I am married and have two sons. I enjoy teaching, reading, going to plays in New York and life in general. I am looking forward to studying at the Exploratorium Institute for Inquiry.

Barbara Pakradooni, Lead Teacher pakadrooni@aol.com I have been involved with our district's Local Systemic Change for the last four years. As a member of our Science Curriculum Committee, I have been working to redefine our curriculum from first-sixth grades. I have received extensive training in Benchmarks, and have become very familiar with both our national and state standards. Last year, I attended the "Next Step Conference" in Seattle where I received even more training in Professional Growth Development in the area of science. I am also a lead teacher representing a grant from the National Science Foundation for teacher training in the use of Inquiry Based Science. Our project is titled E=MC2. My particular module is called "Caution Knowledge Under Construction," a constructivist theory of education. Within my own building, I serve as a mentor/coach to support our teachers as they strive to apply the methods of inquiry based science to the use of science kits.

Patricia Wendell, Elementary School Principal www.sw@njcc.com I am an elementary school principal at Slackwood School (K-3.) As part of my job, I supervise 15 classroom teachers and additional specialists. The classroom teachers have all implemented the hands-on science kits. I attended training sessions with the teachers two summers ago. I work with our building's science coordinator to support the teachers in receiving and packing up the kits.

DESERT PROJECT

TUCSON, AZ

Margaret J. Ferguson, Collaborative Teacher MFerguso@setmms.tusd.az.us I have been a teacher in the Tucson Unified School District for the past 14 years having taught grade levels K-6. I have also taught handicapped children and self-contained gifted classes including 1st, multiage 1-2, and 3rd grades. In all situations I have worked with students to create a classroom of learners and have been a member of the strong community we have created together. My inquiry-based classrooms have functioned using a broad-based focus to create and connect curriculum. Science has always been my focal point for learning and creating new directions for inquiry. My classroom has been a comfortable place for students to observe, get involved, ask questions, and create new directions. I have organized and taught professional development classes for teachers in my district focusing on science, math, literature, and student assessment areas. I have been involved in action research and worked with 4 other district teachers and a university professor to look at children's understandings and perspectives. We have also studied our own inquiry in order to understand our role in the inquiry cycle. I have published articles and books with this group and presented at national and international conferences on our research on inquiry. With this background, I was eager to become a Collaborative Teacher for the Tucson Unified School District DESERT Project (District-wide Emphasis in Science Education Reform in Tucson) when the opportunity became available beginning in August 1998. This project was funded by an LSC grant from the National Science Foundation and was specifically designed for professional development of teachers K-8 in science education. Being a member of this team, I now have more opportunities to work with and impact other teachers and even more children. The DESERT project will enable the learning community of teachers of science K-8, site leaders, administrators, and parents to continue progress toward a sustainable, exemplary science program for all students. Our district consists of 75 elementary schools, which are divided among 7 collaborative teachers (CT.) I am responsible for 3-4 schools per quarter. As an elementary collaborative teacher, I am able to work closely with the principal and a science facilitator at each school to design and implement professional development that is site specific. The main focus for this first year of the 5 year grant is to enable effective use of our district- adopted curriculum - FOSS kits, GEMS and AIMS manuals. Professional development opportunities we are beginning to use include: modeled lessons, peer coaching, introductory FOSS kit classes, science enrichment courses, study groups, team teaching, group reflection sessions, inquiry investigations, and one to one collaboration. In addition to these courses, we are also planning a Summer Institute with an in-depth science inquiry focus. With this diversity of opportunities available, we are working to address the needs of all teachers &endash; from beginners to master teachers. As former classroom teachers suddenly in a new role, we are also eager learners in this new community.

Joan Gilbert, Collaborative Teacher jgilbert@setmms.tusd.k12.az.us Previously I have been a classroom teacher in the primary grades and have always been impressed with our hands-on curriculum with the FOSS kits. Having some experiences with providing professional development district courses in science and technology, I became interested in becoming a collaborative teacher for the DESERT Project. Not only do I have the opportunity to work with teachers one on one; I now also work with many children, grades K-5, in schools throughout our district. I have written and taught a K-3 option class for our district teachers based on five GEMS manuals, which are components of our district curriculum. We devised a materials kit to support those manuals and teachers attend a fifteen-hour course for increment credit and receive the kit. The course includes inquiry in the classroom, lessons focused on the manuals, and hands-on experiences to support teachers and the curriculum. I also continue to work on my technology skills and teach computer classes, focusing on connecting our curriculum with the Internet and providing multicultural lessons using computers and the Internet.

Lavonne Riggs, Collaborative Teacher lriggs@setmms.tusd.k12.az.us I am a Collaborative Teacher in the Tucson Unified School District DESERT Project (District-wide Emphasis on Science Education Reform in Tucson). The project is funded by an LSC grant from the National Science Foundation, specifically designed for professional development of teachers K-8 in science education. My district consists of 75 elementary schools, which are divided among seven collaborative teachers (CTs.) Each CT is responsible for 3-4 schools per quarter. As elementary collaborative teachers, we work closely with the principal and a science facilitator at each school to design and implement professional development that is site specific. Our main focus for this first year is to enable effective use of our district-adopted curriculum - FOSS kits, GEMS and AIMS manuals. Professional development opportunities include model lessons, peer coaching, introductory FOSS kit classes, science enrichment courses, study groups, team teaching, group reflection sessions, inquiry investigations, and one to one collaboration. In addition to these courses we will also offer a Summer Institute for school teams to attend for an in-depth science inquiry focus. With the diversity of opportunities available, we are able to address the needs of all teachers - from beginners to master teachers.

Toni Saccani, Collaborative Teacher tinotoni@aol.com My current job title is collaborative teacher. I work with an NSF funded project called the D.E.S.E.R.T. Project (District-wide Emphasis on Science Education Reform in Tucson). I am one of eleven resource teachers who support science education at 94 K-8 sites. My responsibilities include: Teaching foundation courses Introducing teachers to on-going self-assessment rubrics Advising site plans and preparation of DESERT Site Program Portfolios Supporting in-class implementation of curriculum and learning style reform Facilitating coaching and reflection among staff Guiding study groups on topics such as standards, portfolios, assessments, etc. Promoting use of technology for instruction Facilitating communication between teachers and community partners Planning articulation with the Action Research Teachers

HASP

HUNTSVILLE, AL

Mary Kay Hodges, 1st Grade Teacher/HASP Lead Teacher ghodges@traveller.com I am a first grade classroom teacher for Caldwell Elementary School. We are participating in the Hands-on Activity Science Program sponsored by UAH's Institute for Science Education. HASP Science Program emphasizes a hands-on approach to teaching science with students actively involved in the learning process. As a classroom teacher, I encourage exploration and discovery learning by utilizing the science skills as they relate to inquiry.

J. Steve Jacobs, 6th Grade Science Teacher stevjaco@ais.acs.k12.al.us I am a sixth grade teacher in my 19th year of teaching. The majority of these years I have taught science. For the last fifteen years I have taught only science in a departmentalized setting. I am currently my school's facilitator for HASP. This is a consortium of five schools in my area that teach Inquiry Based Instruction through modules developed by STC. We have been involved with this method of teaching for the last five years.

Dorothy C. Moore, Kindergarten Teacher dmoore1232@aol.com My name is Dorothy Moore and I am a kindergarten teacher at Athens Elementary School in Athens, Alabama. I am married and have two sons, Michael and Marcus. For the past few years I have worked as a school facilitator for the Hands-on Science Program, HASP. I have been involved in two Advanced Modular Inquiry workshops held at the University of Alabama, Huntsville. I have also worked on designing and implementing a Concept Development Workshop held in June of 97. This year I am involved in teaching three HASP Modules and working as part of a questioning study group.

Valerie L. Powell, Kindergarten Teacher/Lead Teacher vpowell213@aol.com I am a kindergarten teacher with 19 years experience in the public school system. I have been a lead teacher in the Hands-on Activity Science Program (HASP) for five years. HASP is a partnership of nine school districts and the Institute for Science Education at the University of Alabama in Huntsville. Lead teachers are used as a liaison between teachers in their building and district administration. Some of my responsibilities have included field testing new modules and teaching practices. I have lead some follow up sessions for peer teacher professional development. Lead teachers have supported their peers during classroom implementation.

KEYSTONE PROJECT

BOZEMAN, MT

Sue Livers, 7th Grade Teacher/Mentor Teacher smlive@hawks.bps.montana.edu I graduated from Boston University and spent my early career teaching in Massachusetts, Virginia, New Mexico, Navajo Reservation, and finally Montana. Until three years ago, I taught the elementary grades in Bozeman. At that time I switched to middle school and I currently teach science, social studies, and communication arts. In recent years I have been a mentor for early career teachers as part of the S.T.E.P. grant. I have also been a mentor teacher with the Keystone Project, which is a National Science Foundation grant my district received. I have been active in the adoption of a new science curriculum and the assessment of this program. The Bozeman Public Schools have been actively creating and implementing and inquiry-based science curriculum in kindergarten through grade twelve.

Sue Winstead, 2nd Grade Teacher/Science Mentor I am a second grade teacher working as a Science Mentor for my building for the Keystone Project. Our group has been working to inform teachers of inquiry-based science and its advantages. We've written science curriculum, assessments and been the link between classroom practice and theory for my district.

LASERS

MONTEREY, CA

Christina Atkinson, Cadre Member goids@hotmail.com As a member of the LASERS Leadership Cadre, my responsibilities are to support teachers who are participating in the LASERS program throughout my district. Some of the support offered includes peer coaching, assistance in planning, demonstration lessons and locating materials and resources. LASERS&emdash;Language Acquisition through Science Education in Rural Schools&emdash;trains teachers to use science as the means to teach English. Teachers draw on the natural curiosity of children to inspire discussions and a desire to learn more. We have found that through the success of the training and classroom participation of students, teachers teach more science and students learn to love science.

Sarah Coburn, Kindergarten Teacher, LASERS Resource Teacher alexiscob@aol.com My name is Sarah Coburn. I am a bilingual, dual-immersion kindergarten teacher in the North Monterey County Unified School District at Castroville Elementary. In addition to teaching my "angelitos," I am a resource teacher for our district science program, L.A.S.E.R.S. (Language Acquisition in Science Education in the Rural Schools.) As a resource teacher, my job entails peer coaching with other teachers, conducting bi-monthly science meetings, organizing science needs/materials and supporting teachers in their quest to teach science. Teaching a dominant Spanish language school enriches my life and encourages me to help others in their development of science for second language learners. In addition, I can help others, and myself, learn how to use science as a vehicle for language acquisition. All in all, I love teaching science and have fun working with others on all levels

MASE II

LAS VEGAS, NV

Anna Maria Behuniak, 3rd Grade Teacher/MASE II Lead Teacher squeakies@email.msn.com I am currently a third grade teacher at Garehime Elementary School in Las Vegas, Nevada. My major responsibilities in Mathematics and Science Enhancement II (MASE II) include designing and implementing Structured Use Workshops for the third grade FOSS kits in the capacity of a MASE II teacher leader. In order to enhance my professional development in the areas of science and math, I have attended a technological design workshop led by Bernie Zubrowski at the Research Into Practice FOSS Institute presented by Dr. Lawrence Lowery and Kathy Long. I have also attended on-going MASE II leadership institute workshops within my school district.

Lori Fulton, Teacher on Special Assignment grumpyguss@aol.com I am a teacher on special assignment for the science component of the Mathematics and Science Enhancement (MASE) II Project. I am responsible for designing professional development sessions for teachers in twenty-one MASE II Project Schools. I also work closely with colleagues in developing offerings for teacher leaders within the project and in the six Area Professional Development Centers. I am a liaison for the Northeast Area Professional Development Center and am responsible for coordinating science and mathematics professional development opportunities for the twenty-one schools in that area.

Janet Pyne, 5th Grade Teacher/Science Teacher Leader janet_pyne@aspen.interact.k12.nv.us I am a 5th grade teacher and a science teacher leader. As a teacher leader for the Clark County School District in Southern Nevada I am responsible for coordinating, organizing, and presenting a variety of professional development workshops. I provide guidance with pre- and post- assessment for our district's science curriculum. I'm chairman of our School Site Science Leadership Team where I assist in identifying our goals, plan activities and staff development to meet these goals, and work with material replenishment, sharing, and storing materials. I've participated in workshops on inquiry and I'm continuing further study on my own. I've participated in workshops with Lawrence Lowry on questioning strategies, with Mary Ellen Hartman on performance assessment, and Rebecca Dyasi on inquiry. I am a member of the district's Science Academic Standards Committee. Our committee has taken the new Nevada State Science Standards and completed an analysis of what teachers K-12 need to know and be able to do to teach science to their students. We are currently working on developing and implementing staff development classes and resources for each grade level for at least two of the science standards. We then will develop tasks to be given to students to test for mastery of science concepts. These student samples will be collected and we will develop a format for assessing student work in terms of performance level descriptors. By June 30, 1999, we hope to develop prototype materials and related instructional processes that ensure teachers the skills and knowledge to: develop lessons reflecting the new standards, assess the resulting work in light of the standards, and modify their instructional approaches as a result of the assessment. We are working on this as a partnership with the science education departments of the Community College of Southern Nevada and the University of Nevada in Las Vegas. They will also offer course work for education majors.

PESE/ESD #112

VANCOUVER, WA

Gail Condrey, 5th Grade Teacher/Lead Teacher condrey.gail@bgsd.k12.wa.us I have been an elementary classroom teacher for seventeen years, the past nine years in 5th grade. Six years ago I became involved with the Battle Ground School District Science Curriculum Committee, through a grant from Hewlett-Packard for science education restructuring. I have been involved with piloting, selection, implementation and teacher training for Hands-on Science kits in Grades K-6. For the past two years I have been a Lead Teacher working with Partnerships for Elementary Science Education.

Sue Fine, 1st/2nd Grade Teacher fine.sue@bgsd.k12.wa.us I currently teach a first/second grade multi-age class in Battle Ground Washington. I have been a lead teacher for science, serving on the district science committee and also for ESD 112 in Clark County for five years. My responsibilities include teacher trainings of FOSS kits, GEMS materials, and also helping facilitate science instruction at my building.

Mathieu Jazbinschek, Science Specialist jazbinsche@aol.com I was a science teacher in downtown Los Angeles. I am now a Science Specialist for the Partnerships for Elementary Science Education. I work with teachers to help them improve their science programs.

Lean-Gaik LaRowe, Science Specialist sharon_lamle@wccs.k12.in.us Lean-Gaik LaRowe is currently the Science Specialist for the Educational Service District 112 of Southwest Washington State on the NSF-funded project, Partnerships for Elementary Science Education (PESE.) This project is a collaborative effort by the ESD 112, Washington State University (Vancouver,) Hewlett-Packard and the consortium of 6 school districts (Battle Ground, Hockinson, Kalama, La Center, Ridgefield and Woodland.) In this capacity, Lean works full-time supporting third through sixth grade teachers to bring more inquiry-based science instruction into the classrooms. As part of a team of science curriculum specialists, Lean provides technical assistance to individual and small groups of teachers. The technical assistance varies according to the needs of the teachers and includes assistance with lesson planning and preparation, identification of resources, modeling of lessons, answering questions about the use of the science kits and serving as science content resource person. Lean also facilitates workshops on science content and inquiry learning and leadership training. Prior to her current position, Lean was a science specialist with the Curriculum Planning Division of the Ministry of Singapore from 1985-1995 after ten years as a classroom teacher, teaching science and mathematics at the secondary school level.

Kris Sawyer, 3rd Grade Teacher/Lead Teacher ksawyer@esd112.wednet.edu Lean-Gaik LaRowe is currently the Science Specialist for the Educational Service District 112 of Southwest Washington State on the NSF-funded project, Partnerships for Elementary Science Education (PESE.) This project is a collaborative effort by the ESD 112, Washington State University (Vancouver,) Hewlett-Packard and the consortium of 6 school districts (Battle Ground, Hockinson, Kalama, La Center, Ridgefield and Woodland.) In this capacity, Lean works full-time supporting third through sixth grade teachers to bring more inquiry-based science instruction into the classrooms. As part of a team of science curriculum specialists, Lean provides technical assistance to individual and small groups of teachers. The technical assistance varies according to the needs of the teachers and includes assistance with lesson planning and preparation, identification of resources, modeling of lessons, answering questions about the use of the science kits and serving as science content resource person. Lean also facilitates workshops on science content and inquiry learning and leadership training. Prior to her current position, Lean was a science specialist with the Curriculum Planning Division of the Ministry of Singapore from 1985-1995 after ten years as a classroom teacher, teaching science and mathematics at the secondary school level.

SEEDS PROJECT

STARK COUNTY, OH

Connie Hubbard, Chemistry Teacher chubbard@raex.com I am currently a high school science teacher, teaching honors chemistry and Chemistry in the Community. This is my 20th year of teaching and I have worked for 2 years as a science and math supervisor for my county. I am currently involved in several projects related to district science education for both my school and my county. Our county effort involves the development and implementation of a new science program 7-12, which will be heavily grounded in the NSES. We will be identifying and selecting exemplary science materials, retraining teachers, and providing cutting-edge technology. Locally, I am a member of our Distance Learning Team with the goal to develop and implement curriculum for teachers to use in our new Distance Learning Lab.

Debbie Poland, 6th Grade Teacher dlp2pr@perry.stark.k12.oh.us I am a Martha Holden Jennings Scholar with eight years intermediate experience and was the fourth grade science teacher for my building. I currently am a Language Arts teacher on an integrated middle school team. My district recently adopted the SEEDS program (Science Education Enhancing the Development of Skills) which is a hands-on, minds-on program sponsored by NSF. I have been active in the SEEDS Action Research projects for three years. My major concentration was the integration of technology into all curricular areas with the inservicing being done in-house and utilizing the SchoolNet (statewide technology initiative) agenda. I also have designed web pages to enhance the SEEDS kit lessons and am currently working on the Smithsonian Electronic Field Trip project.

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