Inquiry Leadership Seminar
May 8-11, 1996

Seminar Focus

Participants will have the opportumity to use inquiry for in-depth exploration of physical phenomena such as light and optics. Visits with teachers from Local Laboratory classrooms complemented discussions of case studies about inquiry-based learning.

Participants

BEAUMONT INDEPENDENT SCHOOL DISTRICT

Center for Urban Science Education Reform, EDC

James Broussard jgb@tenet.edu Presently, I am the Assistant Principal at Martin Elementary. I have been in education for twenty years teaching Science and Social Studies. Martin Elementary has been a leader in science reform. My responsibilities will be to help facilitate reform district-wide at all elementary campuses and continue their implementation at Martin Elementary.

Sandra Ellington I am and have been the Principal/Instructional Leader of MacArthur Elementary, a fourth and fifth grade campus serving the needs of approximately 87% at-risk students and families, for seven years. We have used several initiatives to assist our efforts to restructure. Our goals continue to be to ensure teacher leadership through staff development, expecting twenty-first century conceptual thinking, production using new standards thinking, and ensuring the use of technology to provide teachers and students the tools with which to access the latest information and the capacity to network. Our belief is that technology and the thinking required to access information will be a key to bridging an existing gap in scientific thinking and problem solving for our students.

Verdrey Madzimoyo verdreym@edu.org I work at the Education Development Center as a project director/research associate. As a member of a team, I am responsible for conducting site visits, providing technical assistance to school districts, and supporting leadership development for teachers. I work to help districts identify critical local issues and formulate strategic plans to assure success in their science reform efforts.

Patsy Magee My current job title is Science Supervisor K-12. Because a need for a consistent science program throughout the district was noted, when I assumed the Science Supervisor's position, my responsibilities were expanded to include all sciences from Kindergarten through the 12th grade. I am responsible for all science programs, all levels in our district and their implementation. My job is to ensure that all Beaumont I.S.D. students receive the same quality science education that will enable them to become productive citizens in our society.

W. Preston Shaw, Ph.D. My current job title is the Assistant Superintendent for Administration. This new job title is the result of combining Assistant Superintendents for Secondary Education, Curriculum and Instruction, and Administration into one position. I am responsible for evaluation and performance of all principals, directors, hearing offices, grievance offices, and curriculum.

BUFFALO PUBLIC SCHOOLS/BUFFALO MUSEUM OF SCIENCE

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

Cathy Chamberlin team@mailgate.drew.buffalo.k12.ny.us I am the Project Administrator for TEAM 2000, the Local Systemic Change project in which the Buffalo Museum of Science and the Buffalo Public Schools are partners. My responsibilities include working with museum and school personnel to plan, implement and evaluate the project which will provide professional development for 1,400 teachers in Kindergarten-8th grade in all of Buffalo's 61 elementary schools. Teachers will receive 100 hours of professional development that will include: exposure to hands-on science teaching materials, museum science and inquiry pedagogy.

Peter Dow pdow27@aol.com I am Director of Education at the Buffalo Museum of Science, and am currently serving as Project Director of Project TEAM (Teacher Education at the Museum) and Co-PI of TEAM 2000. Both of these are NSF funded Teacher Enhancement grants designed to implement hands-on, inquiry-based, museum-supported science teaching K-8, district-wide by the year 2000 in the Buffalo Public Schools.

Sonia Walker swalkerny@aol.com I am currently working as a substitute teacher and as a consultant with the TEAM 2000 (Teacher Education at the Museum). TEAM 2000, funded by an NSF LSC grant, is jointly administered by the Buffalo Public Schools and the Buffalo Museum of Science. The project is designed to promote systemic change through a hands-on, inquiry-oriented science program. I am working on the design and implementation of a week-long inquiry experience during the final Summer Institute for TEAM Mentors. These elementary school teachers joined Project TEAM under a previous NSF Teacher Enhancement Program Grant. During this final summer, the mentors will participate in a museum science mini-course and develop and pursue inquiries based on those experiences. I will also be participating in the evaluation of TEAM 2000.

CAMBRIDGE PUBLIC SCHOOLS

Restructuring Grant, NSF

Barbara Dorritie bdorritie@aol.com My position in the Cambridge Schools is Science Staff Development Teacher for grades K-6 in three schools. I have described my role as that of "science evangelist" or "science facilitator". I encourage, coach, demonstrate and assist in teaching of the new science curriculum. I am part of a team of five staff developers who plan training workshops together, and work with a group of "liaison" teachers from across the system to design and refine the curriculum frameworks.

Donald Watson Currently, I am the principal of the John Tobin Elementary School in Cambridge, MA (K-8, 740 students). We are currently into the third year of a transformation of our 7th and 8th grades into a middle school model. I hold a Masters degree from Boston State College in Urban Education. At present, I am a James Conant Fellow in the Harvard Graduate School of Education. I will receive a Certificate of Advanced Graduate Studies in Administration, Planning, and Social Policy in June of 1997. The Tobin School is actively involved in the system-wide "Habits of Mind" science initiatives. We are collaborating with local universities and colleges. Our science staff developer model of collaboration and lead science teachers as resource teachers has created a climate of experimentation and curiosity.

CINCINNATI PUBLIC SCHOOLS

Urban Systemic Initiative, NSF

J. Scott Hudson hudson@cerebro.xu.edu I have been teaching in Cincinnati since 1983, but I began in Tennessee in 1976. My M.Ed. is from Xavier University. For the past two years I have been involved with staff development in elementary science through a National Science Foundation Urban Systemic Initiatives grant. I find the work rewarding and interesting, even though it can be frustrating.

Terry L. McCollum tlmccol@tso.cin.ix.net I am a Lead Teacher serving as the Science Specialist for the Cincinnati Urban Systemic Initiative (CUSS) funded by the National Science Foundation. The goal of CUSS is to improve science and mathematics instruction and achievement for all students in the Cincinnati Public Schools. I coordinate the science efforts of CUSS in the areas of curriculum, assessment, and professional development. I work with teams of teachers (K-12) as they align curriculum with the state model, Project 2061, and the National Science Education Standards, and as they develop assessment plans and instruments. I also arrange professional development activities, especially at the high school level. I serve as a science representative on many district and external committees.

DISTRICT OF COLUMBIA PUBLIC SCHOOLS

Urban Systemic Initiative, NSF

Karyn J. Barra barra-k@mercury.k12.dc.us I currently function as a coordinator of an Elementary Mathematics, Science and Technology Center. Our school is a prototype school for educational reform and best practices. I conduct staff development sessions centered around constructivist theory. I provide demonstration lessons, modeling new strategies and methods for classroom teachers. In our district, we work as a team to bring all teachers to a functional understanding of educational reform. By planning strategic training, we improve the level of teaching and learning for teachers as well as students.

Carolyn Harris harris_c@mercury.k12.dc.us My current job title is Elementary Science Resource Teacher. My responsibilities related to the district science education reform efforts are to coordinate a science instructional program, integrating community outreach programs with the curriculum to broaden student understanding of the world of science. I also conduct staff development and teacher training workshops. In the leadership role of Cadre Teacher, I have participated in training in performance-based education strategies.

Theresa Reeping Hill hill_t@mercury.k12.dc.us I currently hold the position of Math, Science, and Technology Coordinator in the District of Columbia Public School System. My main responsibilities include teaching and coaching classroom teachers at the elementary level, and demonstrating teaching practices that reflect the reform movement outlined in our NSF funded USI. I also coordinate and manage an elementary math, science, and technology center at one of the D.C. schools, as well as belonging to the Math, Science, and Technology Team.

EL CENTRO SCHOOL DISTRICT

California Institute of Technology Center Grant, NSF

Alicia Armenta I am Assistant Superintendent, Educational Services in the El Centro School District. I am also a member of our district's Science Leadership Team. I work with our science resources teacher in planning and coordinating staff development opportunities in inquiry-based science for district teachers and paraprofessionals. The planning includes allocation of funds and the scheduling of staff development activities. Next year, we plan the expansion of our inquiry-based science program to other teachers within the pilot schools. Our goal is district-wide implementation of an inquiry-based science program. I am also responsible for evaluating the performance of our science resource teacher.

Sarah Quinn sarahequinn@aol.com The District Science Resource Teacher is a new position for the El Centro School District. I was hired in June 1995 as part of a grant through the California Institute of Technology to create an inquiry-based science program in grades Kindergarten through six. I oversee fourteen "pioneer teachers" at two pilot schools using kits purchased from various companies to teach science through inquiry. Other responsibilities include ordering and replenishing classroom kits, conducting in-service meetings with various groups of educators in Imperial County on inquiry-based science, and meeting with our Science Leadership Team every month.

LITES/OAKLAND UNIFIED SCHOOL DISTRICT

Local Systemic Change, NSF

Dale Koistenen d.koist@ousd.k12.ca.us I am currently a Teacher on Special Assignment (TSA) working with K-12 curriculum programs and staff development for the Oakland Unified School District. I am also the Education Coordinator for the Chabot Observatory and Science Center in Oakland. My responsibilities with both organizations are to oversee implementation of curriculum in the school district and to introduce teachers to curriculum models which support the Science Core Curriculum. I work with programs that support elementary science education reform. These programs which include content, pedagogy, and leadership training are funded by programs at Mills College and the Department of Energy. I also oversee the operation of a resource center which provides schools with consumables to maintain a kit-based program (FOSS).

Rosella Jackson LITES is an NSF funded Local Systemic Change partnership between Mills College and the Oakland Unified School District. Site support is a high priority in this project and is provided primarily through two and one-half LITES Teacher Support Liaisons. Bringing different educational experiences and resources, we take on multi-faceted responsibilities. We are classroom coaches, science methods instructors, school site team and administrator ombudspersons, purveyors of equipment and materials, facilitators of curriculum implementation, workshop presenters, and gophers...when need be. I am a long time classroom teacher in Oakland, Mentor Teacher, Teach for America Coach, CSIN Staff Developer, Board Member of the Chabot Observatory and Science Center, and Holy Names Science Curriculum and Instruction Faculty.

Vicki Luibrand luibrand@ella.mills.edu I am a K-12 science educator, secondary science teacher, Mills College Mid-Career Math and Science Student Teacher Supervisor, and LITES Liaison to various science support and reform groups (i.e., SEABA, ESSA, LASER).

Caroline Yee cyee@ella.mills.edu I am a long-time classroom teacher in Oakland, developer and director of "LIVE WIRES" a Department of Education project aimed at "turning students and teachers on to science", and Holy Names Faculty in Science and Curriculum and Instruction.

MESA UNIFIED SCHOOL DISTRICT

Local Systemic Change, NSF

Bob Box bbox@mesa.k12.az.us I am the Project Director of the Mesa Systemic Initiative. We are in the first year of a five year project for teacher enhancement in science and math through development of site-based learning communities. The MSI mission is to extend Mesa's 20+ years of building hands-on/minds-on science from an individual and district base to school-centered collaborative teams. NCTM, NSES and Benchmarks are our guides in the improvement of instruction. A science specialist at MPS for 15 years, my current responsibilities focus on combining the efforts of the district's science, math and technology departments into an integrated professional development support system for each of Mesa's 60 elementary and junior high schools.

Jackie Cleveland I am an elementary Science Resource Specialist, splitting time between the Mesa Public School's Science/Social Sciences Resource Center and the Mesa Systemic Initiative. My responsibilities in the USI include writing self-assessment rubrics for teachers, working with schools to develop site plans, training science synergy leaders and science liaisons from each school, conducting professional development workshops for schools, and participating in the development of a Relief Teacher Model (an alternative to substitutes).

Michael Cowan ssprague@barnum.mesa.k12.az.us I am a science specialist with the Mesa Public Schools, Mesa, Arizona. My responsibilities include sharing in the development and facilitation of professional teacher enhancement experiences, coordination of the district corps of teachers selected for leadership development, communication with site administrators and community, and coordination of the science curriculum assessment program development.

Roger Spratt spratt@mesa.k12.az.us I am the Secondary Science Specialist, 7-12 Level of Instruction. I work with 170+ science teachers with science curriculum activities concurrently with professional development practices that help implement quality programs for all students. I am especially interested in investigating changes promoted from outside education, i.e. Future Edge by Joel Barker, If It Ain't Broke, Break It! by Robert Kriegel, and Crossing the Chasm by Geoffrey Moore. We often learn much from the fringes of education.

NEW YORK COMMUNITY SCHOOL DISTRICT 24
QUEENS, NEW YORK

Local Systemic Change, NSF

Nicholas Apostolo I am currently an Assistant Principal in a K-5 elementary school. In addition to my customary responsibilities at the school level, I am a member of the District Science Leadership Team. We are directly involved in providing ongoing professional development for both teachers and supervisors in our Science Initiative. Additionally, we provide workshops for parents and community members.

Pamela Wasserman cadburry@aol.com I am the District Science Coordinator and responsible for the design and implementation of all professional development for supervisors, teachers, and paraprofessional in science education, grades K-8. I am also the district project coordinator for the USI - integrating math, science and technology. I am responsible for parent workshops, materials management for all curriculum programs used in grades K-8, technical support and on site visitations, budgets, and pursuing partnerships with outside agencies.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Local Systemic Initiative, NSF

Margo Fontes I wear two hats in the San Francisco Unified School District. I am the K-5 Science Resource Teacher, working with schools helping them implement the science core curriculum and also working on professional development for teachers around this curriculum. I also am the Director of the Science Materials Refurbishing Center which refurbishes site-based science kit consumables for grades K-8. I taught first grade for 11 years in this district and resigned for 14 years to raise my three children. I returned to teaching and am doing these two jobs.

Inverness Research Associates

Katherine Ramage 75713.2755@compuserve.com I have worked as a consultant with Inverness Research Associates for the past four years. We do research and evaluation of educational reform efforts, many of which are professional development programs for teachers. In some of my past lives I taught in a bilingual elementary school in Mexico and a K-12 "experimental" school in Memphis, TN. My teaching experience also includes the community college and university levels in California. And many decades past, I was a bilingual secretary in Paris, France! In my heart, I am a socio-linguist but by trade I am a ethnographic researcher stalking the wild, and ever fascinating, terrain of science (and other) educational reform.

Return to Graduate Resources Page

Institute for Inquiry
© 1997 Exploratorium, 3601 Lyon Street, San Francisco, CA 94123