The National Science Education Leadership Association (NSELA) presents a Professional Development Institute focused on the best practices in professional development for science education reform.

Leading Professional Development in Science Education

The NSELA Professional Development Institute features sessions for both experienced leaders and emerging teacher leaders in science education. All sessions based on best practices.

• The Institute is designed to include a choice of three all day strands, for more networking and interaction with the experts and six 3-hour strands, for more variety and overview for the content. Participants will be asked to sign-up for the strands the day of the conference.
• All sessions are designed to provide a high quality professional learning environment that engages participants and provides them with research-based tools and resources to support professional development in science education.
• Presenters include national experts in teacher professional development, research in science education, and state-of-the-art professional development strategies.

The NSELA Professional Development Institute provides a unique networking opportunity for science leaders throughout the day and features national experts and practitioners in professional development for science reform.

If you have questions about the institute, please contact Joanne Vasquez, Institute Chair.

Session Matrix
Click on the title for a detailed description of the session and presenters.

Past Professional Development Institutes

Future Professional Development Institutes

Session One: Curriculum Topic Study- A Systematic Approach to Facilitated Content-Based Professional Development

Presenters:
Page Keeley, Senior Science Program Director, Maine Mathematics and Science Alliance
Joyce Tugel, Science Specialist, Maine Mathematics and Science Alliance

Outcomes:

1. Gain awareness of the Curriculum Topic Study Facilitator’s Guide toolkit and resources.
2. Experience a Curriculum Topic Study (CTS) and consider ways in which CTS can be applied in your own context.
3. Examine and discuss a variety of field test materials developed for the CTS Facilitator’s Guide.

Page Keeley is the Senior Program Director for Science at the Maine Mathematics and Science Alliance (MMSA) where her work involves science education leadership development, science-focused mentoring and coaching, formative assessment, and development of tools and resources to support standards-based and research-informed teaching and learning. She is the Principal Investigator/Project Director of three NSF projects including The Northern New England Co-Mentoring Network (NNECN), Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research, and PRISMS-Phenomena and Representations for Instruction of Science in Middle School. She is also the Director of a National Semiconductor Foundation grant for 12 elementary school sites- Linking Science, Inquiry, and Language Literacy (L-SILL) and a Co-PI of a state MSP project- Science Content, Collaboration, and Conceptual Change (SC4). Page is the primary author of four books: Science Curriculum Topic Study- Bridging the Gap Between Standards and Practice (Keeley, 2005); Mathematics Curriculum Topic Study- Bridging the Gap Between Standards and Practice (Keeley and Rose, 2006), Uncovering Student Ideas in Science-25 Formative Assessment Probes, Vol. 1 (Keeley, Eberle, and Farrin, 2005); Uncovering Student Ideas in Science-25 Formative Assessment Probes, Vol. 2 (Keeley, Eberle, and Tugel, in press); and Formative Assessment in Science: Seventy-Five Practical Strategies for Linking Assessment, Instruction, and Learning (Keeley, in press). Page serves on several national advisory boards and frequently consults with schools and organizations throughout the U.S.. Prior to working at the MMSA, Page taught middle and high school science for 15 years. During that time she served as an NSTA District II Director, two term member of the NSTA Executive Board, and two terms as President of the Maine science Teachers Association. She is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership. She has taught as an adjunct instructor at the University of Maine. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken Foundation National Distinguished Educator Award in 1993, and the AT&T Maine Governor’s Fellow in 1994. Prior to teaching, she worked as a research assistant in immunology at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in life sciences from the University of New Hampshire and her M.Ed. in science education from the University of Maine.

Joyce Tugel is a Science Specialist at the Maine Mathematics and Science Alliance. Her work at the MMSA is primarily focused on the areas of teacher leadership, mentoring and new teacher support, and science professional development, which includes national support for the Curriculum Topic Study project in utilizing the tools and resources. Joyce is a co-author of Uncovering Student Ideas in Science, Vol. 2. Prior to coming to the MMSA in 2005, Joyce was a science professional development specialist at the TERC Eisenhower Regional Alliance for five years and taught high school chemistry and physical science for ten years in Southern Maine. Prior to receiving her science teaching certification, Joyce was a researcher in environmental biogeochemistry at the University of New Hampshire. She is a Fellow of the third cohort group of the National Academy for Science and Mathematics Education Leadership. Joyce has served as the National Science Teachers Association's District II Director and Professional Development Division Director. During her accomplished teaching career, Joyce received the Presidential Award for Excellence in Secondary Science Teaching in 1998, and the Milken Foundation National Distinguished Educator and New England Institute of Chemists Secondary Teaching Awards in 1999. Joyce received her B.S. and M.S. degrees in Microbiology from the University of New Hampshire.

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Session Two: Using Student Achievement Data to Inform Professional Development

Presenters: Ms. Diana Nunnaley, Director of the Using Data Project, TERC
Ms. Colleen Goss, Coordinator, East Tennessee Science Partnership
Dr. Terry Lashley, Project Director, East Tennessee Science Partnership

Session Description:
The NSELA participants will engage in the TERC Using Data Project (UDP) processes and tools, and learn about the effective use of student data (formative and summative) to select the appropriate professional development for science educators. Participants will learn (1) how data team members should be selected and supported, (2) the steps in the collaborative inquiry process, (3) how to practice a hands-on protocol to collect authentic data and (4) how to collect and appropriately display data for effective analysis. Participants will analyze real data sets, explore research-based intervention literature and examine selected interventions as they relate to identified needs in the data sets.

Outcomes: Participants will be introduced to some of the UDP components and learn how to:

• Organize and Support Effective Data Teams,
• Facilitate Collaborative Inquiry,
• Collect Traditional and Non-traditional Data Sets,
• Participate in Data Driven Dialogue,
• Expand their Data Literacy,
• Go Visual!
• Triangulate Data,
• Facilitate Data Dissaggregation,
• Identify, Select, and Monitor the Implementation of Research-based Interventions,
• Use the UDP Processes and Tools to Select, Implement and Support Sustained Professional Development and
• Honor School-based Data Capacity and Efficacy

Diana Nunnaley is the Director of the Using Data Project – working with state agencies, districts, schools, and professional groups to build their capacity to implement a process of collaborative inquiry for teachers pursuing the continuous improvement of student learning. The on-going analysis of student learning data is at the core of this work. Diana was the Implementation Project Leader for a collaborative project involving TERC, CCSSO (Council of Chief State School Officers), and WCER (University of Wisconsin Education Research Center) to study the effects of assisting teachers in using data on enacted curriculum to improve effectiveness of instruction in mathematics and science education. A former middle school mathematics teacher, the Director of C4, a technology professional development center for the state of Massachusetts, a national trainer for the Higher Order Thinking Skills program, Diana’s work has a long history of working with schools to improve opportunities to learn for all students.

Colleen Goss is the Coordinator for the East Tennessee Science Partnership, a Tennessee Math/Science Partnership grant and has delivered data-driven professional development to middle school science teachers across Tennessee. She has extensive training in data analysis, mathematics, language arts and science leadership, professional development, science inquiry, curriculum development and high-stakes testing. Goss has developed activities for K-12 language arts, mathematics and science and uses them in professional development. Colleen is a veteran high school science teacher with additional experience in administering student and teacher programs at the University of Tennessee. Her work background also includes serving as the Tennessee High Stakes Testing Coordinator where she developed the state-wide (biology) professional development package, and implemented a train the trainers program, and the content professional development package. She has served as the Project Director for the Tennessee Appalachian Center for Higher Education which focuses on increasing the post-secondary educational attainment of students in the most distressed counties in rural Appalachia. Goss was the Tennessee Presidential Awardee in Secondary Science Education in 1998 and has worked reciprocally with teachers/administrators in Singapore as a follow-up to the TIMSS release.

Terry Lashley, an Assistant Professor in the College of Education at TTU, holds a B.S. in Biology and Secondary Education from the University of Wisconsin, an M. S. in Curriculum and Instruction and a Ph.D. in Science Education from the University of Tennessee (UT). She is currently the Project Director for a data-driven Tennessee Math Science Partnership grant and teaches upper level pre-service teachers. Her career experiences also includes serving as a science teacher at the middle/high schools and upper level university pre-service teachers; a Director of a Resource Collaborative for an NSF-funded Rural Systemic Initiative (RSI); Project Director for a GEAR UP grant at the UT; and Pre-college Programs’ Project Manager in the Office of University and Science Education for the U. S. Department of Energy’s Oak Ridge National Laboratory (ORNL). Terry has extensive experience including (1) data analysis utilizing the NSF-developed Using Data Getting Results program, (2) curriculum development using the AAAS Project 2061 protocol, (3) over 18 years as a professional developer and (4) active educational research and writing. She has successfully managed numerous mathematics, science and technology grants and projects at ORNL and UT. Terry serves as a reviewer for the National Science Teachers Association Science Program Improvement Review (SPIR) program and for the NCATE Board of Examiners. In 2005, Terry was named the Distinguished Educator of the Year by the state science organization.

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Session Three: Building Systems for Quality Teaching and Learning: A Simulation on Designing and Providing Professional Development Programs in Science

Presenters:
Katherine Stiles, Senior Research Associate, WestEd
Susan Mundry Associate Director, Math, Science & Technology Programs, WestEd

This full day session will engage participants in an interactive simulation board game designed to build understanding of effective professional development design based on the work of Loucks-Horsley et al. (2003) and others. The simulation will engage the users with student achievement and other data such as teacher background, instructional practices, history of professional development, information on achievement gaps, etc. The educators will work in teams to use the data to make decisions and plan professional development to address the student learning problems. They will get feedback on the outcomes of their choices and decisions, and engage in subsequent decision-making based on what they learn. As part of the debriefing experience, educators will learn the elements of effective professional development for science teachers and apply the learning to their own work. The session has five learning outcomes, including:

• Learn how to connect professional development designs to the specific learning needs of students and teachers;
• Learn the inputs necessary for designing effective professional development;
• Encounter the constraints and supports for professional development;
• Understand the role of leaders; and
• Learn about professional learning communities as a mechanism for incorporating and sustaining teacher professional development

Kathy Stiles is Senior Research Associate at WestEd, where she leads projects focused on professional development, science and mathematics education leadership development, and program evaluation. She is Co-Director of the National Academy for Science and Mathematics Education Leadership, a program for leaders of systemic reform, and co-author of Leading Every Day, first and second editions, (Corwin, 2003, 2005). Katherine leads science and mathematics program evaluation projects focusing specifically on assessing the quality of professional development and the relationship between teacher learning and changes in practice. She works with schools and school districts to enhance student learning through the development of collaborative inquiry into data among staff as part of her work on TERC’s Using Data Project. She has co-authored several book chapters and articles, and is co-author of the first and second editions of Designing Professional Development for Teachers of Science and Mathematics (Corwin, 1998, 2002). Prior to joining WestEd in 1995, Katherine worked at the National Science Resources Center in Washington, DC as a science curriculum developer and authored four curriculum units for the Science and Technology for Children program.

Susan Mundry is Associate Director of Mathematics, Science, and Technology Programs at WestEd where she directs several research and development projects. She is currently leading a study of the distribution of quality teachers in two states for the Northeast & Islands Regional Laboratory and co-directing the National Academy for Science and Mathematics Education Leadership. She is also Principal Investigator for two National Science Foundation projects. One is developing a simulation of teacher professional development based on research on teacher learning. The other is developing professional development materials to help teachers to access and use information from research and standards. She is a co-author of two best-selling books, Designing Effective Professional Development for Teachers of Science and Mathematics and Leading Every Day: 124 Actions for Effective Leadership as well as other books, guides, and simulation games on change and school improvement, leadership and professional development. Prior to joining WestEd, Mundry served in many roles from staff developer to Associate Director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication.

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Session Four : Five Critical Levels for Evaluating Professional Development

Presenters:
Nancy Landes Director, BSCS Center for Professional Development, BSCS
Jody Bintz BSCS Center for Professional Development, BSCS

Five Critical Levels Evaluating Professional Development How can science leaders more effectively evaluate the effectiveness of professional learning experiences? How can we make a case that our professional development is having an impact? During this session, participants will explore the evaluation of professional development through tools and processes from Assessing Impact (Killion, 2002) and Thomas Guskey’s Five Critical Levels of Evaluation: Participants’ Reactions, Participants’ Learning, Organizational Support and Change, Participants’ Use of New Knowledge and Skills, and Student Learning Outcomes (Guskey, 2000). Participants will consider goals for professional development, evaluation questions, and review tools to help them gather data, monitor, and evaluate their professional development program.

Dr. Nancy M. Landes currently serves as the director of the Center for Professional Development at BSCS. She began her professional career as a classroom teacher. She has a Master of Arts degree in curriculum and instruction and a Ph.D. in science education from Michigan State University. She joined the BSCS staff as a curriculum developer in 1983. Since joining BSCS, Nancy has served as the project director of two major curriculum development projects—Science for Life and Living: Integrating Science, Technology, and Health and BSCS Science T.R.A.C.S., both in elementary science education. Within the instructional materials developed at BSCS, she and the project staff incorporated professional development for teachers in the areas of constructivist learning, specifically, the BSCS 5E instructional model; performance assessment; collaborative learning; and inquiry- and standards-based instruction. In her role as the division director in professional development, Nancy is the co-principal investigator of the SCI Center, an NSF-funded high school implementation and development center. She has worked with NSTA to develop inquiry-based professional development materials and strategies within NSTA’s Building a Presence for Science program. Nancy also has experience in the professional development of teachers and has taught courses in science education for Michigan State University and the University of Hawaii. Nancy is particularly interested in helping teachers make the connections between curriculum implementation, professional development, and student learning, as well as establishing the conditions that make possible the successful implementation of meaningful instructional materials and strategies in science classrooms.

Jody Bintz joined BSCS in 2004 as a science educator with the Center for Professional Development. She is currently director of the BSCS National Academy for Curriculum Leadership (NACL). The NACL is an in-depth three-year professional development experience for leadership teams. Through the NACL, school and district leadership teams build on their capacity to design, implement, and sustain an effective high school science education program using inquiry-based instructional materials. She also works on various other projects including working with the Institute for Learning at the University of Pittsburgh as a member of the Science Disciplinary Literacy Team. Prior to joining BSCS, Jody served as an instructional services consultant with Loess Hills AEA 13 in southwest Iowa. Her responsibilities included school improvement/professional development planning and serving on the Iowa Support Team for Schools in Need of Improvement. Prior to her more general work with districts she served as a science education consultant and worked with teachers to integrate technology; align curriculum, instruction, and assessment with standards and benchmarks; create more inquiry-based classrooms; and incorporate literacy strategies. Jody taught high school science and coached in Treynor, Iowa. She received her Bachelor of Arts degree in biology from the University of Northern Iowa in 1983 and her Master’s degree in science education from University of Northern Iowa in1994. Jody and her family live near Treynor, Iowa.

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Session Five: Online Professional Development and Resources: Navigating the Landscape

Presenters:
Robert Steiner; Project Director, Seminars on Science; American Museum of Natural History
David Randle; Curriculum Manager, Seminars on Science; American Museum of Natural History
Robert Payo; Education and Outreach Specialist; National Science Digital Library
Susan Van Gundy; Director of Education; National Science Digital Library

Description:
Online professional development opportunities for science educators, as well as online resources, have rapidly expanded in recent years. Web-based programs and resources offer great convenience and overcome limitations of geography, but evaluating the right online learning experience for your needs and those of the teachers you support, can be daunting. These choices (which include full degree programs, individual courses for credit, single topic seminars, and just-in-time access to background materials) are changing the way in which we, as science leaders, enhance our own skills and knowledge. This evolving landscape is also shaping the expectations of our classroom teachers for flexibility, customization, and on-demand access – expectations to which we must respond.

Through examples from the American Museum of Natural History, the National Science Digital Library and others, participants will explore a range of online learning and online resource options and hear about research that supports the value of technology as a PD tool. This highly interactive session features demonstrations of resource exemplars, group discussion, and hands-on computer time, and will be valuable for those responsible for those responsible for providing or creating professional development and classroom resources for teachers.

Robert V. Steiner serves as the Project Director for Seminars on Science, the online professional development program of the American Museum of Natural History in New York City. The award-winning program offers online courses in the life, earth and physical sciences to K-12 educators across the United States. Dr. Steiner is responsible for the leadership and management of all aspects of the program, including partnership creation, external funding, course development, faculty and learner support, cybercampus operations, marketing and evaluation. Prior to his work at the Museum, Dr. Steiner created and directed the Distance Learning Project at Columbia University’s Teachers College. This pioneering effort resulted in the creation of over 60 online and hybrid graduate courses as well as certificate programs in technology education. The program provided faculty, students and administration with knowledge of both the theory and practice of web-based education. Dr. Steiner received his B.S. in physics from the University of California, Berkeley and his Ph.D. in physics from Yale University. He has served as a research physicist in the area of experimental elementary particle physics. He has created computerized physics laboratories and chaired or served on numerous faculty committees related to technology and education and serves as a member of the adjunct faculty of the City University of New York’s Queens College. Dr. Steiner has served as a consultant in science education and has presented widely within the science education and online education communities. He lives in New York City with his wife and their two young children.

Susan Van Gundy is the Director of Education and Strategic Partnerships for the National Science Digital Library, a federally-funded online collection of resources, tools, and services that support science, technology, engineering, and mathematics (STEM) education and research at all levels. Through partnership and community-building activities, Susan works with leading educational organizations focused on STEM education as well as with the universities, museums, federal agencies, and professional societies that constitute NSDL’s network of more than 200 resource providers. Susan delivers presentations and workshops online and around the country. Van Gundy has been involved in designing and delivering educational programs for students, teachers, and the general public for more than sixteen years. Before joining NSDL, she led two of the largest hands-on science outreach programs in the country as the former Outreach Programs Manager for the Denver Museum of Nature and Science, and the Director of Outreach Education and Science Classes for the Oregon Museum of Science and Industry. Her leadership roles have encompassed extensive work in K-12 education including teacher professional development and curriculum writing. Susan’s professional activities have emphasized bridging the scientific and education communities, and using innovative technologies to enhance teaching and learning. Van Gundy currently serves on national committees for the National Science Teachers Association, the Consortium for School Networking, and the International Society for Technology in Education. Her scientific background includes research experience in the geosciences, archaeology, and marine biology. Susan holds a B.S. in Geology from Oberlin College and an M.S. in Geosciences from The Pennsylvania State University.

Robert Payo is the Education and Outreach Specialist for the National Science Digital Library and coordinates the presence of NSDL at national meetings, conferences and events in conjunction with the efforts of NSDL partners and affiliates. Robert conducts professional development programs and presentations across the country on NSDL and its resources. With over twenty-five years of experience as an educator, Payo has developed, coordinated and managed programs at museums, nature centers and other educational organizations in Colorado, Oregon and California. As Director of Outreach Education at the Denver Museum of Nature & Science, the Education Director of the Colorado Energy Science Center, and his work at other institutions, Robert has committed his career to creating a connection between community members, educators and science professionals in promoting and actively engaging communities in science literacy and understanding the significant role that science plays in our lives. Payo holds a B.A. in the Biological Sciences from the University of Colorado at Boulder and an M.A. in Counseling Psychology from the University of Colorado at Denver.

Dave Randle is the Curriculum Manager for Seminars on Science at the American Museum of Natural History (AMNH). He comes to this program after a 15-year career teaching middle and high school science in the New York City public schools. Dave began his education career in 1988 as an intern in the Museum’s Education Department and maintained a connection with the museum and its resources throughout his teaching career. Dave has been a member of the Seminars on Science (SoS) team for the past eight years. He helped to develop and instruct Earth: Inside and Out; Genetics, Genomics, Genethics; and The Link Between Dinosaurs and Birds, as well as The Ocean System. He currently supervises the program’s staff of instructors and scientists and works on the development of new SoS courses including two upcoming courses on Evolution and the Solar System. Dave also manages a partnership between AMNH and New Visions for Public Schools to deliver science professional development to small New York City schools. This work supports the improvement of science teaching in the schools by providing teachers and students with access to the museum’s rich science content resources.

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Session Six: Assessment Centered Teaching: Using Formative Classroom Assessments as Reflective Practice

Presenters:
Kathy DiRanna, Statewide Director, K-12 Alliance/WestEd
Jo Topps, Regional Director, K-12 Alliance/WestEd

Description of Session:
Assessment-Centered Teaching is the unique practice that occurs when teachers recognize assessment and instruction as integral to each other to improve student learning. In this session, we will share tools and processes that were developed through a collaboration among professional developers, educational researchers and practicing teachers, that assist teachers to become more reflective and effective by practicing Assessment Centered Teaching.

The content and processes shared in the session are a product of the professional development strand of the National Science Foundation-supported Center for Assessment & Evaluation of Student Learning (CAESL), a collaborative partnership of WestEd; the University of California, Berkeley’s Lawrence Hall of Science and Graduate School of Education; UCLA, Stanford University and San Jose State University.

Through discussion, hands on activities and examination of artifacts, participants will:

• Gain an awareness of the CAESL program in promoting and sustaining professional learning around assessment
• Examine the key elements of reflective practice and assessment-centered teaching
• Experience building an assessment plan based on a conceptual flow and the Record of Assessments in Instructional Materials (RAIM)
• Reflect on the elements of ACT in their context

Jo Topps is a Regional Director for the K-12 Alliance, a WestEd science and mathematics professional development program dedicated to providing quality science programs by increasing teacher content knowledge and pedagogical skills and developing teacher leaders. Her work focuses on helping school-based staff developers design and evaluate professional development focused on collaborative lesson studies. Jo served on the professional development team for CAESL and is a primary author on the soon-to-be released book about the CAESL work: Assessment Centered Teaching: A Reflection Practice. Ms. Topps has contributed to many statewide initiatives addressing instruction and assessment. She is currently the Co-Project Director of three state-funded Math and Science Partnership grants. She is also an adjunct professor at California State University, Long Beach, where she teaches the science methods and capstone classes. On the national level, Jo has served as a mentor for the National Academy of Science and Mathematics Education, a member of the professional development team for the National Academy for Curriculum Leadership, and a field-tester for the Using Data Project. She has also worked with Washington University (St. Louis)’s MSP providing technical assistance in assessment. Jo has been a featured speaker at state and national conferences and served as chairperson for the California Science Teachers Association Conference.

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Session Seven: Monitoring and Supporting Professional Development Using the Concerns-based Adoption Model

Presenters:
Nancy Landes, Director, BSCS Center for Professional Development
Jody Bintz, BSCS Center for Professional Development

Monitoring and Supporting Professional Development Using the Concerns-based Adoption Model
We know that making a change in practice is a challenging undertaking! As science leaders, how can we better support and monitor the use of new classroom practices? The purpose of this session is to engage participants in developing a deeper understanding of the change process and how the Concerns-based Adoption Model (CBAM) can be used to monitor and support any change—in this case, the implementation of inquiry-based instructional materials. CBAM defines patterns in the way people interact through a change and includes three parts: Stages of Concern, Levels of Use, and Innovation Configurations or Practice Profiles (Hall and Hord, 2001). During the session, participants will analyze CBAM data collected from teachers who were implementing new inquiry-based instructional materials and consider how this information can be used to support teachers through the change process.

Dr. Nancy M. Landes currently serves as the director of the Center for Professional Development at BSCS. She began her professional career as a classroom teacher. She has a Master of Arts degree in curriculum and instruction and a Ph.D. in science education from Michigan State University. She joined the BSCS staff as a curriculum developer in 1983. Since joining BSCS, Nancy has served as the project director of two major curriculum development projects—Science for Life and Living: Integrating Science, Technology, and Health and BSCS Science T.R.A.C.S., both in elementary science education. Within the instructional materials developed at BSCS, she and the project staff incorporated professional development for teachers in the areas of constructivist learning, specifically, the BSCS 5E instructional model; performance assessment; collaborative learning; and inquiry- and standards-based instruction. In her role as the division director in professional development, Nancy is the co-principal investigator of the SCI Center, an NSF-funded high school implementation and development center. She has worked with NSTA to develop inquiry-based professional development materials and strategies within NSTA’s Building a Presence for Science program. Nancy also has experience in the professional development of teachers and has taught courses in science education for Michigan State University and the University of Hawaii. Nancy is particularly interested in helping teachers make the connections between curriculum implementation, professional development, and student learning, as well as establishing the conditions that make possible the successful implementation of meaningful instructional materials and strategies in science classrooms.

Jody Bintz joined BSCS in 2004 as a science educator with the Center for Professional Development. She is currently director of the BSCS National Academy for Curriculum Leadership (NACL). The NACL is an in-depth three-year professional development experience for leadership teams. Through the NACL, school and district leadership teams build on their capacity to design, implement, and sustain an effective high school science education program using inquiry-based instructional materials. She also works on various other projects including working with the Institute for Learning at the University of Pittsburgh as a member of the Science Disciplinary Literacy Team. Prior to joining BSCS, Jody served as an instructional services consultant with Loess Hills AEA 13 in southwest Iowa. Her responsibilities included school improvement/professional development planning and serving on the Iowa Support Team for Schools in Need of Improvement. Prior to her more general work with districts she served as a science education consultant and worked with teachers to integrate technology; align curriculum, instruction, and assessment with standards and benchmarks; create more inquiry-based classrooms; and incorporate literacy strategies. Jody taught high school science and coached in Treynor, Iowa. She received her Bachelor of Arts degree in biology from the University of Northern Iowa in 1983 and her Master’s degree in science education from University of Northern Iowa in1994. Jody and her family live near Treynor, Iowa.

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Session Eight: Using Digital Resources to Enhance Teacher Content Knowledge and 21st Century Skills

Presenters:
Susan Van Gundy; Director of Education; National Science Digital Library
Robert Payo; Education and Outreach Specialist; National Science Digital Library
Robert Steiner; Project Director, Seminars on Science; American Museum of Natural History
David Randle; Curriculum Manager, Seminars on Science; American Museum of Natural History

Description:
Recent reports from the National Research Council and other leading organizations emphasize the critical need for improvements in science and mathematics education and the development of 21st century skills if our students of today are to constitute a globally competitive science and technology workforce for the future. As a prerequisite for achieving these goals, science and math educators must themselves possess strong content knowledge and lifelong learning practices.

Information and technology literacy, critical thinking, communication, collaboration, and other 21st century skills are not only advantageous for success in modern society, but are also the hallmarks of the scientific enterprise; and therefore useful techniques for enhancing science education.

This session will explore the use of digital materials to enrich teachers’ mastery of science content, while modeling teaching strategies that embed 21st century skills. Through hands-on investigation of simulations, lesson plans, science journals, and online exhibits from the National Science Digital Library and the American Museum of Natural History, session participants will gain ideas from presenters and each other for effective use of digital learning and teaching resources in the classroom.

Robert V. Steiner serves as the Project Director for Seminars on Science, the online professional development program of the American Museum of Natural History in New York City. The award-winning program offers online courses in the life, earth and physical sciences to K-12 educators across the United States. Dr. Steiner is responsible for the leadership and management of all aspects of the program, including partnership creation, external funding, course development, faculty and learner support, cybercampus operations, marketing and evaluation. Prior to his work at the Museum, Dr. Steiner created and directed the Distance Learning Project at Columbia University’s Teachers College. This pioneering effort resulted in the creation of over 60 online and hybrid graduate courses as well as certificate programs in technology education. The program provided faculty, students and administration with knowledge of both the theory and practice of web-based education. Dr. Steiner received his B.S. in physics from the University of California, Berkeley and his Ph.D. in physics from Yale University. He has served as a research physicist in the area of experimental elementary particle physics. He has created computerized physics laboratories and chaired or served on numerous faculty committees related to technology and education and serves as a member of the adjunct faculty of the City University of New York’s Queens College. Dr. Steiner has served as a consultant in science education and has presented widely within the science education and online education communities. He lives in New York City with his wife and their two young children.

Susan Van Gundy is the Director of Education and Strategic Partnerships for the National Science Digital Library, a federally-funded online collection of resources, tools, and services that support science, technology, engineering, and mathematics (STEM) education and research at all levels. Through partnership and community-building activities, Susan works with leading educational organizations focused on STEM education as well as with the universities, museums, federal agencies, and professional societies that constitute NSDL’s network of more than 200 resource providers. Susan delivers presentations and workshops online and around the country. Van Gundy has been involved in designing and delivering educational programs for students, teachers, and the general public for more than sixteen years. Before joining NSDL, she led two of the largest hands-on science outreach programs in the country as the former Outreach Programs Manager for the Denver Museum of Nature and Science, and the Director of Outreach Education and Science Classes for the Oregon Museum of Science and Industry. Her leadership roles have encompassed extensive work in K-12 education including teacher professional development and curriculum writing. Susan’s professional activities have emphasized bridging the scientific and education communities, and using innovative technologies to enhance teaching and learning. Van Gundy currently serves on national committees for the National Science Teachers Association, the Consortium for School Networking, and the International Society for Technology in Education. Her scientific background includes research experience in the geosciences, archaeology, and marine biology. Susan holds a B.S. in Geology from Oberlin College and an M.S. in Geosciences from The Pennsylvania State University.

Robert Payo is the Education and Outreach Specialist for the National Science Digital Library and coordinates the presence of NSDL at national meetings, conferences and events in conjunction with the efforts of NSDL partners and affiliates. Robert conducts professional development programs and presentations across the country on NSDL and its resources. With over twenty-five years of experience as an educator, Payo has developed, coordinated and managed programs at museums, nature centers and other educational organizations in Colorado, Oregon and California. As Director of Outreach Education at the Denver Museum of Nature & Science, the Education Director of the Colorado Energy Science Center, and his work at other institutions, Robert has committed his career to creating a connection between community members, educators and science professionals in promoting and actively engaging communities in science literacy and understanding the significant role that science plays in our lives. Payo holds a B.A. in the Biological Sciences from the University of Colorado at Boulder and an M.A. in Counseling Psychology from the University of Colorado at Denver.

Dave Randle is the Curriculum Manager for Seminars on Science at the American Museum of Natural History (AMNH). He comes to this program after a 15-year career teaching middle and high school science in the New York City public schools. Dave began his education career in 1988 as an intern in the Museum’s Education Department and maintained a connection with the museum and its resources throughout his teaching career. Dave has been a member of the Seminars on Science (SoS) team for the past eight years. He helped to develop and instruct Earth: Inside and Out; Genetics, Genomics, Genethics; and The Link Between Dinosaurs and Birds, as well as The Ocean System. He currently supervises the program’s staff of instructors and scientists and works on the development of new SoS courses including two upcoming courses on Evolution and the Solar System. Dave also manages a partnership between AMNH and New Visions for Public Schools to deliver science professional development to small New York City schools. This work supports the improvement of science teaching in the schools by providing teachers and students with access to the museum’s rich science content resources.

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Session Nine: Developing Benchmark Assessments in Science

Presenters:
Kathy Comfort, Senior Program Associate II, PASS, WestEd
Deborah Tucker, Senior Research Assistant I, PASS, WestEd

Session Description:
In this session, participants will have an opportunity to: learn about, try out, and develop grade level benchmark science assessments aligned to state standards and learning goals; investigate data and student work from benchmark science assessments, and discuss the implications of these findings for instruction and improved student learning; learn about and review existing publisher benchmark science assessments; and reflect on and draft strategies for implementing benchmark science assessments in their own organizations. This session will also provide support for participants for their efforts in leading professional development in their organizations. Questions, e.g., how is my thinking about benchmark science assessments influenced with these new ideas, or what do I need to look for in an effective benchmark science assessment, will frame the session, allowing participants to reflect on, and process what they are learning.

Kathleen B. Comfort is currently the Principle Investigator and Director of the Partnership for the Assessment of Standards-based Assessment (PASS) at WestEd. She was also Principal Investigator and Project Director of two National Science Foundation–supported research projects: Research in Standards-based Science Assessment (RISSA) and the PASS/CSIAC Data Study and. Prior to her work at WestEd, Ms. Comfort directed the science assessment portion of the California Department of Education statewide testing programs, and served as a Senior Research Associate for Project 2061 of the American Association for the Advancement of Science (AAAS). She has also served as: Coordinator of the Shasta County Assessment System; Science Education Specialist; mentor teacher; and teacher. Ms. Comfort has served on numerous national science assessment committees, panels and reviews. She served as editor of the AAAS publication, This Year in School Science; as a committee member on the National Research Council (NRC)/National Academy of Sciences (NAS) Working Group on Assessment for the National Science Education Standards; as a committee member on the NRC/NAS Addendum on Classroom Assessment to the National Science Education Standards; and as a member of the NRC Committee on Science Education K-12, and the NRC Board on Science Education. Ms. Comfort received her B.A. from the College of New Jersey, and her M.Ed. from Western Washington University.

Deborah Tucker, Ed.D., is the Associate Director of the Partnership for the Assessment of Standards-based Science (PASS) at WestEd. She recently earned her Doctorate in Educational Leadership from the University of La Verne. Her doctoral research focused on the knowledge needed by providers of K-12 science professional development. Deborah is also a Learning Colleague with the National Academy for Science and Mathematics Education Leadership which prepares educators to lead educational improvement efforts in science and mathematics. Deborah served as the science consultant for the California Department of Education (CDE) representing California in several capacities including the National Science Teachers Association’s Building a Presence for Science Program and on the Council of State Science Supervisors (CSSS). Over the past nineteen years, she has been involved with science professional development efforts and was one of California’s Regional Directors for the State Systemic Initiative. Deborah has also served ten years on the Board of the California Science Teachers Association (CSTA) and as the President from 1997 to 1999. In addition to her work in science education leadership roles, Deborah has taught middle school, community college, and elementary school.

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