Learning & Leadership Grants Summer 2007
Learning & Leadership Grants: Summer 2007 Recipients
Lisa Marie Allen, Orange Beach
Kindergarten to 12th Grade Science Director
Orange Beach Elementary School
Ms. Allen attends an intensive, week-long, graduate-level training program sponsored by the United States Space Foundation. Working with the U.S. Air Force Academy, Air Force Space Command, and partner aerospace companies, Ms. Allen participates in an immersion program that includes weightlessness training, rocketry, and remote sensing with an emphasis on astronomy principles for the classroom. Ms. Allen shares her learning with colleagues at the Sea, Sand, & Stars Science and Nature Center in her school through a series of seminars to help improve curriculum design and instructional strategies.
Dona J. Helmer, Anchorage
Kindergarten to 6th Grade Librarian
College Gate Elementary School
Partner: Kristee J. Dowling
Ms. Helmer and her fourth grade teaching partners participate in a year-long study group to explore methods of implementing a new reading program to meet the diverse needs of their students. The study group examines how students learn, investigates research on teaching strategies and effective practices, and surveys methods that enable them to effectively teach reading and research skills to at-risk students. Participants share their learning with colleagues during faculty meetings and professional development sessions on literacy and make a presentation at the Alaska State Literacy Association’s annual conference.
Gabrielle Willis, Anchorage
9th to 12th Grade Orchestra Teacher
Anchorage School District
To increase the achievement of her diverse orchestra students, Ms. Willis attends the Ohio State University String Teacher Workshop. At this workshop, she studies with internationally renowned string clinicians to learn to incorporate nonverbal modes of instruction, gain advanced instrumental skills, and collect culturally relevant teaching materials. Ms. Willis shares her new knowledge and materials with her colleagues through presentations at district-wide music in-services and the creation of a summer credit course for teachers.
Andrea Rodriguez, Tucson
4th Grade Teacher
Dietz Elementary School
Partner: Christina Edwards
Building on a professional development plan that helped improve their students’ mathematics achievement, Ms. Rodriquez, Ms. Edwards, and their partners form a study group to examine issues in language arts instruction. In collaboration with a literacy specialist from the University of Arizona, second and fourth grade teachers examine student work, develop strategies to improve students’ reading comprehension, and learn to connect reading with writing techniques. The study group plans professional development sessions to model best practices and share their learning with colleagues.
Gwen Hines, El Monte
11th to 12th Grade Science Teacher
Mountain View High School
Partner: Susan Bobadilla
To ensure a consistent level of teaching excellence, Ms. Hines and Ms. Bobadilla form a study group around best practices for AVID (Advancement Via Individual Determination) teachers. The group members create videos of outstanding instruction in listening, note-taking, text reading, study skills, and collaborative learning and study the examples to improve their own practice. To make their AVID teaching practice more explicit and consistent, study group participants review film segments, tape their own instruction, and study examples of student work.
Sharon Regner, Los Gatos
6th to 8th Grade Technology Integration Specialist
C.T. English Middle School
Partner: Juli Siegrist
Ms. Regner and her fourth through eighth grade teaching partners form a study group to research methods of incorporating technology into instruction to improve students’ 21st century literacy skills. After attending the National Educational Computing Conference, Ms. Regner shares her experiences with teachers in the study group and the group members collaborate to determine how to best apply new strategies to their classrooms. The study group shares their results with colleagues and parents at a school multi-media fair and at grade-level and district meetings.
DELAWARE
Linda Teplica, Ocean View
2nd to 5th Grade Reading Specialist
Lord Baltimore Elementary School
Partner: Mary Ellen Whelen
Expanding on existing professional learning communities, Ms. Teplica and her colleagues focus on improving students’ reading comprehension. Participants learn how to teach students to use active strategies before, during, and after reading and design and implement meta-cognitive comprehension lessons based on group discussions and student needs. At the conclusion of the study, participants emulate the book talk process with a colleague not involved in the group and the team presents the results of their book study to the entire faculty.
Antoinette C. Smith, Decatur
7th Grade Gifted Teacher
Cedar Grove Middle School
To gather resources on the foundations of educational practice and strategies for differentiating instruction for exceptional students and English language learners, Ms. Smith attends the First International Conference on Teacher Education in Brussels, Belgium. At the conference, Ms. Smith gives a presentation on integrating service learning and critical thinking that provides the platform for pedagogical studies she conducts with her colleagues and pre-service teachers throughout the state of Georgia. In her role as an ambassador and master trainer for the Georgia Department of Education Learn and Serve Program, Ms. Smith shares her experience and knowledge with colleagues at statewide workshops and summer conferences.
Karen L. Smith, Boise
Kindergarten to 6th Grade Gifted Facilitator
The Independent School District of Boise City
Recognizing the diverse needs of gifted students in her school district’s growing population of English as a Second Language (ESL) students, Ms. Smith attends the World Council for Gifted and Talented Children 17th Biennial Conference at the University of Warwick in Warwick, England. Along with delegates from fifty countries, Ms. Smith acquires a greater understanding of the different ways global cultures create conceptions of giftedness and talent and how those conceptions inform policy, practice, and research. Ms. Smith returns to Boise and shares her knowledge by presenting at national conventions, district in-service sessions, and monthly school staff meetings, and by helping staff to create a formal strategy for identification and implementation of gifted services for ESL students.
Mary Jane Gregan, West Lafayette
Kindergarten to 5th Grade Music Teacher
Burnett Creek Elementary School
Ms. Gregan seeks to improve her drumming skills and instruction by attending the Lake Geneva World Music Drumming summer workshop in Wisconsin. Working with a Ghanaian master drummer and other experienced instructors, Ms. Gregan increases her drumming skills, learns to play the African flute, and acquires authentic instruments created by artisans in Ghana. Ms. Gregan applies her new knowledge by expanding her existing drumming curriculum and by presenting at workshops in neighboring schools.
Aleshia C. Taylor, Pride
9th to 12th Grade Geometry Teacher
Northeast High School
By attending workshops at the Kagan Summer Academy, Ms. Taylor sharpens her knowledge of contemporary mathematics techniques and strives to make mathematics a successful learning experience for her students. Through peer interaction and presentations, Ms. Taylor learns methods of integrating cooperative learning into the classroom to increase students’ interest and understanding of mathematics. To maximize the impact of her experience, Ms. Taylor provides a training session and models lessons and strategies for her colleagues.
James David Heller, Silver Spring
9th to 12th Grade Computer Science Teacher
James H. Blake High School
Partner: Erinn Rigney
In response to existing achievement gaps and in anticipation of Maryland’s new diploma requirements, Mr. Heller and his colleagues conduct action research examining the effectiveness of computer-based review games. Applying knowledge Mr. Heller gains from attendance at the National Educating Computing Conference, the study group, comprised of general education and special education staff, examines whether game-based review activities help students comprehend and retain information necessary to pass the state’s standardized assessments. At the conclusion of the study, participants prepare a report to share their findings with instructional specialists at the state and county level.
Ellen K. Singer, Olney
Kindergarten to 5th Grade Art Specialist
Belmont Elementary School
Ms. Singer develops skills in story formation, shadow puppetry construction, and performance delivery by attending the Eugene O’Neill Puppetry Conference which, under the auspices of the Jim Henson legacy, brings together puppetry masters to mentor students and practicing puppeteers. After studying with a shadow puppet master, Ms. Singer returns to her school with a polished performance of a vignette relevant to her students’ lives and with the skills to help students execute and perform their own shows to help infuse creativity into a measurement and assessment focused curriculum.
Leigh Howell, Menominee
10th to 12th Grade Information Technology Teacher
Menominee Area Public Schools
Partner: Brenda M. Quaak
Mr. Howell, Ms. Quaak, and an interdisciplinary team of educators form a study group to obtain a deeper understanding of Web 2.0 technology and develop methods to incorporate these emerging technologies into the district’s curriculum. Participants investigate and practice technology skills such as social-book marking, internet telephony, blogging, wikis, and collaborative workspaces and develop individual units or lesson plans utilizing this technology. The group shares their lessons with colleagues through staff meetings, lesson-modeling, and the creation of a group wiki.
Kelly Ann Frankenfield, Faribault
3rd and 4th Grade English as a Second Language Teacher
Jefferson Elementary School
Partner: Ruth Lillquist
To help students learning English as a second language to acquire academic content while developing language skills, Ms. Frankenfield and her colleagues expand their existing professional learning community. Participants study journal articles to create individual research-based professional goals and to identify appropriate action steps to raise students’ standardized test scores and district graduation rates. The group disseminates their learning by facilitating discussion among colleagues and continuing to train additional staff to develop professional learning communities.
Stephanie Marie True, St. Louis
3rd to 6th Grade Writing Coach
Bayless Intermediate School
Partner: Ann Ryan
Ms. True and her colleagues form a study group to explore the “6 + 1 Traits of Writing” method to help their students find their voices as writers and effectively communicate their ideas through written expression. Using student work, the group examines the manner in which students are assessed in writing and develops methods for monitoring student growth, grouping like needs for mini-lessons, and meeting diverse classroom management needs. By serving as mentors for new teachers and providing support for existing staff, the group participants maximize the impact of their learning.
Donna Hutcheson, Nutley
1st to 6th Grade Special Education Teacher
Spring Garden School
Partner: Deborah Schop
To address the needs of students in both special and regular education classes who struggle with decoding and encoding words, Ms. Hutcheson and her colleagues form a study group to investigate the principles and techniques associated with the Wilson Language Program, a multi-sensory reading system. Through this twelve step program, participants study sound/symbol association, segmenting and blending, syllable types, and visual identification of words and learn ways to incorporate these skills into their reading program to increase students’ fluency and critical thinking skills. At the culmination of the school year, the study group presents their findings to the board of education to encourage the implementation of their program in all of the district’s elementary schools.
Frances Diaz-Sanhueza, Brooklyn
School Counselor
Public School 116
Recognizing that school safety is essential to the existence of a rich learning environment, Ms. Diaz-Sanhueza attends a certification program from Crisis Prevention Institute, Inc. to acquire strategies to contain potentially dangerous situations before they escalate. Ms. Diaz-Sanhueza examines ways to identify behaviors that can lead to a crisis, nonverbal techniques for controlling disruptive behavior, strategies for team interventions, successful verbal resolutions of a crisis situation, and ways to deal with staff fear and anxiety. To maximize the impact of her learning, Ms. Diaz-Sanhueza develops a program to train school personnel how to handle violent situations using nonviolent skills.
Marisol Ponte-Greenberg, Brooklyn
Pre-Kindergarten to 5th Grade Elementary Vocal Music Specialist
The Bath Beach School
To enhance her musicianship and knowledge of the scientific activity and educational philosophy of Zoltán Kodály, Ms. Ponte-Greenberg travels to Kecskemét, Hungary to the Kodaly Institute to participate in a music education seminar celebrating the 125th anniversary of the birth of its founder. Ms. Ponte-Greenberg investigates methodology focusing on singing, ear training, solfeggio, rhythmic movement, and improvisation to achieve the goal of music literacy. Upon her return, Ms. Ponte-Greenberg shares her advanced teaching techniques with her colleagues through professional development workshops, a presentation to regional music teachers, and the distribution of packets of useful materials such as a repertoire of Hungarian songs with translations and pronunciation guides.
Jennifer A. Spina, Ontario Center
School Psychologist
Ontario Primary School
Ms. Spina participates in a competency-based school neuropsychological training program designed for school psychologists in order to provide support for elementary students who experience difficulties due to learning disabilities, attention deficit hyperactive disorder, and brain trauma. Through direct instruction, group instruction, and field experience, Ms. Spina learns to administer, score, and interpret a variety of neuropsychological tests to evaluate individual children and how to utilize neuropsychological tools to identify areas of the brain responsible for facets of learning and tailor interventions to specific areas of the brain.
John Walsh, Floral Park
6th to 8th Grade Science Teacher
Irwin M. Altman Middle School 172
To enhance a spiral science curriculum and involve students through exploration and inquiry, Mr. Walsh attends the FLINN Scientific Foundation Summer Chemistry Workshop and the Rhode Island School of the Future Robotics Workshop. Through the chemistry workshop, Mr. Walsh expands his repertoire of laboratory demonstrations, acquires skills to introduce new procedures and technology to students, and designs lessons to meet the National Education Standards. Working at the robotics camp, Mr. Walsh advances his understanding of mechanical design, construction, and programming so that he can help increase students’ problem solving skills. In addition to refining his curriculum and practice to increase student achievement, Mr. Walsh shares his learning with colleagues during interdisciplinary team meetings and district science workshops.
Bethlea H. Pieratt, Monroe
Kindergarten to 2nd Grade Reading Specialist
Monroe Elementary School
Partner: Jennifer DeBord
Ms. Pieratt and Ms. DeBord implement a literacy study group to increase professional collaboration, examine their own teaching, and improve reading instruction with a focus on fluency and comprehension. Study group members investigate research, examine student work and data, and develop practical ways to apply research to the classroom setting. The study group shares its work with the school improvement team and at monthly grade level meetings to help maximize the impact on student achievement.
Ginger L. Kneller, Tulsa
Pre-Kindergarten to 5th Grade Instructional Facilitator
Jane Addams Elementary School
Partner: Patricia Starnes
With the goal of improving student achievement, the educators at Addams Elementary School organize a professional learning community to develop consistency in instructional language and assessment procedures. Teachers learn to implement research-proven reading/writing workshop models, discuss professional literature, and form a consensus on language and methods of instruction appropriate for each grade and student. To share their learning, the study group posts their activities and successes on the school district’s website and in the local newspaper.
Mike Barber, Portland
Kindergarten to 6th Grade Special Education Teacher
Metropolitan Learning Center
After attending a “Making Math Real” training, Mr. Barber engages in an action research project to study the effect of remedial instruction on the mathematics skills of his special education students in an inclusion setting. To increase students’ basic mathematics skills, Mr. Barber investigates the multi-sensory, structured approach to mathematics instruction focusing on key cognitive development skills such as symbol imaging, detail analysis, and sequential processing. Mr. Barber shares his methods and research with his colleagues during weekly planning sessions and in-service meetings to encourage staff to evaluate their own instructional methods.
Donna Jo P. Cuyler, South Milwaukee
9th to 12th Grade Art Teacher
South Milwaukee High School
Ms. Cuyler attends the “Moku-Hang Japanese Waterbase Woodcut” workshop to learn the traditional process of 18th century Japanese woodcutters and expand the experience of the students in her integrated art and social studies class. Under the guidance of an accomplished artist and using traditional Japanese tools, materials, and techniques, Ms. Cuyler learns the history and skills of Moku Hanga printmaking and designs and cuts an original piece.
Jayne E. Jaskolski, Milwaukee
Speech Language Pathologist
Twenty-First Street School
Ms. Jaskolski engages in action research to describe and quantify the value of investing in early intervention to help close achievement gaps. Ms. Jaskolski investigates how participation in a self-contained intensive speech and language classroom that provides therapy in remediate phonology and language delays as well as a home program component can accelerate the skill development of preschool students with communication delays. To share her findings and their implications, Ms. Jaskolski makes presentations to her school’s faculty, the school district, and state-level policy makers.