CALIFORNIA

Katharine Foster, San Francisco
Social Studies Department Chair
International Studies Academy
Partners: Leah Anderson, Verna Castro, Pamela Duszynski, Ann Lew
Ms. Foster and her partners team with Project Spera, an organization that promotes global education, to develop curricula on international topics and issues. Participants develop plans for incorporating international issues into existing lesson plans. Team members discuss and analyze student work monthly under these new curricula and modify instruction to meet student needs.

Helen Gallagher, Sacramento
4th Grade Teacher
General A. M. Winn Elementary School
Partners: Steven Kenworthy, Kathryn Schorn, Linda Wheeler
Collaborating with California State University—Sacramento, Ms. Gallagher leads a study group on web design using Microsoft FrontPage®. The members of the group use their knowledge to create class websites with resources their bilingual students can use to conduct online research. Participants train other teachers on webpage development and encourage them to build websites with resources that can enhance student learning.

Dorothy Maria Jones, Oxnard
7th & 8th Grade Reading Teacher
Robert J. Frank Intermediate School
Partners: Mary Adler, Kristin Storey, Becky Turner
Ms. Jones and her partners collaborate with university professors to analyze reading and writing strategies that improve student achievement across disciplines. After identifying strategies, participants incorporate instructional approaches into their curricula and evaluate the effectiveness of these methods. The group models successful instruction for their colleagues at conferences and local meetings.

Carrie Smith, San Diego
7th & 8th Grade Science Teacher
Carmel Valley Middle School
Partners: Jennifer Brennan, Naomi Clum, Chris Faist, Heather Gudgeon, Tania Kim, Craig Williams
Ms. Smith and her partners engage in lesson study to improve their science curriculum design and instructional strategies. The participants examine which inquiry-based activities enhance student learning, then videotape and analyze their instructional approaches. To share what they learn the team develops a website on their study for their lesson plans, videotapes, and project results. Members also make presentations at local science meetings and write articles about the project findings.

INDIANA

Meghan Browne, Indianapolis
K to 5th Grade Teacher
Metropolitan School District of Pike Township
Partner: Kristin MacBain
Analyzing data from the Northwest Evaluation Association and the Indiana Statewide Testing for Educational Progress, Ms. Browne and Ms. MacBain identify differentiated instructional strategies that improve reading and mathematics skills. The teachers provide technical assistance to their colleagues, helping them to use data to inform teaching and learning. Ms. Browne and Ms. MacBain collaborate with the Poke Classroom Teachers Association to survey teachers on the effectiveness of data-driven instruction.

Ana Gackenheimer, Wabash
9th to 12th Grade Teacher
Wabash High School
Partners: Matt Carver, Mark Kerkhoff, Jean Seibert, Brett Westerlund
Ms. Gackenheimer and her partners collaborate to develop individualized professional development plans. After reading professional literature on best practices for instructional strategies, participants use classroom data and research to modify classroom instruction.

Cathy Hamilton, New Albany
11th & 12th Grade Teacher
Prosser School of Technology
To increase her students’ drafting skills, Ms. Hamilton studies the Rhino Level 4 Advanced Nonuniform Rational B-Splines modeling. Ms. Hamilton integrates this computer-aided modeling software into her curriculum and shares her knowledge with colleagues.

IOWA

Bryan Braack, Eldridge
8th Grade Teacher
North Scott Junior High School
Partners: Phyllis Corrick, David Koranda
Mr. Braack leads a team of seventh- and eighth-grade mathematics teachers in lesson study on problem-solving and fractions. Participants conduct classroom observations and collect and analyze data on student learning. Based on these data, the team develops and refines lessons and instruction.

Angela Hofer, Welton
5th Grade Teacher
Welton Elementary School
Partners: Delinda Card, Tonia Dirksen, Jeremy Kuehl, Jamie Nielsen
Ms. Hofer and her partners, who include special education teachers, form a lesson study group to improve mathematics instruction. Participants analyze research-based approaches to develop lessons on geometric problem solving. After teaching and observing each lesson, the team refines instruction to meet student needs. Based on the group’s findings, the district adopts successful approaches to teaching mathematics.

KENTUCKY

Carla Thomas, Louisville
6th to 8th Grade Literacy Coordinator
Iroquois Middle School
Partner: Gerri Crawford
To support their high-risk learners, Ms. Thomas and Ms. Crawford study the most effective strategies for reading instruction. The participants analyze research-based approaches, conduct action research in their classrooms, assess their instruction, and develop a plan to implement effective reading strategies throughout the school.

MAINE

Dona Durham, Portland
6th to 8th Grade Learning Strategist
Lincoln Middle School
Partners: Clare Ruthenberg, Hiram Sibley, Elizabeth Spinney
Ms. Durham and her partners establish a study group to improve methods for recognizing, understanding, and teaching students with learning differences. Analyzing Dr. Mel Levine’s phenomenological approach to understanding learners’ neurodevelopmental profiles, each participant develops a learning profile for a selected student and instructional strategies to meet the student’s needs.

Frederick Koerber Jr., Brunswick
10th to 12th Grade History Teacher
Brunswick High School
To tie local historic assets to the social studies curriculum realignment, Mr. Koerber conducts archival research at state historical repositories. Mr. Koerber studies local history within the broader context of national history. From what he learns, he teams with district officials to develop a social studies curriculum that integrates regional with national history and affords students opportunities to interpret primary sources, collect oral histories, and observe local art and architecture.

MASSACHUSETTS

Suzanne Strauss, Northampton
12th Grade English Teacher
Northampton High School
To incorporate Russian and Ukrainian literature into her world literature classes, Ms. Strauss travels to Odessa, Ukraine, to establish an international exchange program. She studies Russian literature while teaching American literature, particularly focusing on women authors. After her trip, she continues working with Odessa officials to implement a literary exchange between Ukrainian and U.S. students.

MICHIGAN

Annette DeJong, Traverse City
6th Grade Teacher
Cherry Knoll Elementary School
Partners: Roderick Ross, Gary Schweitzer
To help staff make the best use of available technology, Ms. DeJong forms a study group to research best practices for integrating technology into the classroom. Participants work across content areas to inform their colleagues on available technology and effective technology integration.

Patti Tibaldi, Traverse City
K to 6th Grade Teacher
Traverse City Eastern Elementary School
Partners: Bonnie Gotshall, Dan McGee
Ms. Tibaldi, Ms. Gotshall, and Mr. McGee form a lesson study group with physical education teachers in all grade levels throughout the district to analyze and refine lessons on cardio-respiratory endurance and the benefits of physical activity. The team meets monthly to plan, observe, critique, and revise lessons.

MINNESOTA

Jill Hukee, Owatonna
4th Grade Teacher
McKinley Elementary School
Partners: Julie Bauer, Sandra Frelund, Karen Krull, Patricia Sorenson, Laurie Wolhart
To improve student achievement, instructional strategies, and curriculum presentation, Ms. Hukee leads a study group on the needs and feelings of immigrant children. Participants read professional books and discuss best practices for instructing English language learners. Based on what they learn, the team shares successful curricula and instructional strategies with other teachers and education support professionals.

NEW YORK

Jennifer Bradshaw, Smithtown
9th to 12th Grade Language Arts Chairperson
Smithtown High School
Partners: Andrea Goldman-Gulyanski, Susan Lee, Michael Nolan, Fran Renna
The language arts teachers at Smithtown High School form a study group to analyze effective strategies for collaborating with secondary special education teachers on writing instruction. The participants collaborate with university writing center directors, use peer coaching, and analyze student data to develop best practices for teaching writing. From their research, the team develops cross-curricular professional development materials to share with their colleagues across grade levels throughout the district.

Maura Goggins, Monsey
1st Grade ESL Teacher
Grandview Elementary School
To gain fluency in Spanish and support her English language learners, Ms. Goggins attends the Cervantes Institute in Manhattan. At the institute, she enrolls in several advanced Spanish courses to develop her oral and written communication skills. Because few district staff speak Spanish well, Ms. Goggins hopes that becoming fluent will allow her to better communicate with the immigrant families in the district and serve the needs of disadvantaged students.

NORTH CAROLINA

Libby Huff, Granite Falls
6th to 8th Grade Teacher
Granite Falls Middle School
To help students understand technology choices and the effects of technology on society, Ms. Huff researches Amish society and culture to develop a unit on technology and Amish culture. She observes and interviews people in Amish communities to explore why they have accepted some technologies while rejecting others. Upon her return, Ms. Huff collaborates with a social studies teacher to develop a unit on technology and American culture.

OREGON

Rebecca Mallatt, LaPine
Kindergarten Teacher
LaPine Elementary School
Partners: Jana Clemons, Tammy Doty, Jacqueline Kellogg, Evelyn Kennedy
Ms. Mallatt and her partners establish a study group to learn how to use guided reading for a balanced literacy program in the classroom. The group reads and discusses several texts on guided reading and shares successes and challenges of implementing literacy programs in their classrooms.

PENNSYLVANIA

Mary Manges, Stoystown
5th Grade Teacher
North Star School District
Partners: Jack Feathers, Ellen Sautter
Ms. Manges leads a study group to learn best practices in language arts instruction. Using a literature circle format, the team reads and discusses research-based strategies that improve writing and reading skills. The participants share their knowledge with colleagues at district meetings. In addition, they establish a professional development library on literacy instruction.

Amy Peterson, Sharon
5th Grade Teacher
C. M. Musser Elementary School
Partners: Justin Everett, Raymond Fabian, Lewis Kellar
Ms. Peterson and her partners examine how to best use personal digital assistants (PDAs) to support and assess student learning. After learning how to use the technology, the participants implement a local history project in their classes. Participants use PDAs to provide formative and summative assessment, conduct research to identify resources for students, and photograph students performing project work. After completing the study group work, the team serves as mentors to other faculty who are interested in using PDAs for instruction.

SOUTH CAROLINA

Lorraine Moore, Cowpens
Mathematics Coach
Cowpens Elementary School
Partners: Becky Connolly, Stephanie Fisher, Tammy Kirby, Wanda Noblin
The mathematics teachers at Cowpens Elementary School establish grade-level study groups to analyze best practices for teaching geometry and measurement. During each meeting, participants discuss a lesson topic and examine student work to revise instructional approaches. The group shares their findings with their colleagues in district meetings.

SOUTH DAKOTA

Renee Oscarson, Brookings
Associate Professor of Family & Consumer Sciences
South Dakota State University
Partners: Julie Bell, Cindi Ceglian, Debra Debates, Nancy Lyons
Ms. Oscarson and her partners examine their courses to incorporate geriatric studies into curricula. During monthly meetings, participants discuss and compare pedagogical strategies and learning resources for teaching gerontology. Team members also share examples of student work and modify instruction to address learning objectives.

TEXAS

Cheryl Craig, Houston
Associate Professor of Education
University of Houston
Partners: Sandy Capps, Paul Gray, Allison Hamacher, Michaelann Kelley
Dr. Craig and her partners form a study group to learn about teacher portfolios. The group, which includes new teachers, analyze research and reflect on their instructional strategies to develop portfolios. To share what they learn with colleagues, participants make presentations at local and national conferences and publish articles about teacher portfolios.

UTAH

Julie McMillan, Murray
7th to 9th Grade Library Media Teacher
Hillcrest Junior High School
Partners: Sherryl Cowley, Alison Duncan, Bruce Eschler, Richard Ludlow, Amber Roderick-Landward, Margo Thompson, Chandra Vostral, Elizabeth Wagstaff
Ms. McMillan and her partners establish a study group to examine best practices for implementing literacy instruction across curricula. Collaborating with a consultant, the team designs action research projects and assesses the effect various reading strategies have on student learning. The team uses data from their research to refine and inform their instruction and model effective literacy approaches for their colleagues.

VERMONT

Holly Marie Kochalka, Jeffersonville
5th & 6th Grade Teacher
Cambridge Elementary School
Partners: Cara Dekens, Ellen Koier, Raymond Mascolino, Lynne O’Leary
Ms. Kochalka leads grade-level study groups to investigate best practices for literacy instruction. The group analyzes student data, research-based instructional approaches, and develops an action plan for enhancing the reading and language arts program. Throughout the year, the group shares their learning with paraprofessionals and teachers in a monthly newsletter, school website, and regular staff meetings.

Jennifer Rosenthal, Bennington
11th to 12th Grade Teacher
Mt. Anthony Union High School
Ms. Rosenthal, who was formally trained in chemistry but teaches physics, enrolls in several courses to increase her content knowledge of physics. Using what she learns, Ms. Rosenthal broadens the topics in her course and develops lab work and problem-solving methodologies that increase her students’ understanding of physical science. Ms. Rosenthal develops an online network for physics teachers to share knowledge through her state’s department of education.

WASHINGTON

Sheryl Schaaf, Forks
3rd to 10th Grade Science Coordinator
Quillayute Valley School District
Partners: Jody Carroll, Cari Rohrer
Collaborating with the North Cascades and Olympic Science Partnership of Western Washington University, Ms. Schaff, Ms. Carroll, and Ms. Rohrer explore, create, and implement innovative science content and professional development models. Participants study research-based science curricula and assessments to link content standards with instructional strategies. While trying out these strategies, participants conduct classroom observations to evaluate and modify instructional practices. The team also shares their knowledge with colleagues and district officials to advocate the adoption of research-based science curricula.