The NEA Foundation

Philip M. Dauber, Alameda
10th to 12th Grade Physics Teacher
Alameda High School
Partners: Theron Bunger, James Lynch, Judy Quan, David Quinonez

The mathematics and science teachers of Alameda High School have formed a study group to develop methods for improving student success in Algebra II, chemistry, and physics. They are creating diagnostic assessments and review modules that prepare students to apply mathematics in their advanced science classes. Through lesson study, Mr. Dauber and colleagues build a common language and manner of presentation that enable students to master proportional reasoning, interpretation of graphs and other key mathematics skills commonly applied in science courses.

Chris Matier, Evans
7th Grade Language Arts Teacher
Chappelow Arts and Literacy Magnet School
Partners: Melissa Blanton, Tonya Hackett, Linnea Harkins, Emily Stout

By studying Writers’ Workshop, Mr. Matier and his colleagues seek to narrow the achievement gap for the school’s Hispanic learners. Writers’ Workshop emphasizes the development of a common philosophy and approach to the teaching of writing and engages both students and teachers in authentic writing. In the study group, participants craft instructional practices that enable all students to become accomplished and prolific writers.

Ms. Cummins enrolls in “Arts and Education in China,” a summer semester at Florida International University, to improve her art skills and enhance the art curriculum at her school. With a university professor, she travels to China and studies Chinese art and education from ancient to modern times and develops lesson plans that integrate art and cultural knowledge across the curriculum. Ms. Cummins shares her experiences and learning by teaching a course on art education at a local university.

Suzanne Jarrell, Bradenton
6th to 8th Grade Reading Coach
Louise R. Johnson Middle School

Ms. Jarrell strives to improve the success of students she has been unable to reach in the past. By attending a summer institute on cooperative learning, she learns methods to help her students take responsibility for working independently to contribute to the solution of a group problem. She coaches her colleagues in cooperative learning by modeling lessons and sharing strategies through a school blog.

Ms. Miles attends the Gurian Institute Summer Training to study male and female students’ learning styles. She rewrites lesson plans to improve achievement among her struggling students. To share the knowledge she gains with colleagues and parents, Ms. Miles consults with teachers and education support professionals by grade level and conducts workshops for families.

Mary Hollowell, Griffin
3rd to 5th Grade Science Teacher
Elementary Science Enrichment Center

By participating in the Children’s Literature New England Summer Institute, Ms. Hollowell, a science teacher, develops ideas for integrating children’s literature into science teaching. She then conducts workshops for colleagues on ways to use books from the district reading list, such as Robinson Crusoe, to teach science concepts, including observation, measurement, and classification. Ms. Hollowell also offers workshops for parents and plans to write an article for a science teacher magazine.

Nicole Yvette Strange, Chicago
Assistant Professor of Reading
Chicago State University

Dr. Strange participates in a Round Table Discussion at Harris Manchester College- University of Oxford to learn about K–12 literacy within the policy context of No Child Left Behind. Among the roundtable discussion topics are Reading First, assessment and performance measures, scientific evidence of effective reading pedagogy, and world progress toward literacy. She shares information from the roundtable with her colleagues through seminars and articles and enhances her students’ understanding of literacy issues in urban education.

Cara J. Clippinger, Fishers
9th to 12th Grade French Teacher
Hamilton Southeastern Schools, Freshman Campus

Participation in a teacher workshop in Marseille, hones Ms. Clippinger’s language skills and knowledge of contemporary French culture. By incorporating teaching strategies she learns from other workshop participants and personal stories about her experiences, Ms. Clippinger plans to increase student interest in learning the language and their understanding of French culture.

Ms. Fipps attends a seminar to learn the latest techniques for diagnosing dyslexic reading differences. With this knowledge, she shares with paraprofessionals, teachers, and parents, effective learning accommodations and differentiated instruction techniques, as well as ways to identify symptoms serious enough to warrant referral for testing. She also uses her new skills to help the individual students with whom she works.

Olga Westley Jackson, Franklinton
Pre-Kindergarten to 2nd Grade Speech Pathologist
Franklinton Primary School

At an Alabama Ear Institute seminar, Ms. Jackson learns techniques for the auditory development of children with cochlear implants. She uses these methods to teach hearing impaired students to interpret sounds, speak, and read. Ms. Jackson consults weekly with other speech therapists to share what she learns at the seminar.

Noreen Michele Colannino, Peabody
10th to 12th Grade Chemistry Teacher
Peabody Veterans Memorial High School
Partners: Mark I. Gardner, Howard Murphy, Barbara Osterfield, James Prato

Ms. Colannino and 17 other science teachers create a study group to explore effective ways to integrate laptop computers and Internet resources across the science curriculum. Investigating content-specific project design in chemistry, physics, biology, ecology, environmental science, and astronomy, the study group designs student projects that require Internet research, spreadsheet manipulation, and the use of science and presentation software. The group also tracks the impact of technology integration on students’ science and mathematics test scores.

Janice Thornsbury, Hingham
9th to 12th Grade Special Education Teacher
South Shore Educational Collaborative
Partners: Bourke Corcoran, Mark Lemieux

To increase graduation rates among their special educations students, Ms. Thornsbury and her study group partners develop a mental health curriculum that improves resilience and persistence. The curriculum emphasizes emotional stability and provides non-violent options for resolving conflict or stress. Study group participants document their findings and share them with colleagues through conferences.

Thomas Egidio Talarico, Portland
9th to 12th Grade English as a Second Language Teacher
Portland High School

Mr. Talarico attends the Spanish Language School at Middlebury College to improve his reading, writing, and speaking proficiency in the language. Through the intensive immersion program, he develops curriculum for his students and reflects on his studies to gain greater sensitivity to English language learners. Traveling through Spain and India, Mr. Talarico continues to explore second language acquisition and how it applies to his teaching. Mr. Talarico shares his experiences through his school’s professional learning community to help colleagues meet the needs of their English language learners.

Susanne Rasely-Philipps, East Stroudsburg
9th to 12th Grade Language Arts Teacher
East Stroudsburg Area Senior High School-South

Teaching in a region with changing demographics, Ms. Rasely-Philipps takes a leadership role in helping her colleagues and students address diversity. She attends the Summer Institute for Intercultural Communication to develop cultural competence in her own pedagogy, which she then shares with others. She also discusses insights about conflict resolution, the development of student-centered language arts, and other relevant strategies with her colleagues in workshops.

Kaye P. Brooks, Houston
Kindergarten to 3rd Grade Literacy Coach
Lucile Gregg Elementary School

As a literacy coach in this majority Hispanic district, Ms. Brooks believes she can meet the needs of her students better if she becomes fluent in Spanish. Ms. Brooks participates in a Spanish immersion course in Mexico and then uses her increased language skills to communicate with parents, build partnerships with local Hispanic businesses, and help her English language learners. Ms. Brooks makes presentations about her language immersion experiences to colleagues.

VIRGINIA

Jordana Clare Ashman Long, Gloucester
9th to 12th Grade Language Arts Teacher
Gloucester High School

To improve her own poetry, Ms. Long presents her work and research to a diverse and accomplished group of peers at the 2006 Poetry and Politics Conference in Scotland. She shares information gained at the conference with students, helping them to understand the relevance of poetry to their lives. Ms. Long’s presentations of poetry from diverse cultural perspectives and political views are also informative for colleagues.

WASHINGTON

Kelly Stephen Morgan, Poulsbo
Pre-Kindergarten to 6th Grade Speech Pathologist
Poulsbo Elementary School

Mr. Morgan attends training on the Learning Propensity Assessment Device, a tool that helps identify key affective learning problems among his autistic students. Through an iterative process of testing and observation, he determines the appropriate intervention for each student. The second part of his Cognitive Enrichment Program training in Feuerstein’s Instrumental Enrichment methods, enables Mr. Morgan to help students increase their ability to focus, listen, communicate, and otherwise improve cognitive functioning. Mr. Morgan leads workshops on the Cognitive Enrichment Program for his fellow therapists and other interested colleagues.

WISCONSIN

Bunny Bauernfeind, Cedarburg
6th to 8th Grade Reading Specialist
Webster Transitional School
Partners: Patricia Knudson, Kathleen Shields

Ms. Bauernfeind and her colleagues study ways to address the range of learning levels in small reading groups. The study group members read several books on differentiated reading instruction, view accompanying videos, and practice techniques for differentiating reading lessons. Based on assessment of student needs, the study group develops and refines several model lessons attempting to meet the need of every learner. One of the authors of the books, Beverly Tyner, visits the school to observe teachers as they teach small group reading lessons and provides feedback.

Megan Bollig, East Troy
9th to 12th Grade Art Teacher
East Troy High School
Partners: Tami Bartoli, Laurie Crandall, Andy Feuling, Ann Phillips

To provide their farming community students with 21st century skills, Ms. Bollig and her colleagues study the use of problem-based learning to enhance students’ critical thinking and problem solving. Based on study of materials from the Center of Excellence for Research, Teaching, and Learning, group members develop problem-solving units for classroom instruction and rubrics for assessment. Teachers also develop lessons to improve media literacy and mastery of information technology.