ARIZONA

Carol Hanson, Kayenta
2nd Grade Teacher
Kayenta Primary School
Partners: Ginger Classen, Elizabeth Isaac, Irene Jones, Susie Reigel, Kathy Rose Smiley
Ms. Hanson and her partners form a study group to align the reading, language arts, and mathematics curricula to state standards. After creating curricula maps, the team develops instructional strategies that best meet the learning needs of each student.

GEORGIA

Angela Kay Thomas, Bainbridge
3rd Grade Teacher
Potter Street Elementary School
In March 2004, Ms. Thomas attends the Barry Lane Educational Writing Instruction Seminar to learn techniques for teaching writing revisions. She shares what she learns with her colleagues by developing a district-wide workshop and a Web page that offers writing tips and resources.

IOWA

Kim Scheitlin, Mediapolis
2nd Grade Teacher
Mediapolis Community School
Partners: Kyle Ewinger, Kim Hedges, Cindy Schulte, Rebecca Vose
The mathematics team at Mediapolis Community School participates in a study group to assess and improve the mathematics skills of their students. Once a week, team members meet to evaluate data from state standardized tests as well as from the STAR mathematics assessment program to determine the weaknesses in students’ understanding of mathematical concepts. The participants research best practices for addressing these weaknesses and improving mathematics skills.

INDIANA

Sandra Hobbs, St. John
9th to 12th Grade Teacher
Lake Central High School
During summer 2004, Ms. Hobbs participates in Earthwatch Expeditions and travels to western and southern Russia to explore the rich tradition of music and dance. She documents and analyzes folk music and dance that was censored and almost extinguished under Soviet rule. Upon her return, she incorporates this music into her curriculum to offer comparisons between folk music traditions in the United States and Russia.

James Keating, Indianapolis
9th to 12th Grade Teacher
Broad Ripple High School
Mr. Keating travels to London, England, to attend a program at Oxford University on language and literature. At Oxford, he refines his knowledge of language and literature and effective pedagogical techniques. Mr. Keating uses this knowledge to improve his teaching practices. He shares his knowledge with colleagues to advance the content of their subject areas and effectively engage students in learning.

MASSACHUSETTS

Megan Buonomo, Hopedale
1st Grade Teacher
Hopedale Memorial School
Partners: Beth Fox, Deborah Kita, Amy Lane, Cheryl MacDonald, Donna McGrath, Linda Phillips, Nancy Verdolino, Jacqueline Walker
Once a month, Ms. Buonomo and her partners participate in a study group that examines the characteristics of differentiated instruction. Group members discuss differentiation topics, such as assessment tools and learning methods. After exploring various differentiation techniques, the group modifies existing curricula to better address the learning styles of each student.

Stacey Dinarello, Somerville
K to 8th Grade Art Teacher
Michael E. Capuano Early Childhood Center
Partners: Joe Cook, Erika Guckenberger, Jorge Ortega, Susan Wright
During the summer 2004, Ms. Dinarello and her partners—who include teachers across Massachusetts—travel to East Africa as part of a Fulbright Scholarship to learn about Muslim societies in Kenya and Tanzania. The group visits mosques, schools, and cultural sites to develop curricula that help change student perceptions of Islam and African life and culture. Upon their return, the group meets throughout the year to reflect on their experiences and share methods for refining their curricula.

MICHIGAN

Kathryn Shaw, Jackson
4th Grade Teacher
Northwest Elementary School
Joining Earthwatch Research in summer 2004, Ms. Shaw explores orcas, a species of endangered whales that show high levels of toxins in their tissues. She travels to Puget Sound in Washington to track and observe orca behaviors. From this research, she develops a unit on ecosystems, animal behavior, and human impact on the environment.

NEW JERSEY

Patricia Abitabilo, Monmouth Junction
9th to 11th Grade Teacher
South Brunswick High School
Partners: Shauna Beardslee, Marisa Carlisi, Kathleen Choma, Lauren O’Keefe
To reduce the attrition rate at their school, Ms. Abitabilo and her partners analyze teacher efficacy, its relationship to increasing student achievement, and its decline in teachers who teach less than ten years. Once a month the group explores issues such as classroom practices that improve efficacy, alternative assessments, and responsive learning. Veteran teachers and new teachers partner to create lesson plans and reflect on their efforts to increase efficacy and achievement. Pre- and post-surveys assess the study groups impact on efficacy.

Tara Melchior, Maplewood
6th to 8th Grade Teacher
Maplewood Middle School
Partners: Patricia Bergen, Richard Palmgren, Desiree Spriggs
Ms. Melchior and her partners form a study group to learn best practices for mentoring pre-service and beginning teachers. Bi-weekly, the group meets and discusses data on current mentoring relationships and creates a framework for the district to use to develop and train teams of mentors in the future.

OHIO

Beth Spicer Jack, Medina
Kindergarten Teacher
Heritage Elementary School
Partners: Laura Hough, Marge Kulbis, Anne Macys, Tracy Meech
Heritage Elementary School’s kindergarten team—which includes a school psychologist, speech pathologist, and a paraprofessional—learn about neurodevelopment and associated learning difficulties. The team devises a developmental learning profile for each student, and assesses learning in such areas as language comprehension, speech articulation, and phonological awareness. After analyzing these data, the team develops strategies for individual interventions and modifies their instruction to strengthen brain development.

Abra Koch, Loveland
9th to 12th Grade Spanish Teacher
Loveland High School
Ms. Koch, who is well-versed on the Latin American culture and language, travels to Spain to capture in-depth knowledge of Spanish culture and society. In July 2004, she enrolls in several university programs to learn vocabulary, dance, and teaching techniques that are unique to Spain. She uses this information to compile a unit that her colleagues can use to integrate Spanish culture into their curricula.

PENNSYLVANIA

Beatrice Batt-Behar, Philadelphia
1st to 5th Grade ESOL Teacher
Rhawnhurst Elementary School
Ms. Batt-Behar attends the Digital Storytelling Conference and Festival in June 2004 to learn the principals and practices of digital storytelling. She uses what she learns to improve the communication skills of her English-language-learner students, who create digital stories with iMovies.

Christopher Lodwig, Chalfont
5th Grade Teacher
Simon Butler Elementary School
As he analyzes how his teaching methods enhance individual student learning, Mr. Lodwig prepares for National Board Certification. He reflects on the teaching and learning strategies he uses to enhance student achievement, collaborates with colleagues to analyze student work and videotapes of his teaching, and develops a portfolio for board certification.

WISCONSIN

Kristine Crowe, Augusta
5th to 8th Grade Teacher
Augusta Middle School
Ms. Crowe learns how to create a community-based remedial program to help improve mathematics and reading skills of students. She participates in workshops sponsored by the Mott Foundation that address program management, curriculum integration, staff development, and program sustainability.