Oregon Teacher Scholars Program

Teacher on Special Assignment (TOSA)

Resource Packet

2010-2011 Academic Year

Welcome to the Center for Science Education! The faculty

and staff of the Center for Science Education (CSE), is

excited to begin a new year together in a brand new

configuration of partners.

This orientation is designed to provide:

History of the Center for Science Education (CSE) and

district partnerships,

Background information on the CSE,

The Oregon Teacher Scholars Program and the Robert

Noyce Teacher Scholars Program,

Connect2Science program,

Connect2Math and Connect2Science,

Project Nano,

Louis Stokes Alliance for Minority Participation,

CSE, Masters in Science Teaching Program,

Programmatic Logistics

2

The history of the CSE and school district partnerships

The Center for Science Education (CSE) at Portland State

University (PSU) in Portland, Oregon collaborated with four

local school districts to create a partnership model that

works to transform boundaries as defined by traditional job

descriptions to access tacit knowledge from practioners and

researchers. These school districts include Beaverton School

District (BSD), which was the first to join the partnership in

2006, Hillsboro School District (HSD) which joined the

partnership in 2007, Portland Public Schools (PPS) who joined

in 2008 and Gresham Barlow School District (GBSD) who joined

in 2009. Three of the school districts remain in the

partnership for the 2010-2011 academic year. These include the

BSD, HSD and PPS. GBSD remains in a loose partnership but no

longer supports and TOSA position and Parkrose School District

is joining the partnership this fall of 2010.

The purpose of the partnership is that rather then creating

yet another “one-off” attempt to reform science education in

high needs schools through stand-alone teacher workshops, the

partnership has created an adaptive systemic effort within a

community of practice to work cooperatively across

organizations.

Historically, four Teacher on Special Assignment (TOSA)

Science Specialists, one from each of four partnering

districts, work half-time with the Center for Science

Education at Portland State University. The school districts 3

each support .25 FTE and the university supports .25 of the .5

FTE for each position. The other .5 FTE of the TOSA’s

district assignment varies by district. Examples of the

responsibilities held by TOSAs for their other half time

position include working as district Science Specialist

working with district curriculum and instruction directors to

implement teacher coaching and modeling in science classes,

coordinating district science fairs, coordinating district

level teacher professional development workshops and

supporting Professional Learning Communities (PLCs) and Data

Teams. This year the Parkrose TOSA position will be a half

time position for TOSA Matt McCaw, while the other TOSAs will

hold full time positions with .5 of their responsibilities in

the CSE and .5 in their respective districts. Historically,

these TOSAs are veteran science teachers with extensive

experience in elementary through secondary classroom teaching.

This year number of TOSAs is expanding and will include math

TOSAs as well as science.

In their role working with the CSE, TOSAs serve as

science education specialists working to improve pre-service

teacher education and teacher professional development, inform

the development and implementation of science education

research and support student success programs in schools.

These TOSA liaisons work hand-in-hand with university faculty

including classically trained scientists, developmental

psychologists, teacher educators, educational researchers and

program staff to implement a problem-centered “Design,

4

Engineering and Development for Educational Improvement Model”

(D-E-D) as described by Anthony Bryk and Louis Gomez (2007).

THE D-E-D Model of the District/PSU Partnership

Anthony Bryk and Louis Gomez (2007) claim that broad-

based school reform requires new expectations of school

practice and organization including de-privatizing teaching

practices to make them open to examination and collaborative

improvement with colleagues. They call for a deeply

reflective approach where-in day-to-day decision making is

based upon deep content knowledge, deep “pedagogical content

knowledge” and effective response to student’s needs. The D-

E-E-D model supports teachers to improve their knowledge of

science content and “pedagogical content knowledge”.

“Pedagogical content knowledge” or PCK is a model defined as

“a framework to examine teachers' professional knowledge

5

A Partnership Focused on Student

Success and Accountable for Results

Portland Area School Districts

Teachers on Special

Assignment

Portland State University

Center for Science Education and

Graduate School of Education

Social EntrepreneursState agencies, NGOs, Community

Partners and Local Businesses

growth in areas such as orientation to teaching science,

knowledge of science curriculum, knowledge of students'

understanding of science, knowledge of assessment, and

knowledge of instructional strategies.” (Goodnough & Hung,

2009) The Portland State University (CSE) partnership D-E-E-

D model provides a myriad of opportunities for teachers to

learn collaborative skills while developing PCK and deepening

their science and literacy content knowledge using Oregon’s

framework of Essential Skills as the backdrop for the 2009

Oregon Science Standards to guide and inform the work of the

partnership (for information on Oregon’s Essential Skills

framework, go to http://www.ode.state.or.us/search/page/?

id=1670).

Frameworks that Guide the Partnership

“Information is knowledge only when it takes on a ‘social life”

(Brown and Duguid, 2000)

By working together on a weekly basis, the CSE faculty

and TOSAs gain an increased level of tacit knowledge of each

other’s institutions. We gain an increased understanding of

how to work in “community of practice” (Wenger, 1998) to

design and implement effective science education programming

that is consistent and coherent with each of the district’s

vision and goals. Rather then developing a cookie cutter,

teacher proofed approach to providing professional development

programming and educational research based upon best practices

applied in a uniform manner, the partners work to identify

best principals that are in common within the four partner

6

district and those that are unique in each district. We then

work to develop programming that is suitable for the context

for the teachers within each district. For example, while two

of the partner districts are taking great strides towards

adopting proficiency based teaching and learning model of

instruction district-wide (BSD and HSD), two of the partner

districts are choosing to take more iterative steps towards

the adoption of this model by focusing on formative assessment

implementation in their schools this year (PPS and Parkrose).

The TOSAs all work together to develop workshops that have

common best principle based upon the Seven Strategies of

Assessment model (Stiggins, Arter, Chappuis and Chappuis,

2009) and then tailor their individual workshops to the

specific grade level of the in-service teachers they are

working with and the developmental stage of their individual

district in terms of their adoption cycle.

The partnership draws upon an adaptive-generative

development model (A-GDM) (Luddeke, 1999) in our programming

design. The elements of this A-GDM model include; a needs

analysis, research and development, strategy formation and

development, resources support, implementation and

dissemination and evaluation.

Needs Assessment

The partners work to transcend the pattern wherein the

university’s vision for science education improvement trumps

7

that of the district’s vision (Bryk & Gomez, 2007). Manno and

Firestone (2008) have found that teacher leaders have the

ability to recognize the deficiencies in other teacher’s

content knowledge and focus their support in those areas thus

contributing to teacher’s understanding of best teaching

principles and providing the necessary knowledge and skills to

enact those practices. Using the “communities of practice”

model (Wenger, 1998) TOSAs play a pivotal role in the

partnership helping to interpret teachers’ unique and common

needs and to collaboratively develop working theories that are

sensitive to various instructional processes, organizing

routines and cultural norms within each school in each

district. The TOSAs leverage the intellectual capital of the

university faculty, district leadership (including senior

staff in the central office and school based leadership),and

their fellow TOSAs to design and implement research based

programming tailored to add value to efforts that are

consistent with initiatives within each school. We cannot say

enough about how important this piece is to the success of our

programming. Too often universities find that the program that

they are attempting to implement in schools is utterly

inconsistent with other trainings that teachers are receiving,

thus forcing a teacher to chose on their own what practices to

adopt and what to ignore. TOSAs provide a more thoughtful

approach to providing systemic professional development

support to teachers that does not ask them to make decisions

based on loyalty to a program or person, but rather on what

works best for their particular group of students.

8

Strategy Formation and Development

The partnership between the CSE and school districts has

led to the development of professional development and

leadership opportunities for the TOSAs themselves. For

example, as a result of the partnership with the CSE, TOSAs

served on Oregon Department of Education (ODE) committees to

develop the new Oregon State Science Standards between 2007

and 2009. TOSAs from two of the partnering school districts

participated in the committees that developed the Essential

Skills framework and state science content standards. ODE

staff, PSU faculty and the TOSAs facilitated workshops that

involved district teachers in developing frameworks for the

four core science standards for student achievement; structure

and function, interaction and change, scientific inquiry and

engineering design. All three of the partner TOSAs that are

continuing to work with the CSE this year are now involved

with planning state level professional development standards

implementation workshops and participating in the development

of the new scoring guides for the statewide science work

sample assessments.

Through this committee work, the members of the partnership

are able to anticipate areas of deep need and generate

strategies to implement the new Oregon Science Standards. For

example, prior to the official release of the new science

standards, the partners recognized that the deeper emphasis on

scientific inquiry and new engineering design standards would

require teacher professional development to effectively

9

integrate the new standards into all schools. Based on this

information, the partners developed two new teacher in-service

programs, the Connect2Science program and a Proficiency-based

Teaching and Learning training series.

For the past two years, the partners have piloted the

Connect2Science program that provides elementary teachers with

intensive summer workshops with academic year follow-up

focused on Science Inquiry and Engineering Design and key math

and literacy concepts. From the participating teacher’s

perspective, the TOSA’s involvement as the lead course

instructors brings a significant measure of creditability to

these graduate level workshops offered through the university,

thus attracting teachers who need professional development,

but may not otherwise chose to participate. Teacher

participants report that they signed up for the workshops

because they were less intimidated by the TOSAs as lead

instructors then they are by workshops taught by university

faculty alone. And because they knew that the instructors

would have a solid sense of the context of the learning

environment in their schools and thus would be more likely to

present ideas that would fit well with specific school and

district objectives.

Another example of a program that emerged out of this

partnership is a series of Proficiency-Based Teaching and

Learning content based workshops offered during the 2009-2010

academic year that provides coaching to teacher leaders within

the context of school’s Professional Learning Communities

(PLCs). In the case of two of the partnering districts, the

10

TOSA trained substitute teachers to deliver engineering

lessons while the classroom teachers are released to

participate in their PLCs facilitated by the TOSAs. Planning

and implementation of the workshops has deepened the TOSAs

understanding of the proficiency-based instructional model

that the two districts are adopting this year and provides

district leaders with a more complete understanding of the

barriers and some successful ideas for implementing this

strategy district-wide.

Resources Support

The school districts and university fund the faculty and

TOSA positions while grant funding and contributions from non-

profit and business partners support the majority of program

activities. The partners jointly develop program ideas with

the district’s and school’s priorities and research literature

guiding our interventions. Each of the programs supported by

the partnership offer teachers access to materials and

supplies that schools otherwise could not afford plus training

and on-going support to use equipment such as Full Option

Science Systems (FOSS) kits which often sit unused in the

district warehouses and Vernier scientific instruments and

software that otherwise may go unused in teacher’s closets

(CSMEE, 1997). Grants fund participant support stipends and

salaries for summer course instructors. Since the university

and school district support nine-month positions, grants

support the TOSA’s involvement through wage agreements

11

directly with each TOSA during the summer workshop season.

Another significant benefit of the partnership is that working

collaboratively within a community of practice increases

school district’s access to the intellectual capital of the

program faculty. TOSAs have found the increased access to

PSU’s intellectual community to be particularly helpful when

working to leverage additional resources for their district to

serve the needs of their teachers who are either science

phobic, teaching out of discipline or simply in need of new

strategies to meet the demands of the rapidly changing needs

of their increasingly diverse schools.

Implementation and Dissemination

A critical aspect of this program includes sharing the

lessons learned in the pilot phase of the programs and

building upon the group’s tacit knowledge. The program

provides multiple avenues for reflection including weekly

meetings of program faculty and staff, quarterly PI and

partner meetings, PSU and District leadership meeting and

events for participants such as retreats and symposiums.

A critical part of the reflection process involves

sharing our experiences with the greater educational

community. To do this, teacher participants and program

faculty present at national and regional professional

conferences. Presenters make a purposeful effort to balance

presentations with an explanation of the treatment, program

evaluation data and leave plenty of time for audience

discussion with the goal of building a dialogue across

12

multiple dimensions of the educational arenas. Thus, the

program works to embody the D-E-E-D wherein multiple socio-

cognitive perspectives from a variety of stakeholders are

included in the effort to communicate boundary-spanning

strategies and programmatic impacts that serve to bridge the

chasm between higher education, research and the K-12

classroom.

Evaluation

Weil (1994) describes the power of the personal narrative

as a means of understanding and creating change in

organizations. “People within institutions are not spectators

to the story being written by those ‘at the top’…they actively

make their own meaning when a radical new departure is taken.

That experience becomes the raw material from which new

stories are created and old stories are reasserted (p. 153).”

Approaching research from a programmatic evaluation

perspective provides the group with insight as to how to

address challenges and smoothing the way over the long haul.

The goal is to “walk our talk” by using formative assessment

strategies to create a narrative to inform the development of

the partnership. Pre-post content tests, classroom

observations, leadership interview, focus groups and artifacts

such as work samples and lesson plans scored with rubrics all

serve to inform not only the leadership but the program

participants themselves. This information tells us how we

are doing thus far and provides a wealth of information to

draw upon for improving upon and expanding our efforts in

science and as of this academic year, now math education.

13

Summary

This new TOSA model is still in the early

developmental stages at PSU; however program evaluation data

and the tacit knowledge of the program participants

demonstrate that this engagement model has enormous potential

for making deep systematic improvement where one-off programs

have often failed to make deep, long-lasting improvements.

TOSAs in this partnership have the time and ability to go

beyond the traditional “show and tell” model of instructional

coaching and “one-time workshops” with no follow-up, and take

the next step in fostering the development of intellectual

communities of practitioners to promote broad level

instructional improvement. Teachers perceive that they can

trust the creditability of the professional development

offerings because they know that the TOSAs have recent,

practical, classroom experience as successful teachers

themselves. Many teachers involved in programming supported

through this partnership report that they are implementing

changes in the classroom as a result of their participation

and are beginning to see result in terms of student success.

The partnership is effectively leveraging resources across

traditional boundaries to do serve teachers and what is good

for teachers is good for kids. And what is good for kids, all

kids, is worth a great deal.

Background on the Center for Science Education

Since its inception in 1993, the Portland State University

Center for Science Education has been a vibrant part of the

14

College of Liberal Arts and Sciences. The Center prides itself

on its ability to be responsive to the needs of community

partners, students and faculty colleagues from all the

disciplines of science. CSE programs have been successful in

gaining national support from such prestigious organizations as

the National Science Foundation, the Environmental Protection

Agency and the U.S. Department of Education. The mission of the

Center for Science Education (CSE) is to enhance science

teaching and learning through innovative education, research and

community outreach programs. The Center provides graduate level

education courses, a Master of Science Teaching program and

professional development opportunities for current science

educators. The Center also supports community partnerships that

involve citizens and community institutions in activities that

employ the inquiry practices of science. Through its programs,

the Center aims to help students and teachers raise their

capacity to participate in the community as informed citizens.

Current Programming

Educational

Initiative

Program TOSAs involvement

Teacher Education Masters of Science

in Teaching Program

Teacher

recruitment

Course design

Course

instructor or

15

class speakers

Connecting

course

instructors

with district

resources

Pre-service

teacher education

The Robert Noyce

Scholarship Program

Student

Recruitment

Course design

Assisting with

selecting field

practicum and

student

teaching

placements

Teacher Education

The Oregon Teacher

Scholars Program

Follow up

workshops for

summer program

participants

Encouraging

teacher

researchers to

take district

leadership

roles

16

Connecting

teachers with

resources such

as the Science

Integration

website and

other artifacts

that emerged

from this

program.

Recruiting

teachers to

workshops

Planning and

implementing

workshops and

follow ups.Student Success

programming

(Middle and High

School)

The Intel Northwest

Science Expo and the

NWSE

Some but not

all TOSAs also

serve as their

district

science fair

director

Serving on the

Science Review

Committee

17

Connecting

teachers with

workshops and

other resources

to support

science inquiry

leading to

science fair

projects.

Encouraging

teachers to

involve their

classes in

science fairs.Student Success

(High School

through

Undergraduate)

The Louis Stokes

Alliance for Minority

Participation

(LSAMP)

Disseminating

information

about the

resources that

LSAMP makes

available to

high school

level students

from under

represented

groups,

councilors and

teachers.

18

Education Research

And

Student Success

Programming

Community Teaching

and Learning in the

West

Learning from

researcher Mike

Ellison about

his work with

teacher Mark

Garrin at the

BSD Health and

Sciences School

(HS2)

This year we’ll

have a

dedicated BSD

TOSA to HS2.

Teacher Education Vernier

Software and

Technology on-line

course

Letting

teachers know

that they can

receive

training and

support to

integrate

Vernier

technology into

their lessons

through the PSU

Vernier on-line

course.

19

Teacher Education Jackson Bottoms

Watershed Educational

Center – Creeks and

Kids

Spreading the

word to

teachers about

this great

summer training

opportunity.

Teacher Education

and

Student Success

Friends of Tryon

Creek State Park –

Citizen Science and

Connect2SCIENCE

Recruiting

teachers to

take workshops

Recruiting

teachers to

involve their

classes in

Tryon Creek

programs in

citizen science

Student Success Natural Science

Inquiry - Dual Credit

Program

Recruiting high

school teachers

to facilitate

their students

in earning

college credit

for their

science fair

projects.

20

Student SuccessSenior Inquiry – Dual

Credit Program

Facilitating

communication

between

district

leadership and

PSU University

Studies and the

CSE.

The partnership’s current grant funded projectsThe partnership currently has two ODE Math and Science Program

grants and a National Science Foundation funded grant. Here are

some details on the programs that these grants support:The Oregon Teacher Scholars Program

The Oregon Teacher Scholars Program focuses on strengthening K-

12 science and math education by providing teachers with

professional development opportunities to improve their ability

to meet the needs of diverse classrooms of learners and to

provide leadership in schools working towards continuous

21

improvement. This partnership supports BSD, HSD, PPS and GBSD

teacher professional development. The grant is scheduled to

conclude on September 30, 2010, however we have approval on a

no-cost extension for one of the three proposed projects. The

three projects we are proposing are all workshops/projects that

will be extensions for teachers who have already been involved

in trainings supported by this grant over the past three years.

There are multiple pathways for teachers to be involved as an

Oregon Teacher Scholar:

As a teacher researcher - developing and implementing

science or math education research projects

In-service workshops: the titles of these workshops are:

Connect2Science (Science Inquiry and Engineering

Design for K-6 teachers)

Connect2Science in the Natural World (Science Inquiry

at Tryon Creek State Park

for K5 teachers and informal science teachers).

Proficiency Based Education workshops and Formative

Assessment workshops

A series of secondary level science workshops

An astrobiology lecture series

STEM Research workshop and mentoring – training and

mentorship for teachers who have not previously involved

their students in science fairs.

Pursuing a higher degree related to science education (MST

or EdD.)

22

Teacher Research Program

Current status of these workshops:

Summer 2010 Connect2Science workshop participants will

receive 1-3 follow up sessions. The no-cost extension

proposal on this grant will determine how many follow ups we

can offer. This proposal will not be considered until after

November 15, 2010.

The Connect2Science in the Natural World program is expanding

to become a statewide program supported by the Oregon State

Parks and will continue to provide science inquiry training

for K-5 teachers and now adding trainings for non-formal

science educators

The Proficiency workshops will be supported by the districts

this year

The astrobiology lecture series resulted in a Wiki that

teachers may access

One of the three secondary level workshops involved teachers

in learning how to use a table top scanning electron

microscope. We call this Project Nano. We are providing an

extension for those teachers who took the workshop to receive

support throughout the academic year as they replace units of

curriculum in their classes with nano-technology. We are

also working on preparing a Murdock grant proposal to take

the Project Nano program statewide.

23

Three Oregon Teacher Scholars Program participants are

currently pursuing higher degrees at PSU (Jessica Beauchim

from BSD and Ramona Toth from HSD are pursuing MSTs through

the CSE and two others are pursuing doctoral degrees through

the GSE at PSU).

The no-cost extension proposal is seeking to fund:

More Project Nano activities

More Connect2Science follow ups

PSU Connects2 Moving Science Education Forward

Connect2Math and Connect2Science

This is the newest MSP funded project that is just starting

up this fall. This program involved BSD, HSD, PPS and

Parkrose School District. The focus is on math and science

professional development for 3-5th grade teachers. The program

will support professional learning communities in 10 schools

in the district and three summers of math and science teacher

professional development workshops. The goal is to help

teachers to gain content knowledge, pedagogical content

knowledge and implement the content standards.

24

Portland State University Robert Noyce Teacher Scholars

Program

The goal of the PSU Robert Noyce Teacher Scholars program is to

graduate a cohort of exemplary K-12 science and math educators in

Elementary and Secondary Education who are well prepared to teach

in high needs schools. This program involves earning a Masters in

Science Teaching degree and completing the Graduate Teacher

Education Program to fulfill the requirements to earn an Oregon

teaching license at the elementary or secondary level. Educational

research is a core component of the Noyce program at PSU.

25

Commonly Used Acronyms and Terms

NSI – Natural Science Inquiry

MSP – Math and Science Partnership

Research Based Learning One and Two: the new names of these courses

are:

Teaching Science as Inquiry

Methods of Science Education Research

MST – Masters of Science Teaching

MST Option I – Masters of Science Teaching in General Science

Program for:

Students who are already K-12 certified teachers

Students who are preparing to teach at the higher education

level

Student who are preparing to teach in informal science

(science museums, Watershed Education programs, citizen

science research related programs, etc.)

MST Option II – Robert Noyce Teacher Scholars Program

LSAMP – Louis Stokes Alliance for Minority Participation

26

Senior Inq – Senior Inquiry

ESM – Environmental Sciences and Management Program

STEM – Science, Technology, Engineering and Math

PK-20 Initiative

Global Village – A housing program located in the Stephen Epler

Hall for first year students designed to foster development of

intercultural awareness, communication skills, and academic success

by encouraging discourse and shared experience among a diverse

community of peers.

General Science in the Liberal Arts: A broad overview of academic

disciplines within the arts and sciences that includes natural

sciences, philosophy, languages, history, arts and letters.

Non-matriculated students – Students who are taking classes for the

purposes of professional development rather then earning an

academic degree

Quarter System: PSU is on 11 week quarters including fall, winter

and spring (trimesters) and summer session (two 4-week sessions and

one 8-week session offered within the summer quarter)

27

Out of Sequence with the session – pretty much most of what the CSE

offers during the summer term.

28

Nuts and Bolts Items

1. The Shared FTE contracts

2. ODIN Account – Basement of Smith Center rm. 18, Office of

Instructional Support

ODIN ID gets you access to the following:

MYPSU (PSU portal)

PSU Information System (Banweb)

E-mail (webmail) can proxy to your school district email

account

Blackboard – On line learning system

3. PSU ID Card

4. Parking at PSU: http://transportation.pdx.edu/faculty/parking

5. CSE Office Supplies

6. CSE First Aid Kit

7. CSE Copying and Scanning

8. TOSA Desk Assignments

9. The CSE Kitchette and Shower Room

10. Computer Related Information

Help Desk www.uss.pdx.edu

PSU Homepage www.pdx.edu

PSU portal www.my.pdx.edu

PSU Library Homepage http://psuonline.pdx.edu

Blackboard http://psuonline.pdx.edu

To access your files at home https://myfiles.pdx.edu

PSU Ecowiki www.ecowiki.pdx.edu

29

Useful Programmatically Related Websites:

Center for Science Education: http://www.cse.pdx.edu/

MSP Net: http://hub.mspnet.org/index.cfm/home

National Science Digital Library: http://nsdl.org/

Middle School Portal: http://www.msteacher2.org/

PSU Calendar

Fall term – September 28 to December 6; Finals week December 7 – 12

Winter Term – January 4 to March 14; Finals week March 15-20

Spring Term – April 4 to June 6; Finals week June 7-12

Conferences and Meetings

CSE Fall Retreat – October 30-

31

Program faculty meeting –

weekly

Quarterly Co-PI and Partner

meetings

MSP Conference – April

Western Noyce Conference -

January

Holidays (University Open)

Winter Break, December 13-

January 4 Spring Break, March

21-April 4

Holidays (University

Closed)

Veterans Day – November 11

Thanksgiving – November

26027

Christmas – December 25

New Years - January 1

MLK Jr. Day – January 18

Memorial Day – May 31

30

Center for Science Education Faculty and

Staff

Dr William Becker, PhD. – Department Chair

Jennifer Wells, MST – Program Coordinator for the MST program, the Oregon

Teacher Scholars Program and the PSU Robert Noyce Teacher Scholars Program

Elizabeth Lipes – Department Secretary

Emily Saxton, MST – Incoming Director of Research for OTSP

Dr Deborah Barany, PhD.- Director of Research for OTSP

Todd Duncan, PhD. – Research Associate

Stephanie Jones, MST – Intel NW Science Expo Fair Director

Linda Mantel, PhD. – Associate Professor of Research and Executive Director of

the Intel, NWSE

Heather Ohana – Assistant Intel NWSE Fair Director

Lorna Tran – Louis Stokes Alliance for Minority Participation Program

Coordinator

Chris Steiner. – Hillsboro School District Program Liaison to the OTSP and Noyce

program

Nancy Lapotin – Portland Public Schools Liaison to the OTSP and Noyce Program

Carol Bisquik Knight – Beaverton School District Liaison to the OTSP and Noyce

Program

Stephen Scannel – Gresham Barlow School District Liaison to the OTSP and Noyce

Program

Melissa Potter, EdD. – Research Associate and Instructor

Cary Sneider, PhD. – Research Associate and Instructor

Dr. Dalton Miller-Jones PhD. – Research Associate and Instructor

Lin Howel – Johnson Creek Watershed Council, Creeks and Kids program

instructor

Stephanie Wagner – Friends of Tryon Creek Educational Director and CSE

Instructor

Jessica Baker – Instructor

Kate Norton – Instructor

Celine Fitzmaurice MS. – Adjunct faculty instructor

Michael Flower, PhD. - Adjunct faculty instructor

Dr. Liza Finkel, PhD. – Graduate School of Education faculty member and Co-PI

on the Noyce grant and pending Connect2SCIENCE NSF, MSP grant.

Dr. Nicole Rigelman, PhD. – Graduate School of Education faculty member and

Co-PI on the Noyce grant

Graduate Assistants

Mike Tejada – LSAMP Research Assistant

Arturo Garcia – LSAMP Research Assistant

Rachael Wallack – OTSP and Noyce Research Assistant

Program Evaluators

Edith Gummer,, PhD. – OTSP evaluator, NW Regional Education Laboratories

Joan Pasco – PSU Noyce evaluator, Eastside One Stop

Faculty Email

Addresses:

Bill Becker beckerw@pdx.eduCarol Biskupic

Knight

carol_biskupic_knight@beavton

.k12.or.usCary Sneider csneider@mos.orgCeline Fitzmaurice celine@pdx.edu

Chris Steiner

steinerc@hsd.k12.or.

usDalton Miller-

Jones millerjonesd@pdx.eduDeborah Barany dbarany@pdx.eduElaine Fink eligraphic@yahoo.comElizabeth Lipers elipers@pdx.eduEmily Saxton esaxton@pdx.eduHeather Ohana nwse_ad@pdx.eduJennifer Wells wellj@pdx.eduJessica Baker pdx04446@pdx.edu

Linda H. Mantel

crablady@teleport.co

mLorna Tran lorna_tran@yahoo.comMelissa Potter potter_home@comcast.netMichael Flower flowerm@pdx.edu

Nancy Laptotin

nlapotin@pps.k12.or.

usStephanie Jones nwse@pdx.eduStephanie Jones sjones@pdx.eduStephen Scannel scanning@pdx.eduSybil Kelley sybilkel@pdx.edu

Todd Duncan duncant@pdx.edu

CSE Administration Help Sheet

Task Person Who Can Help

Aramark catering requests Elizabeth

Banner reports Jennifer

Bill's Calendar Jennifer/Elizabeth

CSE Budget Jennifer

Course Forms (by arrangements, etc.) Elizabeth

Course Scheduling Elizabeth

Equipment Checkout Elizabeth

Foundation accounts Elizabeth

General reimbursements Elizabeth

Graduate student files Jennifer

Keys/alarm codes Elizabeth

Large-scale photocopying jobs Elizabeth

Mail Elizabeth

Paying subcontractors Jennifer

Paying graduate students Jennifer

Personnel files Elizabeth

Phone requests Elizabeth

PR materials (brochures, displays, etc.)Elizabeth

Purchasing/Accounts payable Elizabeth

Questions re: grant expenditures Jennifer

Reserving rooms Elizabeth

Setting up a teacher development course

for creditJennifer

Scheduling/course related Jennifer

Supply and equipment requests Elizabeth

Travel arrangements Elizabeth

Vehicles Elizabeth

Work study hiring procedures/payroll Jennifer

Cramer 287/SB2 469/Conference room

schedulingJennifer/ Elizabeth

Personal Stipend Requests Elizabeth

Important PSU Forms

Special Registration Form

http://www.pdx.edu/sites/www.pdx.edu.admissions/files/

media_assets/special_reg.pdf

Quick Entry: Complete the online form or a paper form ( )

By Arrangement Form http://www.pdx.edu/sites/www.pdx.edu.registration/files/media_ass

ets/by_arrangement.pdf

Participants Support Forms http://www.pdx.edu/sites/www.pdx.edu.bao/files/media_assets/

BAO_Participant_Support_Stipend_Payment.pdf

Deadline Appeals Form

http://www.pdx.edu/sites/www.pdx.edu.registration/files/medi

a_assets/DAC.pdf

Enrollment Verification Processhttp://www.pdx.edu/sites/www.pdx.edu.registration/files/media_assets/

Enrollment_verification.pdf

Official Transcript Requesthttp://www.pdx.edu/sites/www.pdx.edu.admissions/files/media_assets/

transcript_request.pdf

Travel Reimbursement http://www.pdx.edu/sites/www.pdx.edu.bao/files/media_assets/BAO_travelre

imb-Jan09.pdf

Substitute Billing Letter Template:

Dear Substitute Billing Agent,

Portland State University Center for Science Education

will reimburse the Beaverton School District for substitute

services provided for 24 hours ($190 per day) to a maximum

number of _____ days, to be used between the months of ____

and _____.

Substitute reimbursement is part of the Math and

Science Partnership cooperative agreement between Portland

State University, the Beaverton School District, Portland

Public Schools, Gresham Barlow School District and the

Hillsboro School District. Teachers from both districts are

involved in the Oregon Teacher Scholars Program that is

funded by the Math and Science Partnership (OTSP). We are

proud of the professional development activities teachers

are engaged in through this partnership. Through their

experiences in OTSP, they are working to become teacher

leaders that influence science education in the districts

and across Oregon.

When XXXXXX uses a substitute for release time for the

purposes of engaging in Oregon Teacher Scholars Program

activities, the PSU Center for Science Education will

reimburse your district for substitute costs. Please send

an invoice to Jennifer Wells at PSU, specifying the

teacher’s name, date and location of substitute’s work, the

substitute’s name, and the amount to be reimbursed.

Questions about this process can be directed to me, Jennifer

Wells, at the Center for Science Education. My email is

wellj@pdx.edu, and my desk phone number is 503-725-8345.

Thank you for your district’s participant in the Oregon

Teacher Scholars Program. We look forward to a long,

productive partnership.

Sincerely,

Jennifer Wells

Oregon Teacher Scholars Program Coordinator

Center for Science Education

Portland State University