CTS Authors

Page Keeley is the PI, Project Director, and developer of the Curriculum Topic Study Project. Page is the Senior Science Program Director at the Maine Mathematics and Science Alliance (MMSA) www.mmsa.org. Page designs and oversees several projects for the MMSA, consults with school districts and organizations throughout the U.S., is a frequent speaker at national and state conferences, and serves on several national advisory boards. She was the PI/PD on two other NSF-funded projects- the Northern New England Co-Mentoring Network www.nnecn.org and PRISMS-Phenomena and Representations for Instruction in Middle School Science, a National Science Digital Library project in partnership with the American Association for the Advancement of Science (AAAS) Project 2061. In addition to the four Curriculum Topic Study books, Page is also the primary author of Uncovering Student Ideas in Science- 25 Formative Assessment Probes (2005, 2007, 2008, 2009), Uncovering Student Ideas in Physical Science- 45 Force and Motion Formative Assessment Probes (2010), and Uncovering Student Ideas in Life Science- 25 Formative Assessment Probes (2011). Each of these publications was informed by using a design process described in the CTS Leader's Guide. Page is a Fellow of the first cohort group of the National Academy for Science Education Leadership. Prior to coming to the MMSA in 1996, Page taught middle and high school science in Maine for 15 years. She served as NSTA District II Director from 1997-2000, served on the NSTA Executive Board from 1997-1998, and was the 2008-09 President of the National Science Teachers Association. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken Foundation National Educator Award in 1993, and the AT&T Maine Governor's Fellow for Technology in 1994. Prior to teaching she worked as a research assistant at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. In 2010 she received the Susan Loucks Horsely Award from the National STaff Development Council for her leadership in professional development and change. She received her B.S. in life sciences from the University of New Hampshire and her M.Ed. in science education from the University of Maine.

 

Susan Mundry is a Co-PI for the Curriculum Topic Study project and is a co-author of the CTS Leaders Guides.  Susan is the Deputy Director of Learning Innovations at WestEd www.wested.org and Associate Director of WestEd's Math, Science & Technology Programs where she leads projects focused on improving educational practice and oversees the research and evaluation projects at WestEd. Susan is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast and Islands Regional Educational Laboratory and is the co-project director for the Intel Mathematics Iniiative. She is the Co-Director of the National Academy for Science and Mathematics Education Leadership, a leadership academy designed to enhance the knowledge, skills, and strategies of leaders in science and mathematics education reform. Building on this work, she provides technical assistance to several large urban school districts engaged in enhancing leadership and improving mathematics and science programs.Susan co-authored the NSF-funded toolkit, Teachers as Learners , a videotape collection of 18 professional development programs, a guidebook, and Web site activities that illustrate diverse strategies for teacher learning in science and mathematics. She is also a co-PI of an NSF project developing a simulation game for effective professional development and co-developed The Change Game (Making Change for School Improvement), a simulation game that enhances leaders' abilities to lead change efforts in schools and districts. She has conducted several research studies on attributes of effective professionbal development including serving on the national evaluation team for the study of the Eisenhower Professional Development Program led by the American Institutes for Research, where she worked on the development of national suvey instruments and the protocols for case studies. She is co-author of the best selling book, Designing Professional Development for Teachers of Science and Mathematics (3rd edition 2009), Leading Every Day:124 Actions for Effective Leadership (2002, 2006) which was named the National Staff Development Council 2003 Book of the Year, and The Data Coach's Guide to Improving Learning for All Students (2008). 

 

Cheryl Rose Tobey is a Co-PI for the mathematics section of the Curriculum Topic Study Project and co-author of Mathematics Cu r riculum T opic Study- Bridging the Gap BetweenStandards and Practice and A Mathematics Leader's Guide to Curriculum Topic Study. Cheryl was formerly the Mathematics Program Director at the Maine M athematics and Science Alliance www.mmsa.org where she served as the principal investigator and project director of two Title IIa State Mathematics and Science Partnership projects. Cheryl was also the co-principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM). She is currently works for The Education Development Center (EDC) and is a project director for the Northeast and the Islands Regional Educational Laboratory (REL Northeast and Islands/REL-NEI) housed at the EDC. She works in the areas of school leadership, school-based program support, materials development, mathematics professional development, formative assessment and research study implementation. Cheryl was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership and is the primary author of the Uncovering Student Thinking: 25 Formative Assessment Probes series, which uses the development process described in the CTS Leader's Guide. Before joining MMSA in 2001, Rose was a high school and middle school mathematics teacher in Washington State and Maine for 10 years. She received her B.S. in mathematics education from the University of Maine at Farmington and her M.Ed. at City University, Seattle, in Curriculum and Instruction

 

Carolyn Landel is a co-author of the Leader's Guide to Science Curriculum Topic Study. She received her doctoral degree in biochemistry and molecular biology from the University of Chicago and pursued postdoctoral studies at University of Massachusetts Medical School and the Fred Hutchinson Cancer Research Center.  In 2002, Dr. Landel joined the Science, Mathematics, and Technology Education program at Western Washington University (WWU), home to the state’s largest teacher preparation program, where she served as project director of a National Science Foundation–funded Mathematics and Science Partnership. Dr. Landel was a fellow in the National Academy for Science and Mathematics Education Leadership and principal investigator of a state-funded initiative to develop and pilot a science education leadership program at WWU for K-12 teachers. This successful pilot was scaled initially through the NSF-funded Mathematics and Science Partnership program, and is currently being sustained through continued funding from the state department of education. Dr. Landel led the early dissemination efforts of Curriculum Topic Study (CTS) in Washington State in both inservice and preservice contexts. Dr. Landel’s collaborations include working with WestEd on the development of a simulation to help science education leaders understand the elements of effective professional development and how to design meaningful, content-rich experiences for science teachers. She is a lead consultant with the Education Development Center and Vulcan Production to produce an innovative print, Web, and video resource to help school-based leadership teams improve student achievement. She is also actively involved with Horizon Research and Project 2061 in the creation of instruments to assess teacher opportunities to learn and measure changes in teacher science content knowledge, teacher pedagogical content knowledge, classroom practice, as well as changes in student achievement. Dr. Landel is currently the Chief Program Officer of the Washington STEM Initiative in Seattle, WA http://washingtonSTEM.org .

 

Cathy Carroll is a co-author of the Leader's Guide to Mathematics Curriculum Topic Study. She is a Senior Research Associate and Project Director in WestEd's Science, Technology, Engineering, and Mathematics Program, engaged in several mathematics education projects. Carroll is Co-PI for the NSF-funded Researching Mathematics Leader Learning project, conducting research on how leaders develop and enhance their skills as mathematics professional developers to support teachers in deepening their mathematics knowledge for teaching. She coauthored Learning to Lead Mathematics Professional Development (LLMPD), a video-based case curriculum designed to develop leaders’ facilitation skills, content knowledge, and pedagogy, enabling them to design and implement effective, high quality mathematics professional development, and coordinates leadership development services related to the LLMPD materials. She also coauthored WestEd's Making Mathematics Accessible to English Learners: A Guidebook for Teachers (2009) and coordinates related workshop opportunities. Carroll served as the mathematics content specialist for Teachers as Learners: A Multimedia Kit for Professional Development in Science and Mathematics, a collaborative project of WestEd, WGBH, and the Boston Museum of Science. She also served on design teams for the Arizona Middle School Mathematics & Science Initiative as well as the Advisory Board for the Mathematics for All Project, a collaboration of Bank Street College and the Education Development Center. Previously, Carroll was Director of the Mathematics Renaissance Leadership Alliance, a mathematics leadership initiative funded by the California Department of Education to work with district-based leadership cadres in developing teacher leadership and administrative support for quality mathematics programs. Earlier she served as Associate Director for Mathematics Renaissance K-12 and, prior to that, as Regional Director for the Middle Grades Mathematics Renaissance, a component of California's State Systemic Initiative. Carroll has nearly 20 years experience as a middle school mathematics teacher. She is recognized nationally for her expertise in mathematics leadership and professional development, consulting with districts and projects across the country to design and facilitate leadership seminars. She received the 2008 Susan Loucks-Horsley Professional Development award from the National Staff Development Council.