Secondary Science Education Adjunct Professor, University of Washington-Tacoma
and Science Educational Consultant

A highly relevant and accessible science education for all students, in each pre-K-20 classroom, each day, that provides them the opportunity to explore, inquire, ask and answer their own questions and gain the critical knowledge and thinking skills they will need to survive and thrive throughout their lives. These are the major components of my personal vision for the outcomes of science education in Washington State and the nation. This vision provides a system that insures excellence of instruction that spans all grade levels with built in supports for the intellectual and practical expansion of both teachers and students. Kindergarten students will build not only a base of scientific understanding but an insatiable interest in their world by making meaningful observations, continuing up to and though our High school seniors and University students that each have the opportunity to explore and expand their conceptual understanding of the Big Ideas of Science. Can you see the vision, the adventure and thrill of teachers, students and the community as they together investigate and discover the natural phenomena lurking just around the corner in their school yard, a nearby stream, a field of grass, the step shrub, local rock formations, the skies, objects falling to the Earth or being sent into Space? There are simply more questions to be asked and answered than is imaginable, my vision is that students in all socioeconomic levels, grade levels and locations would be creating and answering the scientific questions that interest and intrigue them while building a deeper conceptual knowledge of science.

I envision a revision of our collective thought about the importance of our children's education and welfare that literally moves them to the top of all our agendas in real terms of resource allocation and support. This includes a state-wide support system that has the belief along with the political and social will to put students first, knowing that given the opportunity and resources all students are capable of learning and doing so much more in the sciences. This system includes the support of all facets of our student's community: the state leaders, parents, teachers, administrators, business, and the general public joined together in the common goal of providing the needed time and resources that will allow our students to meet their potential in the sciences and their future lives. This in turn will provide Washington State the needed person power to support our future needs in all areas of the sciences from biotechnology to industrial design. The time is now, our students are counting on us to step up, believe in their innate abilities and provide them with these opportunities to learn and grow.

As the Director of Science Education for Washington State I was an active advocate for science education and improved science learning opportunities for all students within the offices of OSPI and outside in the larger community. I actually am a fierce advocate for and never stop selling science education. When facilitating the development of the 2009 Washington State Science Learning Standards, it was my goal to use this work as a platform for science educational reform which resulted in strengthened systems, inquiry and application standards, increased intellectual rigor K-12 and a more supportive organizational structure with in the standards themselves. I was able to forge state-wide partnerships across multiple educational interests that served to greatly enhance the quantity and quality of science education across Washington. All parties were "in", had equal voice at the table and were then facilitated to bring their best ideas and shared resources to enhance our states science educational reform agenda and programs. Many of these partnerships remain in place today and continue to support ongoing science education reform.

Participation in and providing the leadership for the Washington State Science Teachers Association (WSTA) Board of Directors for the past 19 years has been a major vehicle for science advocacy efforts in my life. I have served in numerous leadership positions on the Board to include President from 2002-2004. During my tenure on the Board I lead and facilitated teacher educational opportunities in learning research, best practices in science education, science leadership and the development and implementation of a state-wide strategic plan that promoted both political and individual advocacy efforts to expand the public and specifically state legislative leaders appreciation of the importance of science education. Numerous key and strong science advocates were added to the WSTA board during my tenure which did and continue to expand our state wide efforts. WSTA has outreach to teachers across the state and I have written for the WSTA journal promoting and advocating for multiple science education issues, presented in both the arenas of science content and pedagogical at conferences to numerous to mention and participated on teams that provided long term teacher professional development in the areas of scientific inquiry, systems and technological design. The advocacy efforts I am most proud of are those in the area of forming joint partnerships with other science organization in and out of the state of Washington. During my tenure a President I developed stronger ties with the Oregon Science Teachers Association expanding and sharing resources and knowledge across state lines. Multiple state organizations were given either initial or expanded representation on the Board to include TOTO's, LASER, higher education and community organizations.

As a member of the National Science Education Congress I helped to develop and send forth suggestions for national legislative actions in the area of expansion of national science standards, future research agendas for science education and stands on environmental issues.

Having obtained my National Board Certification in 2001, I voluntarily coached and mentored K-12 candidates to expand their understanding of science content and pedagogy within the parameters of this program for the past 10 years.

I was the pedagogical advisor and assisted in the development of the high school biology text: BSCS: Biology: A Human Approach. This text aligns with National Science Standards and is used in Washington, the nation and internationally to support teacher instruction and student learning in the biological sciences.

In 1998, I was approached and agreed to have WBGH come into my classroom and film me teaching inquiry lessons to my students. This video has been used widely across the nation with teachers of science to improve and enhance their teaching practices.