Pittsburgh Science and Technology

 

Paul Ronevich teaches two sections of Novice Level Science 6. He "loops" with these students, following them through Science 7 and Science 8.

Born and raised in Steubenville, Ohio, Paul found himself dreaming of a world where he could make a difference. After graduating high school he studied at Saint Francis University in Pennsylvania where he acquired his bachelor’s degree in Biology and Environmental Science.

"Diverse experiences have helped me to discover how fascinating our world is and helped me to gain experience I can bring to my students. In college, I studied field biology for six months in New Zealand and Australia where I gained an in-depth understanding for ecology. I spent a summer internship in Denali National Park in Alaska performing outdoor education for young adults. My travels have also taken me to Hong Kong, Iceland, Norway, Russia, Poland, France, Ireland, The Netherlands, Belgium, and Spain.

 

The position at the Science & Technology Academy will begin my third year teaching middle school science in Pittsburgh Public Schools. I am thrilled to be a part of the SciTech team and look forward for working with my incoming class of 6th graders, with whom I will work for the next three years. Our science classroom will involve exciting project-based learning, fun activities, interesting discussions, lively debates, and awe-inspiring discoveries. I pledge to be fun, fair, firm, and flexible as a teacher and mentor to my students and know that we will have a positive experience at SciTech."

 

During his two daily planning periods Paul will have time to plan lessons, prepare project-based units, and work with the Pittsburgh Science of Learning Center as a Teacher Research Fellow. During third period he leads an activity or support section for 3/4 of the year and has 1/4 of the year reserved for a period of collaborative planning and lesson study. Like all SciTech teachers Paul meets with his advisory group every Wednesday during third period.

 

Brian Rose teaches two sections of Apprentice Level Science 7. He "loops" with these students, following them through Science 8 then starting a new cycle with students entering the Academy at the Novice Level.

Brian says that it has always been a dream of his to do something that makes a difference; to do something that has a major impact on others.

 

"Growing up in Sharon, PA, I never knew what I really wanted to do with my life, but knew that whatever it was had to influence the lives of those that I worked with. At first, I imagined myself on the research team that discovered the cure for cancer or other deadly diseases. But when I graduated from Penn State with a degree in Biology, I knew that being in a research lab all day was not for me.

 

It wasn’t until I had the opportunity to work with younger students that I discovered that I belonged in a classroom. After earning my masters in teaching from Pitt, I have since been working with students, sharing with them my life experiences and love for science. I started teaching science in Wilkinsburg and then moved to Virginia where I have been teaching Life Science for the past three years.

 

And now, here I am back in Pittsburgh. I am very excited to be teaching at the Pittsburgh Science and Technology Academy and to start working with my new students. I cannot wait to begin designing new activities that will help my students love science as much as I do. I know now that my dream has come entirely true. It is with great excitement that I take on this task to make sure that all of my students have the opportunity to Dream. Discover."

 

During his two daily planning periods Brian will have time to plan lessons, prepare project-based units, and work with the Pittsburgh Science of Learning Center as a Teacher Research Fellow. During third period he leads an activity or support section for 3/4 of the year and has 1/4 of the year reserved for a period of collaborative planning and lesson study. Like all SciTech teachers Brian meets with his advisory group every Wednesday during third period.

 

 

Dana Mowery teaches two sections of Apprentice Level Science 8. In 2010-11 she starts with two sections of Science 6 for students entering the Academy at the Novice Level and follows through Science 7 and Science 8.

Dana grew up in a small town 40 minutes outside of Pittsburgh. Coming from a working class family with four sisters, life wasn’t always easy.

 

"As a child, I dreamed of what opportunities awaited me. I always longed someday to enter a profession that was gratifying yet offered financial stability. My local school district, Norwin, offered many opportunities. There, I performed and competed in the district’s color guard. It was through this supportive organization and a strong network of teachers that I was able to build the confidence to excel inside and outside of the classroom.

 

My interests officially took a different focus all thanks to my chemistry teacher. Inspired by her personal belief in me, I later graduated and pursued a career in science. I started my postsecondary education at Westmoreland County Community College. After 2 years, I transferred to the University of Pittsburgh - Oakland Campus. Working part-time between my studies, I graduated with a Bachelor’s and a Master’s degree in Science Education.

 

Previously, I taught 3 years at Wilkinsburg Middle School. My experiences and the unforgettable students and staff there have shaped my beliefs and practices. It is there that I truly felt that my destiny had been met to be an educator. Today, I am proud and excited to be a part of a new, revolutionary project, The Pittsburgh Science and Technology Academy. Here, I will serve a number of roles and responsibilities: advisor, research fellow, and teacher. It is through the Scitech Academy that I feel I have the unique opportunity to inspire, guide and nurture students, to help them reach their full potential and recognize their “designed” destinies."

 

During her two daily planning periods Dana will have time to plan lessons, prepare project-based units, and work with the Pittsburgh Science of Learning Center as a Teacher Research Fellow. During third period she leads an activity or support section for 3/4 of the year and has 1/4 of the year reserved for a period of collaborative planning and lesson study. Like all SciTech teachers Dana meets with her advisory group every Wednesday during third period.

 

 

Hank Lancet team teaches three sections of the Academy's one-of-its-kind Big Ideas in Science course. This is the foundational high school science course that is a core component of the Academy's curricular innovation. Hank and Sara Curtiss bring complementary scientific expertise and experience, instructional vision, and classroom management skills to this special course, which will be taught to groups of 33 or 34 students in two large and modern laboratories equipped for a broad range of design experiences. Hank has a diverse set of experiences and a passion for design.

 

"Great things come from dreams. A great quality of our nation is that dreams and ideas can become often become reality. I have been fortunate to realize a few of my own life dreams, and am now turning my attention toward helping others achieve theirs. The “American Dream” is alive and well so long as a connection exists between the right channels. At SciTech, I will strive to provide those connections in conjunction with the foundations for post-secondary success.

 

It wasn’t until the very first week together with the Scitech staff that I came to fully appreciate the circumstances of this school and its students-to-be. As trite as this phrase may be, I finally feel the true professional calling, and that is to teach the students of this amazing new school. While at the Pennsylvania Governor’s School for Teaching in 1993, I knew that I would ultimately become a teacher, but having since gone to college to obtain a chemical engineering degree, I had to prove to myself that teaching was the right choice. I have taught at both the secondary and the post-secondary level, but my true passion lies in high school chemistry and physics. Warning: my enthusiasm for these subjects is contagious…

 

The only kind of design I don’t seem to do is interior design. I have designed and optimized chemical processes in large scale production facilities. I have designed plumbing systems, databases, drama programs, logic control schemes, tennis teams, material handling systems, and computer applications. In previous jobs, I was notorious for designing systems solely to make my life easier. I look forward to sharing my passion for design and innovation with my students and peers."

 

During third period Hank leads an activity or support section for 3/4 of the year and has 1/4 of the year reserved for a period of collaborative planning and lesson study. Like all SciTech teachers Hank meets with his advisory group every Wednesday during third period.

 

 

Sara Curtiss team teaches three sections of the Academy's one-of-its-kind Big Ideas in Science course. This is the foundational high school science course that is a core component of the Academy's curricular innovation. Sara and Hank Lancet bring complementary scientific expertise and experience, instructional vision, and classroom management skills to this special course, which will be taught to groups of 33 or 34 students in two large and modern laboratories equipped for a broad range of design experiences.

 

Sara hopes that while teaching at SciTech she will be able to help students along their road towards true scientific learning.

 

"A child lights up when they realize all that science can teach them about themselves, about the world around them and about their role in the world. I myself love how ingrained science is in our daily life and wish to spread that love to every student that walks through my door.

 

I studied at Allegheny College for my Bachelor’s in Biology degree and there I explored such topics as marine biology, evolution/genetics, and microbiology. It was during these four years that I discovered that my true calling was in the field of education and I decided to continue my education at the University of Pittsburgh’s School of Education. After completing my Master’s in Teaching for Secondary Science Education, I discovered the Science and Technology Academy. Blown away by the wonderful goals and dreams of the school, I quickly accepted the position as one of the 9th grade science teachers.

 

I have designed by style of teaching around the fundamental principle that any student can excel at science. It is my job to give the students the proper tools to explore, understand and become engaged by the marvels of the scientific world. I design my classroom around respect and effort, calling on my students to respect all the people and thoughts in the classroom and for them to put in the effort necessary for them to succeed."

 

During third period Sara leads an activity or support section for 3/4 of the year and has 1/4 of the year reserved for a period of collaborative planning and lesson study. Like all SciTech teachers she meets with her advisory group every Wednesday during third period.

 

 

In 2009-10 Deborah Santilo teaches no courses. She is spending the full year working on the development of the unique Environment & Energy concentration sequence with the Academy's lead curriculum developer (Stephen Pellathy) and local university and industry partners. She will be observing classrooms at the lower levels of the curriculum and working towards certification in Career and Technical Education.

 

Deborah explains that her path to the Science & Technology Academy was not always a straight one.

 

"Some roads are straight creating the shortest distance between the start point and the final destination. Some roads are curved, increasing the travel time. Some roads are zigzags that not only increase the travel time, but also the possibility of discovery along the way. I have taken the adventurous route; all points along the way were designed to prepare me to teach Environmental Science here at the Pittsburgh Science & Technology Academy.

 

My high school biology teacher and my love of nature greatly influenced my decision to pursue my bachelor’s degree in Biology. While struggling to put myself through Mercyhurst College, I discovered that applying for and winning an ROTC scholarship at Gannon University would help me realize my dream of finishing my degree in four years. I walked off the stage at graduation and into the United States Army, where I was eventually promoted to captain. After six years of extraordinary leadership and management experience, international travel and meeting great people along the way, I resigned my commission and started along the next “zig”, a career focusing on the environment. I worked in a water quality testing laboratory initially; more recently I spent 12 years working for the Pennsylvania Department of Environmental Protection as an inspector in Beaver and Allegheny Counties.

 

I “zagged” when I decided I would finally pursue my long-time desire to teach; I recently graduated from Slippery Rock University with a master’s degree in Education. Besides my career experience and education, I have many interests that connect me to the environment. I love the outdoors, gardening with flowers and vegetables, hiking, biking, and sustainable living. I feel very privileged to be on the SciTech team and I am very excited to meet each of the students who will also be joining the team in their journey of discovery on whatever roads lead to their dream."

Deborah will teach the first four quarter-length courses in the Environment & Energy sequence, one per quarter, in 2010-11. By 2011-12 she will be teaching the full sequence of new courses in the Academy's custom designed environmental science concentration. She will also have instructional leadership responsibilities and lead an activity or support section during third period for 3/4 of the year with 1/4 of the year reserved for a period of collaborative planning and lesson study. Like all SciTech teachers Deborah will meet with her advisory group every Wednesday during third period.

 

 

Starting in 2011-12 this teacher teaches elective courses in the Environment & Energy (Environmental Science) and Body & Behavior (Life Science) concentrations and also leads students in their Executive Experience, a real consulting project completed by teams of 12th grade students with university or industry partners. In 2011-12 they only lead one 80-minute section of Executive Experiences while they have three daily 80-minute planning periods to work on the development of courses that they will teach in subsequent years. They assume their full course load in their second year, 2012-13, offering several elective courses during the year and continuing to manage students in their Executive Experience. For one semester each year they have one daily 80-minute planning period. For one semester each year they have two daily 80-minute planning periods. During third period all teachers lead an activity or support section for 3/4 of the year and have 1/4 of the year reserved for a period of collaborative planning and lesson study. All teachers meet with an advisory group every Wednesday during third period.

 

 

In 2009-10 Edwina Kinchington teaches no courses. She is spending the full year working on the development of the unique Body & Behavior concentration sequence with the Academy's lead curriculum developer (Stephen Pellathy) and local university and industry partners. She will be observing classrooms at the lower levels of the curriculum and working towards certification in Career and Technical Education.

 

Edwina dreams of enabling young students with more choices and more opportunities in their potential future career path in the life sciences.

 

"I have always been interested in science with the influence of my mother who was a physician during the time when only 4 out of 100 students in her medical school class were women. While I had her influence, which sparked my initial interest in science, I never had those mentors during my secondary education to help guide me on my path. I only knew the path that my parents had taken. While this was adequate at one time, situations change and so do the economic opportunities. This is never more evident than in our present culture.

 

I was fortunate to have attended an excellent undergraduate university at the University of California in Berkeley, CA, where I was exposed to some wonderful mentors during my coursework. I found it a challenge, however, to maintain my academics while at the same time swimming competitively and being team captain. While I had attended a great University and had acquired many wonderful experiences, my choices upon graduation were limited. Only through hard work and tough experiences, did I learn that there are multiple paths one could take to achieve one’s ultimate goal, whatever that may be. What we learn in a textbook is far different than what exists in the real world, particularly in science.

 

I embarked on a career in research where I received my PhD in the Pharmacology department at the University of Pittsburgh. Finally, science started making sense. I understood what molecular cloning was and how we can apply it to preventing disease. I understood why we want to know the molecular biology of cancer. Science exists all around us in every facet of our life. From the time we wake until the time we go to sleep and wake again, science dictates how we feel, what we do, what drives us to eat and affects what choices we make. My dream in transitioning into secondary education is to be able to create a learning environment for students where they can apply what they learn in the classroom to the problems of the real world. There are many excellent choices in the health related professions, and my dream is for students to have the knowledge and the proper education to have the opportunities to be the best that they can be! SciTech will allow us to do this."

 

Edwina will teach the first four quarter-length courses in the Body & Behavior sequence, one per quarter, in 2010-11. By 2011-12 she will be teaching the full sequence of new courses in the Academy's custom designed life science concentration. She will also have instructional leadership responsibilities and lead an activity or support section during third period for 3/4 of the year with 1/4 of the year reserved for a period of collaborative planning and lesson study. Like all SciTech teachers she will meet with her advisory group every Wednesday during third period.

 

 

In 2009-10 Tonya Groover teaches no courses. She is spending the full year working on the development of the unique Computers & Connections concentration sequence with the Academy's lead curriculum developer (Stephen Pellathy) and local university and industry partners. She will be observing classrooms at the lower levels of the curriculum and working towards certification in Career and Technical Education.

 

Tonya Groover received her Bachelors degree from the University of Pittsburgh in Computer Science and is expected to receive her Masters degree in Computer Science in 2010. Ms.Groover is also the Director of the Technology Leadership Initiative (TLI), a pre-college program she designed at the University of Pittsburgh for high school students to explore computer science. In addition, she also has an interest in entrepreneurship and is a Certified Entrepreneurship Teacher with the Network for Teaching Entrepreneurship (NFTE).

 

Ms. Groover was born in Pittsburgh and graduated from Penn Hills Senior High School. She has a dog named Peanut, a Chihuahua and Affenpinscher hybrid dog, who she loves to take for walks and play with. She also enjoys reading, traveling and eating good food.

 

Tonya will teach the first four quarter-length courses in the Computers & Connections sequence, one per quarter, in 2010-11. By 2011-12 she will be teaching the full sequence of new courses in the Academy's custom designed computer science concentration. She will also have instructional leadership responsibilities and lead an activity or support section during third period for 3/4 of the year with 1/4 of the year reserved for a period of collaborative planning and lesson study. Like all SciTech teachers she will meet with her advisory group every Wednesday during third period.

 

 

Starting in 2011-12 this teacher participates in the development of the Elective and Advanced courses in the Computers & Connections (Computer Science) concentration. They also lead students in their Executive Experience, a real consulting project completed by teams of 12th grade students with university or industry partners, and teach some sections of the Advanced Research Methods courses. For the first semester of 2011-12 they work on course development and lead one section of Executive Experiences. They have three daily 80-minute planning periods. Starting in the second semester, they teach two sections of Advanced Research Methods and lead one section of Executive Experiences with one daily 80-minute period reserved for planning. They assume their full course load in their second year, 2012-13, continuing with the Executive Experience and Advanced Research Methods while adding the elective courses and Advanced Computer Programming course developed during the previous year. For one semester each year they have one daily 80-minute planning period. For one semester each year they have two daily 80-minute planning periods. During third period all teachers lead an activity or support section for 3/4 of the year and have 1/4 of the year reserved for a period of collaborative planning and lesson study. All teachers meet with an advisory group every Wednesday during third period.

 

 

In 2009-10 David Torick teaches no courses. He is spending the full year working on the development of the unique Form & Function concentration sequence with the Academy's lead curriculum developer (Stephen Pellathy) and local university and industry partners. He will be observing classrooms at the lower levels of the curriculum and working towards certification in Career and Technical Education.

 

David says that for many years he has dreamed of using engineering and technology to improve the world that he can touch.

 

"Recently, through experiences in my life, I have been exposed to people and communities in developing countries. The time in these countries motivated me to actively take actions to pursue my dream.

 

A few years ago, I came across an email from a Peace Corps volunteer who was working in Uganda. I learned that many villagers travel into the hills to supplement their income by turning boulders into gravel for construction purposes. The average wage for such work is 2 US$/50 hour work week. Many of the villagers use the income to pay for medication to treat their AIDS/HIV+ conditions.

 

Over the course of a year, I utilized my experiences and knowledge of engineering and design principles as well as my fabrication skills to work with several people to develop a rock crusher that was sent to Uganda. The project was much more involved and time consuming than I would have ever imagined, and the satisfaction of shipping the finished product to Uganda escapes words. The device is currently in use today and I hope to find more partners and projects to incorporate into the classes that I will teach and the activities that I will lead while at Sci-Tech. I want others to have the resources and opportunities to reach out and help technology positively change society."

 

David will teach the first four quarter-length courses in the Form & Function sequence, one per quarter, in 2010-11. By 2011-12 he will be teaching the full sequence of new courses in the Academy's custom designed engineering concentration. He will also have instructional leadership responsibilities and lead an activity or support section during third period for 3/4 of the year with 1/4 of the year reserved for a period of collaborative planning and lesson study. Like all SciTech teachers David will meet with his advisory group every Wednesday during third period.

 

Starting in 2011-12 this teacher participates in the development of the Elective and Advanced courses in the Form & Function (Engineering) concentration. They also lead students in their Executive Experience, a real consulting project completed by teams of 12th grade students with university or industry partners and teach some sections of the Advanced Research Methods courses. For the first semester of 2011-12 they work on course development and lead one section of Executive Experiences. They have three daily 80-minute planning periods. Starting in the second semester, they teach two sections of Advanced Research Methods and lead one section of Executive Experiences, with one daily 80-minute period reserved for planning. They assume their full course load in their second year, 2012-12, continuing with the Executive Experience and Advanced Research Methods while adding the elective courses and Advanced Engineering course developed during the previous year. For one semester each year this teacher has two daily 80-minute planning periods. For one semester each year they have one daily 80-minute planning period. During third period all teachers lead an activity or support section for 3/4 of the year and have 1/4 of the year reserved for a period of collaborative planning and lesson study. All teachers meet with an advisory group every Wednesday during third period.

 

 

Renae Sterling teaches three different quarter-length courses, which develop over time as the school grows. Two of these courses, Career Prep (Novice Level) and Career Tech (Associate Level) are offered during 2009-10, both starting in the second quarter.

 

Renae comes to SciTech with 8 years corporate software experience, and two years teaching experience. At the software companies she worked as a liaison between the client, product engineering, and sales, to define requirements for customer order management software. Throughout her corporate career, she developed software courses and trained end users, corporate employees, and executives on the use of the software, designed graphical user interfaces & websites, and helped start two companies growing from 3 people to over 85 employees. Her mission is to deliver creative, inspirational, and enthusiastic lessons which push the students to succeed and become lifelong learners.

 

Renae is thrilled to use her passion for teaching, her Penn State education degree, and her knowledge of technology to help the students Dream about their future, Discover the world around us through technology tools, while using those tech tools to learn, and Design a pathway toward success.

During third period Renae leads an activity or support section for 3/4 of the year and has1/4 of the year reserved for a period of collaborative planning and lesson study. All teachers meet with an advisory group every Wednesday during third period.

 

Kimberle Mitchell is in charge of managine the Academy's technology infrastructure. This means managing the distribution, use, and maintenance of more than 250 laptop computers in 2009-10 and more than 550 when the Academy grows to capacity.