Quick Study
Stagione 1
Attendance Solutions through the Lens of SCL
Crafting a Portrait of a Student-Centered District
Building a Culture for Student-Centered Change
Identifying and Measuring Indicators of Student-Centered Learning
di Abbey Hathaway
In this episode, we sit down with Dr. Diane McCallum (Assistant Superintendent) and Dr. Allison Kopco (High School Principal) to discuss how their district is moving beyond traditional "policy and consequence" models to tackle chronic absenteeism. By prioritizing student-centered practices, they’ve turned the daily grind into an engaging, community-driven experience. Guest Info: Diane McCallum is the assistant superintendent of the Waynesboro Area School District, located in Franklin County, PA. A former Earth and Space Science teacher, Dr. McCallum has proudly served the Waynesboro Area School District since 2013 as an assistant principal and principal. She received her Bachelor's Degree from West Chester University, Master's Degree from Penn State University, and Doctoral Degree from Widener University. Alli Kopco is the principal at Waynesboro Area Senior High School. She is a former middle school math teacher, and previously served in Waynesboro Area School District as an assistant principal at both the middle and high school levels. She earned her Bachelor's degree from the College of William and Mary, and Masters' and Doctoral degrees from Frostburg State University. Dr. Kopco feels blessed to serve in WASD, the district that she herself attended as a student.
In this episode, we explore the "Portrait of a GA Teacher" a collective identity at the Greencastle-Antrim School District that transcends mere rules to focus on a shared "collective essence." We dive into the district's foundational filter—Commitment to Children First—and discuss how this guiding principle transforms everything from daily classroom interactions to high-level budgeting decisions. Our conversation also highlights the unique roles that belonging, family, and joy play in shaping the district's vision for teaching and learning. Finally, we look toward the future of GASD to see what’s next for this student-centered community. Guest Info: Dr. Lura Hanks currently serves as the superintendent of the Greencastle-Antrim School District in Greencastle, Pennsylvania. Lura has previously worked as the preK-12 Supervisor of English Language Arts and Social Studies in Washington County, Maryland and held the positions of principal, assistant principal, teacher and teacher specialist in Maryland and Pennsylvania over the course of her 29-year career in public education. Lura has been dedicated to curriculum design and instructional practices that lead students to deeper and more authentic learning experiences. Dr. Hanks has a bachelor’s degree in Early Childhood Education, a master’s degree in Educational Leadership and a Doctorate of Organizational Leadership from Hood College in Frederick, Maryland. She has presented at local, state, and national conferences on topics of literacy education and teacher professional development. She has authored and contributed to a variety of articles including the 2019 released book by Doug Fisher titled This Is Balanced Literacy, Literacy Leaders Shift the Spotlight (English Leadership Quarterly, 2021) and in 2022, 5 Key Elements to Successful Curriculum Design. In October of 2019, Dr. Hanks presented at the International Literacy Association conference on improving literacy instruction through talent management professional development. Dr. Hanks lives here in Greencastle with her husband and two children. Resources: Portrait of a GA Teacher
Join us as a high school Principal and Central Office Leader from West York Area School District detail their journey toward student-centered learning. They share how they built a foundation of trust, used backward design (UbD) to refine assessments, and established bi-weekly Data Teams to focus intensely on instructional change. Discover the actionable strategies they deployed to empower students to take genuine ownership of their learning. Guest Info: Carrie Jones started her educational career in 2001 and joined West York Area School District in 2006 as a High School Biology Teacher. After teaching for 15 years, she became High School Dean of Students and then High School Assistant Principal prior to taking the helm as High School Principal in 2018. Carrie obtained her Superintendent’s Letter of Eligibility from Pennsylvania Western University in 2023. She also holds a Master’s Degree in Education from McDaniel College, a Bachelor of Science in Secondary Education - Biology from York College of Pennsylvania, and a Bachelor of Arts in Biology from Gettysburg College. Carrie strives to ensure her students feel valued and loved while they are in the care of West York High School. She and her colleagues work tirelessly to prepare and inspire their students to pursue their purpose beyond graduation so they can be successful in both life and the workforce. This is only possible because Carrie profoundly believes in and empowers her exceptional teachers; they are the heart of the mission, consistently going the extra mile to connect with, challenge, and champion every student. Melissa Appnel is the Director of K-12 Education and Assessment in the West York Area School District. After earning her undergraduate degree from York College, she obtained her Masters in Educational Leadership from Temple University, and her Superintendent's Letter of Eligibility from Shippensburg University. In her 23 years in the West York Area School District, she has served as a 5th grade teacher, technology coach, elementary principal, and now a central office leader. Melissa has centered her instructional work around enriching the student experience for all through focused professional development opportunities and educator collaboration. Resources: McTighe and Associates Understanding by Design Framework
Concepts like student-centered learning, personalized learning, and self-paced learning can be nebulous, hard to define, and encapsulate a variety of subtopics and concepts. In this episode we’ll hear how Eastern York School District made their vision of “modern” teaching and learning a reality through the use of clear, undersatndable progressions. Doug Enders is the Assistant Superintendent of the Eastern York School District in rural Pennsylvania. He brings over 25 years of experience in education, having served as a high school teacher, elementary principal, and district leader. He earned his undergraduate degree from Messiah University and his doctorate from Shippensburg University. Doug’s doctoral research explored Carol Dweck’s work on growth mindset and how intentional messaging can shape student and school success. Doug is passionate about organizational culture, parent/family engagement, and most importantly, supporting the growth and success of all students and educators. Resources Modern Teacher Progression of Modern Teaching and Learning at Eastern York School District League of Innovative Schools
Discover the "why" that drives Pennsylvania's new Science Content Advisor at PDE. In this episode we sit down with Jason Zimmerman and discuss how we continue to navigate the pivotal transition to the new STEELS standards. We dive into the advisor's journey from the classroom to the Department of Education, revealing a bold vision for the future of science education that bridges the gap between Harrisburg and local educators. Tune in to hear about the new supports and features PDE will be adding to the STEELS Hub. Guest Information: Dr. Jason Zimmerman is the Science Education Advisor for the Office of Elementary and Secondary Education’s Division of Instructional Quality at the Pennsylvania Department of Education. He supports statewide implementation of the Pennsylvania K-12 STEELS Standards, working with educators and leaders to advance high-quality, three-dimensional science instruction. His work also focuses on instructional leadership, professional learning design, and building coherent systems that support sensemaking, student discourse, and equitable science learning opportunities. Dr. Zimmerman began his career as an elementary educator and district-level science coordinator before serving as a STEM Teaching and Learning Consultant at Lancaster-Lebanon IU13. He holds a Bachelor of Science in Elementary Education, a Master of Science in Educational Leadership from Immaculata University, and a Doctor of Education in Leadership and Learning in Organizations from Vanderbilt University. Resources: PDE STEELS Hub Science Community on the SAS Portal
The adoption of an instructional material, especially on that is high quality according to Ed Reports and NextGen Science is no small task! In this episode we’ll hear from a classroom teacher, a building administrator, and a district office curriculum director about what guided them through the process of adopting a High Quality Instructional Materials and their advice for others who may be going through the same journey. Guest Info Erinne Lynch is a 5th grade science teacher at Conewago Valley Intermediate School. She holds a Master of Education degree in Integrative STEM Education and serves as the Science Curriculum Leader for grades 4 through 6. In this role, she plays a pivotal part in preparing for the new STEELS standards and evaluating science programs that align with CVSD's vision for current science instruction and learning. Mark Herb is currently the Assistant Principal of the Conewago Valley Intermediate School in New Oxford, PA. He has served as a middle school assistant principal, grades 5-8, as well as a high school biology teacher for the past 12 years. Prior to entering education he was a research scientist in both industry and academia and held leadership positions in biotechnology marketing, sales, business development, and training. Mark is focused on helping to implement STEELS standards in his district, instilling the practices and habits of mind of scientists in students, and guiding administrators through the process of implementation through a scientist/coaching lens. Christina McLaughlin serves as the Curriculum Director for the Conewago Valley School District, bringing 24 years of experience in public education to the role. Her diverse career spans positions as a teacher, school counselor, K-12 principal, educational consultant, and professional development specialist. Mrs. McLaughlin is deeply committed to social-emotional development, MTSS, student engagement and educational leadership. She is passionate about collaborating with the Conewago Valley faculty to create transformative experiences that open a world of possibilities for every young Colonial. Resources Ed Reports Ratings 4 Steps to Ensure High-Quality Curriculum Leads to Impact
The three dimenions of the NGSS and STEELS standards are not only helpful guides to breaking down and understanding the standards. They are tools for building rigorous and meaningful learning experiences that help students not only know science, but think and act like a scientist too. In this episode, our guest expains how to achieve balance between the three dimensions and help students not only know science, but think and act scientifically too. Guest Info: Vanessa Wolbrink, Associate Director of the NextGenScience project at WestEd, works with state, regional, and district leaders to enact systemwide strategies that move them toward their vision for science instruction. With expertise in today’s science standards, their implementation, and science education research, Wolbrink leads science leadership networks and partnerships to improve learning experiences for students at scale. Resources: Quality Examples of NGSS Design How People Learn (Full Publication) How People Learn (Synthesized) What is multi-dimensional learning with the PA STEELS? A New Vision for Science, Technology, and Engineering, and Environmental Literacy and Sustainability Education
Discourse is not just a fundamental skill for science, it’s a fundamental skill for learning in any subject area. Discourse in science, though, has some special considerations and caveats. Tune in for a conversation about why discourse is so critical in the science classroom and the big and small things teachers can do to support student discourse. Kara Olewiler is a secondary science educator with 22 years of experience at Conewago Valley School District. 15 of these years were dedicated to middle-level science education with the most recent time at the high school teaching various biology and earth science courses. She holds a Master of Education in Curriculum and Instruction and is currently pursuing her administrative certificate. Kara is passionate about fostering meaningful learning experiences and supporting the growth and success of both students and educators. Resources Talk Science Primer Communicating in Scientific Ways Chart AST Discourse Primer Discussion Planning Tool Discussion Tools and Ideas from OpenSciEd
Questioning is a great way to probe student thinking and drive students toward a more accurate and complete explanation of science concepts. Listen in for a conversation on how to build the culture and climate needed for questioning by the teacher to lead to thinking by the students. Carrie Lankford currently serves as her district's K-12 STEELS Implementation Coach at Red LionArea SD. Over 18 years she has been a 7th grade science teacher, 4th grade and 2ndgrade teacher. Her undergraduate degrees from Slippery Rock University-Environmental Education and Elementary Education serve her well as she integrateslearning from, about, and within the outdoors. She currently serves as the PennsylvaniaSouth Central Environmental Literacy Hub Leader and is a 2024-2025 NOAA BWETGrantee. Her Master's in Educational Leadership and role as a writer for the PA STEELSstandards contributed to the role she is in now where she works to support teachers,involve community members and environmental partners, and (re)ignite students'interest in the natural world. Resources: OSE DQB Resource Edutopia Article "The Value of Asking Questions" - National Library of Medicine "Intentional Questioning to Promote Thinking and Learning" - Science Direct Ambitious Science Teaching
Science notebooks are an important tool for learning in the science classroom. In this episode we discuss how science notebooks can be used to support student thinking and discourse in a storylined unit of instruction as well as help students adopt a practice from the world of professional science. Val Stone is the Assistant Director of Advancing Science, Gettysburg College’s K-12 science outreach program. She brings over 20 years of experience in K-Gray education, with a focus on making science accessible and engaging for learners of all ages. Val specializes in helping teachers and students explore science and nature through hands-on investigations in their own schoolyards and local communities. Resources: Wild Wonder Foundation California Academy of Science - Setting Up Your Science Notebooks Dot Journals from Amazon Val’s Nature Journaling Session Slides