SEPAL Partnership Programs
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(GK-12 Program & SEPAL Teaching Assistantships)
Teacher Application
2008 – 2009 Academic Year
What are SEPAL Partnership Programs?
The SEPAL Partnership Programs support yearlong, one-on-one partnership between a Bay Area middle or high
school teachers and SFSU Master's level scientists to engage in inquiry-based science teaching and learning.
SEPAL scientists spend 5-10 hours per week in the teacher’s classroom, during school hours, co-planning and
co-teaching science lessons, serving as role models for students, and learning science-specific teaching
strategies from their teacher partner. SEPAL partnership teams are supported by monthly workshops where
participants have the opportunity to share science lessons, reflect on teaching challenges, and build knowledge
about partnership and science teaching. There are two SEPAL Partnership Programs: 1) GK-12 Partnership
Program, 2) SEPAL Teaching Assistantships. These two programs are similar in spirit, however the GK-12
Program requires a significantly more intense commitment. Teachers participating in the GK-12 Program will
receive a $2,000 stipend for the 2007-08 academic year in acknowledgement of their partnership efforts, while
teachers participating in the SEPAL Teaching Assistantships will receive a $1,000 stipend. All
participating teachers will receive 2 units of continuing education credit through the SFSU College of
Extended Learning.
What are the goals of SEPAL?
The goals of the SEPAL are to: 1) support teachers in developing innovative, inquiry-based approaches to
science teaching, 2) provide scientist role models and additional hands-on science learning experiences for
students, and 3) develop a cadre of scientists with the experience, skills, and commitment to collaborate with
K-12 teachers and students throughout their scientific career.
How do I apply?
Send your application (on following page) by email, fax, or regular mail to:
Dr. Kimberly Tanner c/o Allison Busch
SEPAL Partnership Programs
Department of Biology
San Francisco State University
1600 Holloway
San Francisco, CA 94132
akbusch@sfsu.edu
FAX: 415-405-3754
Application deadline March 10, 2008.
For more information please visit our website at www.sfsu.edu/~sepal
For questions, contact SEPAL Coordinator, Allison Busch: akbusch@sfsu.edu,
phone: 415-405-3756
See what past participants have said about their
experiences with the SEPAL Programs    
     
“The partnership was a
great experience for me and
had helped to make lasting
changes in my teaching…
The project has been
incredibly fun and rewarding
for me and has helped me
to improve my practice and
my students’ experiences in
science.”
- High School Teacher
“The difference in my
classroom was positive
and dramatic. So much
so that it has altered my
expectations for the high
school classroom as well
as my own career.”
- High School Teacher
“SEPAL has been a marvelous and enriching
experience for me…I grew to be comfortable
and proud of the fact that I am a part of a
community dedicated to science education
and the students of the San Francisco Public
Schools.”
- Middle School Teacher
“Should I go on to a job as a
professor, I have a much
better idea about how I
would teach. I would love to
be a beacon for institutional
change one day. That would
be such satisfying work!”
- SFSU Scientist
“Meeting and working with
scientists, other teachers
and science professionals
has helped me to stay
current, remain inspired,
revisit ideas and adapt to
challenges in my teaching
environment.”
- Middle School Teacher
“The contribution I have made as a
result of being part of this program
has given me tangible proof that as
a scientist I can make a difference
in our educational system and it
has greatly influenced my desire to
do so.”
- SFSU Scientist
“The opportunities for me to
collaborate with scientists,
with other teachers, and to
expand intellectually and
professionally, as well as try
new things in my teaching all
help me continue to love
what I do and be excited
about teaching.”
- High School Teacher
“As an experienced teacher, I am amazed at what
I have learned this year with SEPAL….This has
been the best year for me and my students in
terms of science education.”
- Middle School Teacher
Personal Information
Name:
School Address:
Daytime phone:
Preferred email address:
Home address:
Home phone:
I am applying for the following SEPAL Partnership Program(s):
___ GK-12 Partnership Program ___ SEPAL Teaching Assistantships
___ Both Programs
Professional Background
Academic degree(s) held and year(s) received:
Teaching credential(s):
Total years teaching experience:
Current teaching assignment (subject and grade):
Years teaching this subject:
Other subjects/grades taught (include years taught):
Letter of Interest
Please write a letter of interest addressing the following questions and attach to this
page. Please limit your answers to 300-400 words for each question.
1. At this point in your career, what would you most like to work on in your own
science teaching that would move your students toward more inquiry-based
science learning? How could collaboration with a graduate student scientist
support your efforts in this area?
2. Describe an experience from past professional development or partnership
activities that influenced your instructional practice and how your teaching
changed as a result. (Consider professional development in the broadest sense,
e.g. collaboration, workshops, meetings, writing, etc.)
3. What strategies have you found most successful in assessing student
understanding in science?
Responsibilities for teacher participants in the GK-12 Partnership Program are as follows:
1) GK-12 Teachers are responsible for spending approximately 10 hours per week engaged in partnership
activities with their partner scientist during the school year. Partnership teams are expected to co-plan and
co-teach inquiry-based science lessons in the classroom throughout the 2008-2009 school year. It is
anticipated that, at minimum, one co-planned, inquiry-based science lesson will be implemented by
partnership teams each week.
2) GK-12 Teachers are expected to spend at least 2 hours per week of their partnership activity time coplanning lessons with their partner scientist. It is expected that these meetings will occur at a regularly
scheduled time, outside of classroom time where students are present. SEPAL program staff will attend
partnership team planning meetings over the course of the school year. Regular planning meetings have
proven pivotal to the success of GK-12 partnership teams.
3) GK-12 Teachers are expected to attend a monthly SEPAL Community Gatherings held on Tuesdays from
4:30 – 6:30 PM. Goals of these workshops are to develop a community of science educators, explore issues
of partnership, pedagogy, lesson planning, assessment, classroom equity, and literature in the field of
science education through group reflection, discussion, and collaborative problem-solving. All partnership
teams will participate in sharing the lessons they have co-planned and co-taught. GK-12 Scientists attend a
weekly seminar course throughout the year as part of their science education training.
4) All Teachers and Scientists must attend a 3-day Partnership Orientation, tentatively scheduled for
August 12, 13, and 14, 2008 in which they meet their partner, explore inquiry-based science learning and
teaching, learn more about project goals and resources, and begin planning partnership activities for the
year. GK-12 Teachers are expected to submit a detailed timeline of the scope and sequence of learning
goals for their course prior to this Partnership Orientation to facilitate planning. At the end of the year, all
partnership teams are expected to present a formal poster on their GK-12 experiences at the SFSU COSE
Research Day poster session, usually held the first Friday afternoon in May.
5) Partner Teachers will receive a $2,000 stipend for the academic year in acknowledgement of their
partnership efforts with their graduate student scientist at their school site, as well as of their participation in
the larger SEPAL community. Stipends will be paid in two equal installments, at the end of the fall and
spring semesters in 2008-2009. Stipends will be prorated in cases of unfulfilled commitments to the
program or of unapproved absences.
6) Partner Teachers will receive 2 units of continuing education credit through the SFSU College of
Extended Learning in recognition of their professional development experiences resulting from participating
in the GK-12 Program.
7) All SEPAL participants shall contribute to project evaluation involving interviews, surveys, observations,
and written reflections. In particular, teachers will be expected periodically to write and share reflections
on their experiences in the program. Both SEPAL program staff and external evaluation team members will
visit and make formal observations of classroom lessons and team planning meetings. Partnership teams,
along with program staff, will be engaged in designing and analyzing classroom assessments throughout the
year to increase understanding of student attitudes towards science and science concept learning.
8) Due to liability issues, adult participants in SEPAL programs are not permitted to transport K-12 students in
personal vehicles; written prior approval from the SEPAL project director is necessary for any exceptions.
I have read and understand the expectations of participating in the GK-12
Partnership Program.
Name:
Signature:
Date:
Principal’s Name:
Principal’s Signature:
Date:
Responsibilities for teacher participants in the SEPAL Teaching Assistantships are as follows:
1) SEPAL Teachers are responsible for spending approximately 5 hours per week engaged in partnership
activities with their partner scientist during the school year. Partnership teams are expected to co-plan and
co-teach inquiry-based science lessons in the classroom throughout the 2008-2009 school year.
2) SEPAL Teachers are expected to spend at least 2 hours per week of their partnership activity time coplanning lessons with their partner scientist. It is expected that these meetings will occur at a regularly
scheduled time, outside of classroom time where students are present. SEPAL program staff will attend
partnership team planning meetings over the course of the school year. Regular planning meetings have
proven pivotal to the success of scientist-teacher partnership teams.
3) SEPAL Teachers are expected to attend a monthly SEPAL Community Gatherings held on Tuesdays
from 4:30 – 6:30 PM. Goals of these workshops are to develop a community of science educators, explore
issues of partnership, pedagogy, lesson planning, assessment, classroom equity, and literature in the field of
science education through group reflection, discussion, and collaborative problem-solving. All partnership
teams will participate in sharing the lessons they have co-planned and co-taught. Scientist partners attend a
weekly seminar course throughout the year as part of their science education training.
4) All Teachers and Scientists must attend a 3-day Partnership Orientation, tentatively scheduled for
August 12, 13, and 14, 2008 in which they meet their partner, explore inquiry-based science learning and
teaching, learn more about project goals and resources, and begin planning partnership activities for the
year. Teachers are expected to submit a detailed timeline of the scope and sequence of learning goals for
their course prior to this Partnership Orientation to facilitate planning. At the end of the year, all partnership
teams are expected to present a formal poster on their experiences at the SFSU COSE Research Day poster
session, usually held the first Friday afternoon in May.
5) Partner Teachers will receive a $1,000 stipend for the academic year in acknowledgement of their
partnership efforts with their graduate student scientist at their school site, as well as of their participation in
the larger SEPAL community. Stipends will be paid in two equal installments, at the end of the fall and
spring semesters in 2008-2009. Stipends will be prorated in cases of unfulfilled commitments to the
program or of unapproved absences.
6) Partner Teachers will receive 2 units of continuing education credit through the SFSU College of
Extended Learning in recognition of their professional development experiences resulting from participating
in the SEPAL Teaching Assistantship Program.
7) All SEPAL participants shall contribute to project evaluation involving interviews, surveys, observations,
and written reflections. In particular, teachers will be expected periodically to write and share reflections
on their experiences in the program. Both SEPAL program staff and external evaluation team members will
visit and make formal observations of classroom lessons and team planning meetings. Partnership teams,
along with program staff, will be engaged in designing and analyzing classroom assessments throughout the
year to increase understanding of student attitudes towards science and science concept learning.
8) Due to liability issues, adult participants in SEPAL programs are not permitted to transport K-12 students in
personal vehicles; written prior approval from the SEPAL project director is necessary for any exceptions.
I have read and understand the expectations of participating in the SEPAL
Teaching Assistantships.
Name:
Signature:
Date:
Principal’s Name:
Principal’s Signature:
Date: