Select your next presenter from a roster of popular NSTA Press authors. These top-selling writers, experts on a diverse range of topics from assessments to science notebooks, frequently share their knowledge and insights with audiences, and NSTA has created a new program to help event planners book Karen Ansberry, Emily Morgan, Page Keeley, Michael Klentschy, Bill Robertson, and William Ritz, as well as purchase the authors’ books at a discount.
“Through this program, we hope to enrich professional development presentations for all educators,” says David Beacom, NSTA associate executive director and publisher. “Each author is an engaging speaker who draws on expertise gained through personal experience and research.”
To find out if an NSTA Press author is available for a specific event, contact authors@nsta.org or 703-312-9205 at least 90 days in advance. All associated logistics (including travel arrangements and fees) will be coordinated between the speaker and the event organizers. Participating authors include
Karen Ansberry and Emily Morgan, authors of Picture-Perfect Science Lessons: Using Children’s Books to Guide Inquiry. In collaboration with language arts consultant Susan Livingston, Ansberry and Morgan received a Toyota TAPESTRY Grant for their Picture-Perfect Science proposal in 2002. Ansberry is an elementary science curriculum leader in the Mason City Schools in Mason, Ohio, and a former fifth- and sixth-grade science teacher. Morgan is a science consultant for the Hamilton County Educational Service Center in Ohio. She formerly taught second- through fourth-grade science lab and seventh-grade science. Ansberry and Morgan share a passion for science, nature, animals, travel, teaching, and children’s literature. They enjoy working together to facilitate Picture-Perfect Science teacher workshops.
Page Keeley, primary author and assessment probe developer of the Uncovering Student Ideas in Science series. She is the senior science program director at the Maine Mathematics and Science Alliance, developing and leading various leadership and professional development initiatives and projects. She consults with school districts, math-science partnership programs, and various initiatives throughout the United States in the areas of formative assessment, leadership, curriculum topic study (CTS), coaching and mentoring, and conceptual change instruction and is a frequent speaker at national conferences. She has authored numerous books on formative assessment and curriculum leadership and served as principal investigator and project director of three National Science Foundation grants. Keeley served as 2008–2009 NSTA president.
Michael P. Klentschy, author of Using Science Notebooks in Elementary Classrooms. Klentschy is a faculty member in the College of Education at San Diego State University’s Imperial Valley Campus. He served as superintendent of the El Centro School District in El Centro, California, for 14 years. He has also held teaching and administrative positions in the Los Angeles Unified School District since the mid-1960s. Among his many honors is being chosen by the National Science Education Leadership Association (NSELA) as 2005 Administrator of the Year.
William C. Ritz, editor of A Head Start on Science: Encouraging a Sense of Wonder. Ritz, professor emeritus of science education at California State University, Long Beach (CSULB), has taught science and educated science teachers throughout his professional life. He taught junior high science and biology in New York State, served as an elementary science consultant in New York and Pennsylvania, and taught science education at the college level. Ritz has served three terms on the NSTA Board of Directors in different capacities. Author of more than 20 publications in science education, he has directed various funded projects at CSULB, including the Young Scholar’s Ocean Science Institute; the Project to Improve Methods Courses in Elementary Science; Project MOST: Minority Opportunities in Science Teaching; and A Head Start on Science.
Bill Robertson, author of eight Stop Faking It! books to date. He draws on his many years of experience as a college physics instructor, cognitive science researcher, curriculum developer, science reviewer, and teacher workshop leader as inspiration for his informative, humorous approach to science.