Page Keeley is the Senior Science Program Director at the Maine Mathematics and Science Alliance, where she directs projects in the areas of leadership, standards-based curriculum and instruction, formative assessment, professional development design, and instructional coaching. She has directed several major National Science Foundation–funded projects and has authored nine books and several chapters and journal articles. She provides professional development and consultation services to school districts, math-science partnership (MSP) projects, university programs, and math/science organizations throughout the United States; she is also a frequent keynote presenter at national conferences.
Professional Development Sessions
Page Keeley offers a variety of professional development experience. Examples of her sessions follow:
Curriculum Topic Study—Participants learn how to use a systematic approach and a variety of tools to link national and state standards and research on learning to curricular, instructional, and assessment contexts.
Curriculum Topic Study for Leaders—Sessions focus on using the Leaders Guide to Science Curriculum Topic Study within a variety of professional development formats such as professional learning communities, mentoring, instructional coaching, action research, collaborative inquiry into examining student thinking, lesson study, and video demonstration lessons. These sessions are for teacher leaders, instructional coaches or mentors, science specialists, and anyone who supports teacher learning.
- Texts used: Science Curriculum Topic Study and A Leader’s Guide to Science Curriculum Topic Study
- Length of program: half-day, full-day, or multiday sessions
Developing Formative Assessment Probes—Sessions focus on using the tools of Curriculum Topic Study (CTS) and a design approach to develop formative assessment probes used to uncover students’ misconceptions.
Content-focused Instructional Coaching and/or Mentoring—Learn to use specific tools and resources developed by the author and a coaching framework to prepare and support science instructional coaches and/or science mentors.
- Text used: Any of the author’s books can be used in this session.
- Length of program: one-, two-, or three-day sessions
Introduction to Formative Assessment—An introduction to the research base and practical applications of formative assessment in the science classroom.
Uncovering Student Ideas in Science—Participants learn how to use formative assessment probes to uncover students’ ideas and use students’ thinking to inform instruction.
Probing Student Thinking—Learn how to use a variety of probes and formative assessment classroom techniques (FACTs) to uncover student thinking, promote metacognition and student discourse, inform and monitor instruction, and support reflective learning.