Keep ’em Curious!

Jessica and I put together a resource for parents that I think you might like. You are welcome to share the video or you can use the slides linked below to do it yourself.

This session has been designed to support parents and caregivers to instill the love of science in their children by, Keeping ‘em Curious: Exploring the Wonder in Our World. We explore 4 questions that will create great family conversations to keep your kids curious and exploring the wonder in their world.

Parent Resources,

This is the video,

This is the presentation and slide notes,

Job opening: Outreach and Professional Learning Director form BCAMSC

Click here to view the posting for the Battle Creek Area Mathematics and Science Center Outreach and Professional Learning Director

  • Position Type:
  • Date Posted:
  • Location:
    Battle Creek Area Mathematics and Science Center
  • Date Available:
  • Closing Date:
    Until Filled

Outreach & Professional Learning Director – Cereal City Science


The Outreach & Professional Learning Director will report to the Director of Business & Operations – Cereal City Science. This position will be responsible for all K-8 Outreach Training and Professional Learning Programs associated with the Cereal City Science product. One of the primary responsibilities is to establish, conduct and monitor all training and professional learning associated with the Cereal City Science Units and NGSS-aligned curriculum.

Essential Functions

    • Creates, delivers and monitors all professional development and training programming for Cereal City Science. Including both virtual and face-to-face professional learning.
    • Develops and monitors appropriate professional learning and training programming and training resources, and identifies and generates the appropriate data collection and reports to monitor performance results.
    • Provides intensive assistance and consultation to schools regarding the science kits and STEM curriculum. This will include providing classroom coaching and development of the Teacher Leadership Corp [TLC] within a district or region.
    • Monitors the instructional portion of the Kit Program including the teacher guide revision and audits the program for fidelity.
    • Monitors and improves all STEM curriculum associated with Cereal City Science.
    • Markets, promotes, and is involved in the sale of Cereal City Science Kits.
    • Train and prepare CCS consultants to lead PL sessions.
    • Ability to network with other organizations such as MISciPLN, MMSLN, MSTA, and NSTA including presenting at State and National Conferences.


    • Demonstrated knowledge of STEM curriculum and best practices that support instructional excellence in the classroom.
    • Demonstrated knowledge of the Framework for K-12 Science Education and of the NGSS.
    • Demonstrated ability to develop, assess and improve curriculum
    • Demonstrated ability to analyze data and develop insightful conclusions for use in development of strategic solutions
    • Demonstrated knowledge of professional learning programs for teachers
    • Demonstrated ability to communicate using effective collaboration and listening skills with a variety of audiences including teaching staff, professional organizations and students.
    • Demonstrated ability to write clearly and succinctly in a variety of communication settings (e.g., newsletters, memos, social media)
    • Demonstrated successful teaching experience in a STEM environment
    • Demonstrated ability to marshal resources, orchestrate multiple activities at once using resources effectively and efficiently.
    • Demonstrated ability to listen to the consumer, understand their needs and develop training solutions that meet those needs.

Supervisory Responsibility

This position has supervisory responsibilities; contracted trainers.

Work Environment

While performing the duties of this job, the employee is occasionally exposed to airborne particles and multiple temperature climates.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

This is largely a sedentary role; however, some filing is required. This would require the ability to lift files, open filing cabinets and bending or standing on a stool as necessary. This position requires the ability to occasionally lift office products and supplies, up to 40 pounds.

Position Type/Expected Hours of Work

This is a full-time position – 40 hours per week.


Occasional overnight travel is possible, 3-5 days per month.

Required Education and Experience

    • Bachelor of Science degree in Education or Business Administration
    • Minimum of 5 years of training related experience or demonstrated knowledge, skills and abilities to perform the above-mentioned tasks.
    • Demonstrated effective verbal and written communication skills, and presentation skills.
    • 5+ years of 3-dimensional teaching experience

Preferred Education and Experience

    • Master’s degree in Education
    • Strong background in training & professional learning program design and development
    • Proven effectiveness in the creation and management of training and professional learning systems
    • Demonstrated experience with consulting and coaching teachers
    • Demonstrated experience in the construction and promotion of educational instructional materials
    • Demonstrated experience with Next Generation Science Standards curriculum

Other Duties

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

SCHOOL SAFETY CLEARANCE: The successful candidate will be subject to a fingerprint and background check as a condition of employment. All fees required for this check (estimated $73) will be the responsibility of the successful applicant.

The Battle Creek Public School District is an equal opportunity employer and will not discriminate on the basis of race, color, handicap, sex, age, religion, national origin, weight, height, or marital status in its employment practices.

Amazing March 24 Noon Chat!!

Join us for this noon chat, March 24 as the MMSLN continues discussions of Equity in Science.

Can the culture of STEM help reproduce inequality? The professional cultures of STEM, which give each discipline its particular “feel” and unite discipline members under a taken-for-granted system of meanings and values, are not benign. Drawing from several NSF-funded survey and interview-based studies, I argue that these professional cultures can have built within them disadvantages for women, racial/ethnic minorities, and LGBTQ persons in STEM. Specifically, I discuss the role of three particular cultural ideologies—schemas of scientific excellence, depoliticization, and the meritocratic ideology—in producing these disadvantages.

Erin Cech joined the sociology department in 2016. Before coming to the University of Michigan, she was a Postdoctoral Fellow at the Clayman Institute for Gender Research at Stanford University and was on faculty at Rice University. She earned her Ph.D. in Sociology in 2011 from the University of California, San Diego and undergraduate degrees in Electrical Engineering and Sociology from Montana State University.
Cech’s research examines cultural mechanisms of inequality reproduction–specifically, how inequality is reproduced through processes that are not overtly discriminatory or coercive, but rather those that are built into seemingly innocuous cultural beliefs and practices. She investigates this puzzle through three avenues of research. First, she uses quantitative and qualitative approaches to examine inequality in science, technology, engineering and math (STEM) professions–specifically, the recruitment and retention of women, LGBT, and under-represented racial/ethnic minority students and practitioners and the role of professional cultures in this inequality. Second, Cech examines how cultural definitions of “good work” and “good workers” can anchor inequality in the workforce. For example, she examines the role of the “passion principle” in the reproduction of occupational inequalities: how seemingly voluntary and self-expressive career decisions help reproduce processes like occupational sex segregation. Finally, she studies how cultural understandings of the extent and origin of inequality help to uphold unequal social structures. Cech’s research is funded by multiple grants from the National Science Foundation. She is a member of the editorial board of the American Sociological Review and her research has been cited in The New York Times, Harvard Business Review, Time, The Washington Post, The Guardian, Forbes, Chronicle of Higher Education and the news sections of Science and Nature.


Bi-Weekly Chat Thursday

Join the MMSLN for this bi-weekly chat.
Ellen Ebert leads science education in the state of Washington. She has led a successful initiative focused on equity and climate justice in her state.
Join us to learn more from Ellen about how she used grant funds to focus curriculum and professional learning on climate education!
Become a member of MMSLN:

Get a (free) sneak peek at IM K-5 Math

IM K-5 Math v.1

Get a sneak peek at IM K–5 Math during our series of
interactive webinars starting on February 12th.

All webinars, except for Feb. 12, will be recorded. If you miss the Feb. 12 event, there is a video discussing the same information here.
If you want to find out what we share in any of the other webinars but aren’t able to attend, recordings will be available on the website afterwards.

Learn All About IM K–5 Math v.I

Join Ashley Powell, IM Certified™ Facilitator, for an in-depth look at our new K–5 curriculum. She’ll give a tour of the teacher materials, demonstrate the lesson structure from warm-up to cool down, and explain how centers support math fluency. In addition, Ashley will explore how to build a mathematical community through equitable practice and structure. Come ready with your questions to see how IM K–5 Math can help your students learn math for life.

Hosted by Ashley Powell
February 12th, 2021
3:00 – 4:00 PM ET


Comparing IM K–5 Math and IM 6–12 Math — What’s New?

While IM K–5 Math shares many similarities with our 6–8 and 9–12 curricula, all of the units have been geared towards meeting the unique needs of the elementary classroom. In this interactive webinar, Greta Anderson, IM Certified Facilitator, will explore the importance of hands-on activities, lessons designed to fit the structure of the elementary school day, the use of ongoing formative assessment, and the importance of teacher reflection. This presentation is geared towards educators who are already familiar with or using IM 6–8 Math or IM 9–12 Math.

Hosted by Greta Anderson
February 19th, 2021
3:00 – 3:30 PM ET


IM K-5 Math as a Support for Culturally Responsive Pedagogy

When developing IM K–5 Math, the authors wanted to make sure that all students—regardless of race, ethnicity, language, gender, ability, and socioeconomic background—could see themselves in the curriculum. During this presentation,Dr. LaToya Byrd, Manager of IM Certified Facilitators, will share IM’s stance on supporting culturally responsive pedagogy (CRP), highlight specific design features that support teachers implementing CRP in their classrooms, offer an opportunity for teachers and leaders to review the curriculum with a CRP lens, and reflect on how it can benefit teachers and students.

Hosted by LaToya Byrd
March 5th, 2021
3:00 – 3:30 PM ET


Special Event Learning We Need: The Case for Rigorous Project-Based Learning

Here is the invitation to the George Lucas Educational Foundation, Edutopia, February 22 event, featuring Joe Krajcik, Deborah Peek-Brown and more. Please register if you would like to attend and forward along to anyone who may be interested. The more the merrier! You may also have seen the invitation on Edutopia’s twitter account.

Save the data for a special event hosted by Edutopia
George Lucas Educational Foundation
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Dear Edutopia Friend,

When I founded the George Lucas Educational Foundation thirty years ago, I wanted to help people create schools where students are fully engaged and gain knowledge, attitudes, and skills for success in careers and life. Now, we are taking another step to fulfill this mission.

I’m inviting you to a special event on Monday, February 22, at 7pm ET/4pm PT, hosted by Edutopia. It’s free and online. We will share important new research, real stories, and resources that support project-based learning.

Learning We Need: The Case for Rigorous Project-Based Learning will reveal how project-based learning can work for all students across grade levels and subject areas, within diverse settings—increasing student learning and improving equitable outcomes.

Please join us on February 22 to hear directly from students, teachers, and researchers who will share the culmination of years of gold-standard research and the impact and inspiration that young people experience with project-based learning. After such a challenging year, I can’t think of a better time to share good news.


George Lucas, Chairman
George Lucas Educational Foundation
Publisher of Edutopia

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George Lucas Educational Foundation
P.O. Box 3494 San Rafael, CA 94912-3494


Gender Inclusivity – Lunch Time Chat! Thursday 2/4/21 NOON!

Join us THURSDAY 2/4 at noon for a rich discussion about gender in biology instruction. Even if you are not a biology focused person – this conversation is critical for expanding our understanding of gender inclusivity in all Science instruction!

Science Bi-Weekly Chat – Sam Long,

Join the MMSLN for this bi-weekly chat.
This week we will meet and learn with Sam Long. Sam is one of the founding members of He has been a teacher for several years and is focused on gender inclusivity in biology and science teaching.
“Our students will face decisions about health, science, and medicine that we can hardly imagine.
How can we keep student needs and science first, yet still create a safe and affirming space for intellectual curiosity?
Teaching biology creates many opportunities to authentically incorporate student curiosity. The Next-Generation Science Standards (NGSS) expect students to ask questions about natural phenomena and then explain their answers using models. This website offers examples of adapting curriculum to NGSS and gender-inclusive standards, as well as resources for advocating to administration and others.”