Georgia PRISM

Media

Fact Sheet

PRISM Fact Sheet

What is PRISM?

The Georgia Partnership for Reform in Science and Mathematics (PRISM) is an initiative of the University System of Georgia designed to increase science and mathematics achievement for all P-12 students in order to improve their readiness for post-secondary education and careers by enhancing teacher quality, raising expectations for all stakeholders, and closing achievement gaps.
Awarded to the University System of Georgia in 2003, the initiative is funded by a five-year, $34.6 million grant from the National Science Foundation (NSF) and is scheduled to be funded through the school year of 2008.
PRISM P-16 faculty are working in conjunction with the Georgia Department of Education to revise the current state Quality Core Curriculum (QCC) -- now referred to as the Georgia Performance Standards (GPS).

PRISM Goals

PRISM seeks to:

Provide challenging science and mathematics curricula for all students
Raise public awareness of the need for all students to complete challenging curricula in science and mathematics
Increase and sustain the number, quality and diversity of preK-12 teachers of science and mathematics
Increase the responsiveness of higher education to the needs of schools.

How Does PRISM Work?

PRISM is a collaborative effort joining the University System of Georgia, Georgia Department of Education, the Center for Education Integrating Science, Mathematics and Computing (CEISMC), local school systems, community groups, businesses, educators at all levels, parents and students. Under the banner of the University System of Georgia, PRISM operates four regional partnerships, including seven universities and 13 school systems, which have been formed to work collaboratively on the PRISM goals. They are:

Metropolitan Atlanta
- Atlanta Public Schools
- Georgia State University
- The Center for Education Integrating Science, Mathematics, and Computing (CEISMC) outreach Center for K-12 education at the Georgia Institute of Technology
Northeast Georgia
- Clarke, Jackson, and Oconee County School Systems
- The University of Georgia
- Georgia Perimeter College
East Central Georgia
- Bulloch, Candler, Effingham, Evans, Screven, Toombs County Schools and the City of Vidalia School System
- Georgia Southern University
Southeast Georgia
- Chatham, Bryan, Camden, and Glynn County School Systems
- Armstrong Atlantic State University
- Coastal Georgia Community College

PRISM Strategies

The PRISM initiative is comprised of ten overarching strategies that are aimed at reaching its goals through a variety of channels and means. They are:

Strategy 1/Professional Development: Provide high quality professional development to P-12 teachers teaching science and mathematics.
Strategy 2/Earning P-5 or Middle Grades Science and /or Mathematics Endorsements: Provide academic concentrations in science and mathematics for current elementary and middle school teachers through two new University System of Georgia consortia.
Strategy 3/Learning Communities: Engage higher education and P-12 faculty in learning communities about science and mathematics.
Strategy 4/ Institute on the Teaching & Learning of Science & Mathematics: Influence the quality of teacher preparation through changing how science and mathematics are taught to future teachers.
Strategy 5/Pre-Service Teacher Preparation: Prepare teachers in all USG institutions in sufficient numbers and diversity with the content and pedagogical skills needed to teach the new GPS in standards-based classrooms.
Strategy 6/Improved Teacher Working Conditions in P-12 Schools: Initiate new policies that provide incentives and improved working conditions for those teaching science and mathematics in P-12 schools.
Strategy 7/Teacher Recruitment: Implement strategies in the Metro Atlanta and Northeast PRISM regions to recruit science and mathematics teachers.
Strategy 8/Challenging Curricula in Science and Mathematics: Raise and align science and mathematics student-learning standards and curriculum, through the endorsement of the new Georgia Performance Standards and partnership with the Georgia Department of Education.
Strategy 9/Public Awareness Campaign: Conduct a public awareness campaign of the need for all P-12 students to have access to, be prepared for, and succeed in challenging courses and curricula in science and mathematics.
Strategy 10/Higher Education Reward Structure: Provide a reward structure in universities to encourage faculty members to sustain involvement in improving science and mathematics teaching and learning in P-12 schools.

PRISM Leadership

Key leaders of the PRISM project are:

Principal Investigator, Jan Kettlewell, Vice Chancellor for Pre-School-College (P-16) Initiatives for the University System of Georgia
Co-Principal Investigator, Ron Henry, Provost, Georgia State University,
Project Director, Sheila Jones, Senior Executive Director for Georgia P-16 Programs
Associate Project Director for K-12, Amy Mast, Georgia Department of Education/University System of Georgia

Media Contact:

Karin Koser
KPK & Company
Karin@kpkco.com
404-636-9311

PRISM Contact:

Rosalind Barnes, Public Awareness Director
Rosalind.Barnes@usg.edu
404-463-1755

Background

PRISM Backgrounder

Jan Kettlewell
Chair and Principal Investigator PRISM

The Partnership for Science and Mathematics Reform (PRISM) is grounded in improving science and mathematics achievement levels among Georgia kindergarten through twelfth grade (K-12) students in order to prepare them for higher education and careers. Funded by a five-year grant from the National Science Foundation (NSF), PRISM is administered within the University System of Georgia (USG) but reaches deep into the K-12 school system, especially in its four pilot regions. At its essence, PRISM seeks to close existing gaps between high school and college or work-ready status for students by enhancing the recruitment and professional development of teachers, and raising the responsiveness of higher education to the needs of K-12 schools by increasing the participation of science and mathematics faculty in teacher preparation and professional development.

PRISM taps into ten strategies that all who are involved hope will lead back to one thing - improved student achievement.

University System of Georgia Associate Vice Chancellor Jan Kettlewell, a long-time educator and noted school reform administrator, was responsible for organizing K-16 administrators and educators throughout Georgia, in order to seek and secure NSF funding to improve Georgia's low achievement status in science and mathematics. The PRISM grant of $35 million was awarded in 2003 to the University System of Georgia, which manages the program from its Atlanta headquarters. Kettlewell and Ron Henry, Provost of Georgia State University, are Co-Principal Investigators for PRISM, while award-winning educator Sheila Jones manages the day-to-day activities of PRISM as Project Director.

According to Kettlewell, the willingness between K-12 and higher education to work together and affect significant change has been improving among the various education sectors over the course of the last ten years, during her tenure with the University System.

"The climate for partnerships between K-12 and higher education is the best I've seen in my career. Through our concentrated efforts to get K-12 and higher education talking to one another and working together, we have seen that emphasizing the gaps in student achievement scores as well as showcasing best practices in other states is making an impact. Georgians don't want to be near the bottom anymore - there is now a sense of urgency for everyone to be on board to implement change."

Education Reform in Georgia: Beginning to Show Results

Georgia students, particularly the state's minority students, are beginning to post gains on national tests such as the SAT. The state's African-American and Hispanic students posted substantial gains on the SAT in 2005. The overall score rose 11 points for Georgia's African-American students and six points for the state's Hispanic students. The state's Hispanic students scored an average of 955, well above the national average of 922. Keeping this momentum going among all Georgia students, particularly in the critical areas of science and mathematics, is central to PRISM's mission.

There is still room for significant improvement. For example,

In math alone, Georgia students scored 25 points lower than the national average on the SAT in 2003-2004;
After posting some gains between 3rd and 6th grades, the number of Georgia 8th graders meeting or exceeding the CRCT (Criteria Referenced Curriculum Test) declined about 5% from 2004-2005;
The majority of Georgia's counties (primarily rural) had less than 70% of their students pass the Georgia High School Graduating Test (GHSGT) in science in 2005; and
In the spring of this year, of all 11th grade first time takers of that test who failed only subject on the test, 13,284 failed science; whereas, only 94 failed Language Arts, 194 Math and 966 Social Studies.

Science, which has often been treated as a secondary subject by both administrators and students, is receiving greater emphasis with changes to the Georgia K-12 curriculum through the new Georgia Performance Standards (GPS) rolled out this year by the Georgia Department of Education.

"It's widely known now and PRISM research proves that science and mathematics are part of everyday life and that you must have stronger skills in these areas to succeed in life," said Kettlewell. Bureau of Labor Statistics data show that, in 2000, high school dropouts earned less than three-quarters of what graduates did. Holding a vocational associate degree is worth about 25 percent more in salary than a high school degree, while a college diploma produced a 75 percent earnings premium over a high school diploma alone. That's $500,000 over the course of an average career.

PRISM is seeking to emphasize the importance of science and mathematics both with its outreach to teachers, as well as with a Public Awareness campaign. The campaign utilizes public relations, advertising and community outreach to send the message that parents are the most important influence in their child's school success and that working harder in science and mathematics will pay off for students.

PRISM Regions & Programs

While several of its strategies address statewide goals, the bulk of PRISM's work is being conducted in four regions whose demographics represent Georgia's diverse population. By the end of the grant period, PRISM's work will touch all students in Georgia.

PRISM's four pilot regions are Northeast Georgia, anchored by the University of Georgia; Atlanta Metro, anchored by Georgia State University; East Central, anchored by Georgia Southern University and Southeast Georgia, anchored by Armstrong Atlantic State University. In addition, the Georgia Institute of Technology, Georgia Perimeter College and Georgia Coastal College play a critical role with PRISM by affiliating faculty with the program, participating in Learning Communities with P-12 teachers and assisting in several of PRISM's strategies. Each region receives PRISM funding from the NSF grant and has a governing body that decides how best to apply the funds within NSF and grant guidelines. Each region chooses its own programs from within the PRISM umbrella to best match the needs of its area's students, teachers, faculty and administrators. Different programs being implemented within the regions provide data back to the state PRISM office, which helps quantify the effectiveness of each approach.

Lead Teacher Program

All four regions appoint and train Lead Teachers of science and mathematics to work within K-12 schools that are a part of the PRISM initiative. These lead teachers receive specific training and professional development through PRISM which enables them to work with their peers on best practices in the classroom and with one another. Lead Teachers attend a Lead Teacher Academy in the summer and also are given access to information about other professional development opportunities throughout the year. They act as a communications liaison within their schools and regions to help teachers stay abreast of seminars, workshops and grants that can improve their teaching methodology and leadership skills.

Learning Communities

In addition, the regions have created diverse activities for professional interaction. Some have formalized Learning Communities where K-12 teachers of science and mathematics regularly meet with higher education faculty from area colleges and universities; some have internal school Learning Communities where high school, middle school and elementary school teachers share ideas and best practices and others pick a specific topic (such as eighth grade earth science) to delve into thoroughly as a group.

Mini-Grants

From within its PRISM budget allotment, each region offers and distributes Mini-Grants to its teachers and higher education faculty members through an application and evaluation process; Mini-grants reinforce PRISM's overall message of increasing student achievement though increased professional development. For example, they allow both for extensive research on the effectiveness of new learning theories and practices, as well as enable a diverse array of deep study on such subjects as Science Using Integrated Technology; Pro-active Sixth Grade Math; Teaching Statistics Through Teamwork & Tasks; Astronomy in Middle School and many more.

According to Raegan Dillon, PRISM Lead Teacher at Georgetown/Southwest Elementary School in Savannah, who has been awarded two Mini-Grants in her region, Mini-Grants are but one of the benefits of being affiliated with PRISM.

"I can't say enough about being involved with PRISM," said Dillon. "The programs and professional development opportunities are making a huge impact on the attitudes and enthusiasm of both our teachers and our students. I am very grateful to be a part of this program."

According to Kettlewell, PRISM is primed to be effective because it joins all of the elements needed to affect student achievement change: people (at both the K-12 and higher education levels), knowledge and data.

"We are asking the big questions through PRISM - what works for kids under what conditions and why?" she said. "As we deepen the content knowledge of our teachers, at the same time we are helping them best understand the teaching and learning initiatives of the new Georgia Performance Standards so that they will truly benefit all students in our state. This work will last well beyond the five-year period of PRISM."

Atlanta Metro

Metro Atlanta Region Leadership

H. Richard Miller
Regional Co-Principal Investigator

As Regional Co-Principal Investigator for the Metro Atlanta region, Richard Miller is responsible for coordinating regional efforts with the University System of Georgia for the Partnership for Reform in Science and Mathematics (PRISM). The region consists of Georgia State University; the Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at Georgia Institute of Technology; and the state's largest urban school system, Atlanta Public Schools.

Neva Rose
Project Director

Neva Rose serves the Partnership for Reform in Science and Mathematics (PRISM) Metro Atlanta region as Project Director and oversees all facets of daily operations, and provides support to the Co-Principal Investigator and Co-Coordinators. She also collaborates with regional K-12 to ensure that PRISM's mission, vision and ten strategies are achieved.

Rose has been working with APS for the past eight years as an assistant to the Project Director on loan from Georgia Institute of Technology's Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Recently Georgia State University retained her services as PRISM Project Director P-16. Previously she served as the Southeastern Consortium for Minorities in Engineering Science (SECME) Program Manager and the Post-Secondary Readiness Enrichment Program (PREP) Co-Director with CEISMC. She has also worked for the Georgia Department of Education, and as a Middle School science, mathematics and computer science teacher.

An active professional, Rose belongs to a variety of professional organizations that promote science education and she is the Instructional Improvement coordinator for Atlanta Public Schools, and has held positions with the Georgia Diversity Framework, Atlanta Region Vision 2020 Environmental Collaborative Education Committee, the Eisenhower Higher Education for Science and Mathematics, the Curriculum-Based Assessment Writing Team and Proficiency Setting Team with the Georgia Department of Education. She has also written several publications for the Departmental of Education, local school systems, and CEISMC in addition to receiving many education-based grants. Rose received her Bachelor of Science in Biology from Paine College and her Masters in Science Education from the University of Georgia. She has also been honored by the Atlanta SECME Alliance with their coveted Science Award.

East Central

East Central Region Leadership

Fredrick Rich
Regional Co-Principal Investigator

Fredrick Rich serves as the Co-Principal Investigator for the East Central Region for the Partnership for Reform in Science and Mathematics (PRISM). In that role, he is responsible for coordinating the regional efforts between the University System of Georgia and Georgia Southern University and the participating PRISM school systems.

In addition to his role with PRISM, Rich is a Professor of Geology at Georgia Southern University (GSU) and specializes in a variety of geology-related areas involving the Georgia Coastal Plain. He has published and presented more than 100 papers and abstracts in his career. Rich has more than 16 years of experience in earth science education for teachers. He has also explored the scientific world outside of academia as a coal petrographer and palynologist; research geologist and consultant.

Rich served as the chair of the GSU Geology and Geography Department for ten years and has received the GSU award for Excellence in Research/Creative Scholarly Activity in addition to a variety of other awards and honors.

He received his Bachelor of Science in Geology from the University of Wisconsin and his Doctorate in Geology from The Pennsylvania State University.

Northeast

Northeast Region Leadership

Mike Padilla
Regional Co-Principal Investigator

As Regional Co-Principal Investigator for the Northeast Region, Mike Padilla coordinates all regional activities for the University System of Georgia's Partnership for Reform in Science and Mathematics (PRISM). The region's partnership brings together the University System of Georgia, Georgia Perimeter College and three surrounding Athens rural school systems in a cooperative effort to increase science and mathematics achievement.

Padilla serves the University of Georgia (UGA) as the Director of Educator Partnerships at the College of Education. His breadth of experience ranges from professor and former associate dean and former chair of the Department of Science Education to high school teacher and writer of the U.S. National Science Education Standards. He has extensive related leadership experience, having served as Principal Investigator on three National Science Foundation and numerous U.S. Department of Education grants with a total of over $32 million in funding.

Padilla has been recognized for his work with many awards and honors including the Aderhold Distinguished Professor and the Walter B. Hill Award for Distinguished Achievement in Public Service from UGA in addition to the National Science Teachers Association's (NSTA) Distinguished Service Award. He was chosen as president-elect of the NSTA, the world's largest science teaching organization, in spring 2004.

He received his Bachelor of Science in Biology from the University of Detroit and his Masters of Education in Science Education from Wayne State University. Padilla received his Doctorate in Science Education from Michigan State University.

Dava Coleman
Regional P-12 Coordinator

In her role as Regional P-12 Coordinator for the Northeast Region, Dava Coleman oversees the day-to-day activities of the Partnership for Reform in Science and Mathematics with four PRISM Satellite districts and three Athens area school systems. These school systems are comprised of small urban and rural schools.

As a chemistry teacher at Clarke County's Cedar Shoals High School, Coleman is familiar with the challenges facing teachers and students in today's classroom. Outside the classroom, she has also worked as a National Science Consultant for D.C. Heath and Co. and as Assistant Director for Texas Learning Technology Group.

Coleman has authored several articles on science and education, has served as the chairperson of the High Schools that Work (Southern Regions Education Board) committee at Cedar Shoals High School, and participated in the Science Curriculum Committee - Standards-based Teacher Education Project (STEP) for the Council for Basic Education.

Coleman received her Bachelor of Science in Chemistry and Masters in Science Education from Campbell University. She earned a doctorate in Curriculum and Instruction from University of North Carolina at Chapel Hill.

Chuck Kutal
Regional Co-Principal Investigator & Arts & Sciences Coordinator

Chuck Kutal serves the Northeast Region of the Partnership for Reform in Science and Mathematics as both its Regional Co-PI and Arts and Sciences Coordinator. At UGA he has served as Associate Director of the School of Chemical Sciences, as Head of the Department of Chemistry, and, in 2002, was appointed Associate Dean of the College of Arts and Sciences. As a professor and Associate Dean, he has great insight into science curriculum content as well as students' abilities and achievement at the university level.

In addition to his administrative positions and teaching a variety of chemistry courses at the undergraduate and graduate levels, Kutal has become increasingly involved in P-12 teacher preparation issues. Prior to his involvement with PRISM, he served on the Secondary Science Education Curriculum Team of the Georgia Systemic Teacher Education Project funded by the U. S. Department of Education.

Kutal has authored more than 100 publications dealing with the photochemistry of inorganic and organometallic compounds, solar energy conversion and storage, and photosensitive imaging, coatings, and adhesive materials. He has co-edited three books -- Solar Energy: Chemical Conversion and Storage; Electron Transfer in Biology and the Solid State; and Photosensitive Metal-Organic Systems: Mechanistic Principles and Applications. His research has been described in over 200 lectures presented at universities, industrial and government laboratories, and scientific conferences. Kutal has also been granted several patents that describe novel approaches for photoinitiating ionic polymerization processes.

He received the Undergraduate Teaching Award of the Northeast Georgia Section of the American Chemical Society, was selected as a Senior Teaching Fellow at the University of Georgia, and was inducted into the University of Georgia's Teaching Academy.

Kutal graduated cum laude from Knox College, and received his Ph.D. degree in 1970 from the University of Illinois.

Nancy Vandergrift
Regional Program Coordinator

Nancy Vandergrift serves as PRISM Program Coordinator for the Northeast Georgia PRISM region, based at the University of Georgia, College of Education Center for Educator Partnerships. She participated in the regional planning for the PRISM grant proposal. Since implementation in 2001, primary responsibilities have been to work with the project director to accomplish the day-to-day activities and progress towards long-term goals related to the mission of improving P-12 student achievement in science and mathematics. This involves, in part, facilitating communication to build on strengths of partners including faculty in the Franklin College of Arts and Sciences, College of Education, College of Agricultural and Environmental Sciences, as well as other partner post-secondary institutions; P-12 educators and administrators; and Board of Regents PRISM staff. Other responsibilities include collaborating with faculty and staff in other partnership grants to identify common goals, encourage joint resource development, and build synergy to make changes that achieve results. Ms. Vandergrift has a Bachelor of Arts in Psychology from the University of Georgia and has participated in partnership grants at UGA to lead, oversee, and coordinate committee work to meet program goals since 1996.

Southeast

Southeast Region Leadership

Sabrina Hessinger
Regional Co-Principal Investigator

As Regional Co-Principal Investigator for the Southeast region, Sabrina Hessinger is responsible for coordinating regional activities with the University System of Georgia. The region encompasses Armstrong Atlantic State University (AASU), Coastal Georgia Community College and four school systems in the greater Savannah area.

In her position as Associate Professor of Mathematics at Armstrong Atlantic State University, the eighth largest producer of teachers in Georgia, Hessinger has sought to actively develop additional mathematics programs outside of the classroom. She has written numerous articles and worked with organizations that encourage teacher professional development in mathematics. Hessinger's expertise as a higher education professor is augmented by her experience in developing textbooks and extensive research on subjects that address teaching mathematics in the elementary classroom.

She has also taught mathematics at the higher education level at Gannon University and North Carolina State University. She has recently served on the AASU Faculty Development Committee and Executive Committee as well as the Southern Association of Colleges and Schools Committee on Undergraduate Education. Today she works diligently on the Retention Task Force and Leadership Task Force at AASU.

She received her Bachelor of Science in Mathematics from Gannon University and her doctorate in Mathematics from North Carolina State University.

Vannie Walker
Regional P-12 Coordinator

As Regional P-12 Coordinator for the Southeast region, Vannie Walker is instrumental in connecting the University System to the participating school systems in the greater southeast area. In her role with PRISM, she works with four diverse school systems ranging from urban to rural.

Walker's previous position as a teacher at DeRenne Middle School provides her with personal insight into teacher leadership as well as curriculum development. Her work with gifted children in mathematics and science, school partnerships and the Teachers' Mentoring Program enhances her ability to provide professional learning for the teachers in her region.

Walker currently serves as the Science Olympiad advisor in the southeast area. She is a member of several professional mathematics organizations and has been involved in the local Teachers in Industry Program. Her work has been recognized with several awards including Student Teacher Achievement Recognition, Jones Teachers and Technology Scholarship Award and DeRenne Middle School Teacher of the Year.

Walker holds a Master of Science in Education and Human Development from George Washington University, Master of Science in Business Administration from Central Michigan University, and a Bachelor of Arts from Saint Leo University.

State

State Leadership

Jan Kettlewell
Chair and Principal Investigator PRISM

As Chair and Principal Investigator, Jan Kettlewell spearheads the direction of the Partnership for Reform in Science and Mathematics (PRISM) in relation to the overall vision and goals of Georgia's educational system. In her position as Associate Vice Chancellor for Pre-School - Post-Secondary (P-16) Initiatives for the University System of Georgia, she led and assembled the team which secured the $35 million National Science Foundation grant.

To develop the concept for PRISM, Kettlewell drew upon her unique professional experience and lessons learned through other successful education strategies to create one program that ties together partnerships she helped create among P-12 and higher education faculty and administrators during the past 10 years.

"What makes PRISM so strong is that this is the first time all of these strategies have come together in one initiative," says Kettlewell. "PRISM will impact Georgia's students for years to come by connecting the educational circle on all levels to increase the caliber and number of science and mathematics teachers while also raising student achievement and interest in these subjects to better prepare them for higher education as well as the workforce."

In her position, Kettlewell's work represents the core efforts of the University System of Georgia to partner with P-12 schools, government, community, and business leaders in collaborative work focused on reducing systemic problems in public education while increasing academic readiness for post-secondary education of students who are the most vulnerable.

"In my ten years here in Georgia, this time represents a crucial opportunity to combine partnerships of the people, knowledge and data needed to manifest change for the betterment of our state," she said.

Additional University System of Georgia P-16 initiatives under Kettlewell's direction include Educator Quality; Georgia's Leadership Institute for School Improvement; Destination Teaching, Double the Numbers, Double the Diversity; Education Go Get It; Early College; and Gateway to College.

Since coming to Georgia in 1994, she has been the principal investigator or co-author of grants secured by the University System of Georgia in excess of $68 million. Her professional credits include more than 80 papers on education; serving as Professor and Dean, School of Education and Allied Professions, Miami University (Ohio) from 1981 - 1994; and beginning her career as a high school teacher.

Ron Henry
Co-Principal Investigator PRISM

As Co-Principal Investigator for the Partnership for Reform in Science and Mathematics (PRISM), Ron Henry's insight and leadership is integral to the overall success of the initiative. As Provost and Vice President of Academic Affairs for Georgia State University and a long-time Physics & Astronomy professor, Henry lends his expertise to the development of PRISM's statewide multi-level partnerships, educational content and teacher initiatives.

He was co-author of the successful National Science Foundation grant application which created PRISM, a $35 million, 5-year initiative to increase student achievement in science and mathematics in Georgia. As the lead on PRISM's faculty Institute strategy, Henry's main role is to influence the quality of teacher preparation by changing how science and mathematics are taught to future teachers.

"We know that we can't expect to help our K-12 students do better in science and mathematics without first helping those educators who teach our students," said Henry. "PRISM offers a myriad of opportunities in the recruitment, professional development and retention arenas for both future and current teachers."

Influencing educational improvements for both faculty and students is nothing new to Provost Henry. He has helped develop standards for P-16 education in Georgia relating to post-undergraduate study, especially in the area of teacher preparation. He has penned numerous articles on related subjects, including administrative and curriculum planning, faculty development, quality undergraduate education and Georgia's own P-16 Partnerships.

Henry has actively sought opportunities to create positive change in the classroom. In Georgia, he has served on the Pre-School-College Council, the Sounding Board for Georgia's Leadership Institute for School Improvement, has chaired the Subcommittee on Assessment and Research for Georgia P-16, chaired the Regents Administrative Committee on Academic Affairs, and also chaired the Student Retention Task Force for the University System of Georgia.

Henry's outreach and leadership extends to regional and national initiatives, as well. He has served on the Committee on Undergraduate Science Education of the National Research Council, the Steering Committee for Quantitative Literacy: Why Numeracy Matters for Schools and Colleges; the Southern Regional Education Board National Leadership Council; and many more.

At Georgia State, he has been instrumental in developing strong strategic planning processes and other academic and administrative processes for both students and faculty.

His first-hand knowledge of science and related curriculum is demonstrated in more than 120 refereed articles or book chapters in the field of atomic physics.

A native of Northern Ireland and a physics and astronomy professor for more than 35 years, Henry received his Bachelor of Science and Doctorate degrees from Queens University of Belfast.

Sheila Jones
Project Director PRISM

A veteran of the Georgia educational system, Sheila Jones directs the daily activities and planning for the Partnership for Reform in Science and Mathematics (PRISM) as the initiative's Program Director. On a daily basis, Jones is involved in PRISM on every level from the local community to each of the four regions as well as the overarching direction statewide. As Senior Executive Director for Georgia Pre-school - Post-Secondary (P-16) Programs with the University System of Georgia, Jones was instrumental in securing the PRISM grant from the National Science Foundation.

Jones directs activities for all of the PRISM initiative, which includes state-sponsored programs, six partner higher education institutions and the four regional partners. Active in every aspect of PRISM, Jones can be found across the state participating and offering hands-on leadership with the initiative's regional Teacher Leadership Conferences, Learning Communities, the PRISM Institute and more.

"The beauty of PRISM is that it enables us to connect content at the higher education level with teaching methodology at the K-12 level," says Jones. "In addition, the new Georgia Performance Standards require that children's different styles of learning be accommodated and we feel science and mathematics are the ideal subjects from which to start differentiated learning."

Previously Jones provided leadership for the University System of Georgia's P-16 initiatives including coordinating the Georgia P-16 Network, serving as the project director for Georgia's Preparing Tomorrow's Teachers to Use Technology grant from the U.S. Department of Education, and as a Master Teacher in Residence during modification of the state's educator preparation programs.

Her statewide work in education is based on 21 years of experience as a teacher of secondary mathematics at Douglas County High School, where she served as department chair and Action Research Coordinator. She also received the Georgia Council for Teachers of Mathematics Roundtable Mathematics Teacher of the Year award and was twice named the Douglas County High School Teacher of the Year.

Dorothy Zinsmeister
Associate Project Director PRISM

As Associate Project Director for the Partnership for Reform in Science and Mathematics (PRISM), long-time biology educator Dorothy Zinsmeister is another driving force behind the initiative's success. Her work with the University System of Georgia (USG) is concentrated primarily in areas that impact professional learning for higher education faculty, which are addressed throughout PRISM's strategies.

"Continuous professional learning has a far-reaching impact on the total educational circle which includes teachers and faculty, students, administrators and ultimately -- the workforce and society," says Zinsmeister. "PRISM addressing this topic head-on for all continuous P-16 education will result in Georgia having more knowledgeable teachers and a better-educated population."

Zinmeister currently serves the USG as Assistant Vice Chancellor for Academic Affairs and provides leadership for many of the teaching and learning initiatives including teaching and learning conferences for faculty, workshops for administrators, and the Regents' Teaching Excellence Awards and Regents' Scholarship of Teaching and Learning Awards for faculty and departments.

Her work with the USG has allowed her to participate in a wide variety of system initiatives. She directs the Comprehensive Program Review process, a review of all existing degree programs in the University Systems' 34 institutions; implements and directs the post-tenure review initiative; and participates in the many facets of the P-16 Initiative, a statewide partnership model for the preparation of teachers for the schools.

Zinsmeister has been a professor of biology for more than 20 years and has taught in a variety of educational environments including Ghana, West Africa; community colleges; Clark College and Kennesaw State University, among others. She has authored over 30 articles, publications and presentations -- many of which address raising the quality of education. A recipient of numerous awards and recognition for her work, Zinsmeister has been honored with the Distinguished Service Award from Kennesaw College, the Fulbright-Hays Fellowship, and several research and educational grants. In addition, she has volunteered her time and energy for numerous regional and national academic endeavors.

She earned her Bachelor of Science in Biology Teacher Training, Masters of Science in Biology Teacher Training, and her Doctorate of Philosophy in Botany, all from the University of Illinois.

Amy S. Mast
PRISM Associate Director for K-12

As Associate Director for K-12 for the Partnership for Reform in Science and Mathematics (PRISM), Amy Mast coordinates activities between the University System of Georgia and the Georgia Department of Education. She leads the development of statewide policies and procedures that strengthen teacher content knowledge and bring all students to high levels of achievement in science and mathematics. PRISM is one of several P-16 collaborations between the Georgia Department of Education and the University System of Georgia that she coordinates and facilitates.

To bridge between Georgia's two key educational institutions, Mast relies upon her amassed experience from the classroom to the boardroom in the educational arena. Before joining the University System of Georgia, she assisted states in developing legislative actions that improve schools and achievement as Assistant Director of the State Action for Education Leadership Project at the Council of Chief State School Officers. She worked in partnership with educational bodies from states, districts, federal agencies, national education organizations, and private foundations.

Mast has also worked on the front lines of education including directing a tutoring program for elementary students and their parents where she worked closely with principals and teachers designing curriculum, developing community partnerships, and initiating academic and cultural programs. Additionally, she has worked as a consultant to provide strategic planning, marketing, internal capacity, fundraising, and training to nonprofit organizations, foundations, and schools. Her experience also includes serving as program officer at the Mary Reynolds Babcock Foundation, regional director for the President's Youth Service Awards, and consultant and fundraiser to organizations in the Washington, DC area. She has also assisted governors and business leaders in developing and supporting educational reform initiatives and taught preschool and elementary reading in North Carolina and Washington, DC.

She is a graduate of Harvard University, Graduate School of Education with a Masters of Education in Administration, Planning and Social Policy. She holds a bachelor's degree in Sociology/Anthropology from Guilford College in Greensboro, North Carolina.

Partnership for Reform in Science & Mathematics