PAGE KEELEY is an internationally known leader in science education. She is the developer and primary author of the Uncovering Student Ideas Series in Science and the Formative Assessment- 75 Practical Strategies Linking Assessment, Instruction, and Learning series (the "FACTs books"). Her interest in conceptual change and formative assessment began in 1992 after reading the seminal article, Teaching for Conceptual Change- Confronting Children's Experience by Bruce Watson and Dick Konicek. Her assessment probes and FACTs (formative assessment classroom techniques) are widely used by K-12 teachers, university professors, and professional development and science specialists throughout the U.S. and internationally.
Page recently "retired" from the Maine Mathematics and Science Alliance (MMSA) where she had been the Senior Science Program Director since 1996. Today she works as an independent consultant, speaker, and author providing professional development to school districts and organizations in the areas of science and STEM formative assessment, understanding student thinking, teaching science for conceptual understanding, and designing effective instruction.
She has been the principal investigator and project director on 3 National Science Foundation-funded projects including the Northern New England Co-Mentoring Network (NNECN), PRISMS- Phenomena and Representations for Instruction of Science in Middle School, and Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition she developed and directed state MSP projects including Science Content, Conceptual Change, and Collaboration (SC4) and TIES K-12- Teachers Integrating Engineering into Science K-12 and two National Semi-Conductor Foundation grants, Linking Science, Inquiry, and Language Literacy (L-SILL) and Linking Science, Enginerring, and Language Literacy (L-SELL). She developed and directed the Maine Governor’s Academy for Science and Mathematics Education Leadership, which completed its fourth cohort group of Maine teacher STEM leaders, and is a replication of the National Academy for Science and Matheatics Education Leadership, of which she is a Fellow.
Page is a prolific author of seventeen national best-selling and award-winning books, including eleven books in the Uncovering Student Ideas in Science series, four books in the Curriculum Topic Study series, and three books in the Science and Mathematics Formative Assessment- 75 Practical Strategies for Linking Assessment, Instruction, and Learning series. Several of her books have received pretigious awards in educational publishing. She has authored numerous journal articles and contributed to several book chapters. Her most recent book, Teaching for Conceptual Understanding in Science is co-authored with her muse and mentor, Dr. Richard Konicek-Moran. She also develops formative assessment probes for Glencoe McGraw-Hill's middle and elementary school I-science and Inspire Science programs. She is a frequent invited speaker at regional and national conferences on the topic of formative assessment in science and teaching for conceptual understanding.
Prior to joining the Maine Mathematics and Science Alliance in Page taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level, serving two terms as President of the Maine Science Teachers Association and NSTA District II Director and NSTA Executive Board member (prior to the Board and Council restructuring in 1997). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, and the AT&T Maine Governor’s Fellow in 1994. Since leaving the classroom in 1996, her work in leadership and professional development has been nationally recognized. In 2008 she was elected the 63rd President of the National Science Teachers Association (NSTA), the world's largest organization of K-12, university, and informal science educators. In 2009 she received the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development. In 2013 she received the Outstanding Leadership in Science Education award from the National Science Education Leadership Association (NSELA). She has served as an adjunct instructor at the University of Maine, was a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and serves on several national advisory boards. She is a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, China in 2010, India in 2012, Cuba in 2014, and Peru in 2016.
Prior to entering the teaching profession, Page was the research assistant for immunogeneticist, Dr. Leonard Shultz, at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and her Masters in Science Education from the University of Maine. In her spare time she enjoys travel, reading, photography, dabbles in modernist cooking and culinary art, and shares her recipes on her Maine Keeley's Kitchen Food Blog. A Maine resident for almost 40 years, Page and her husband recently moved to Fort Myers, Florida.
CHERYL ROSE TOBEY is the primary author of the Uncovering Student Thinking in Mathematics series and co-author of Mathematics Formative Assessment- 75 Practical Strategies Linking Assessment, Instruction, and Learning. She is a Senior Mathematics Associate at the Education Development Center (EDC) where she is the implementation director for the Pathways to Mathematics Achievement Study and is a mathematics specialist for the NSF-funded Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) projects. She also serves as a project director for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.
Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co-principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa State Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co-principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM).
Rose Tobey was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is a frequent presenter at national conferences and consults with school districts in New England and nationally. Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for 10 years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle.
Co-Authors and Contributing Authors
Dr. Rand Harrington - Co-author of the Uncovering Student Ideas in Physical Science Series.
Dr. Cary Sneider- Co-author of Uncovering Student Ideas in Astronomy
Dr. Francis Eberle- Co-author of Uncovering Student Ideas in Science- Volumes 1,2,and 3)
Lynn Farrin- Contributing author of Uncovering Student Ideas in Science- Volume 1.
Joyce Tugel- Contributing author of Uncovering Student Ideas in Science- Volumes 1 and 4.
Chad Dorsey- Contributing author of Uncovering Student Ideas in Science- Volume 3
Carolyn Arline- Co-author of Uncovering Student Thinking in Mathematics- K-12 and 6-12 versions
Leslie Minton- Co-author of Uncovering Student Thinking in Mathematics- K-12 and K-5 versions