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This profile was last updated on 1/26/15  and contains information from public web pages.

Science Specialist

Phone: (318) ***-****  HQ Phone
Monroe City Schools
2006 Tower Drive
Monroe , Louisiana 71201
United States

Company Description: Monroe City Schools serves approximately 8,900 Monroe students in grades K-12.

Employment History

  • Master Teacher for the World Around Us Project
    University of Louisiana Monroe

Board Memberships and Affiliations

  • Member
    National Science Teachers Association
  • Member
    Louisiana Science Teachers Association
  • Member
    Louisiana Environmental Education Association
  • Member
    Council for Elementary Science International


  • Bachelor of Science
    Northeast Louisiana University
  • Masters degree
    Northeast Louisiana University
Web References
Rosemary Dillingham, Instructional ... [cached]
Rosemary Dillingham, Instructional Technology Project Facilitator, Joyce Tate, Monroe City Science Specialist, and Emily Rash, Monroe City Math Specialist teamed with Gay Brantley, former Environmental Educator for the US Fish and Wildlife Service, to design a multi-curricular and multi-grade level project that focuses on Black Bayou Lake NWR and its wealth of natural resources.
Black Bayou Lake Project [cached]
Rosemary Dillingham, Instructional Technology Project Facilitator, Joyce Tate, Monroe City Science Specialist, and Emily Rash, Monroe City Math Specialist teamed with Gay Brantley, Environmental Educator for the US Fish and Wildlife Service, to design a multi-curricular and multi-grade level project that focuses on Black Bayou Lake NWR and its wealth of natural resources.
LPB: National Teacher Training Institute [cached]
Joyce Tate Joyce Tate is district Science Specialist in Monroe City Schools.She received her Bachelor of Science and Masters degree from Northeast Louisiana University, currently University of Louisiana Monroe.She has 22 years teaching experience.Joyce is the recipient of Excellence In Teaching Awards, Teacher of the Year recognition and Outstanding Science Teacher of the Year honors.She has also received local, state and national grant funding to design and implement innovative teaching practices in science classrooms.Joyce has participated in several LaSIP/Delta RSI projects.She served as Master Teacher for the World Around Us Project at ULM.She is a member of Louisiana Science Teachers Association (LSTA), Louisiana Environmental Education Association, National Science Teachers Association (NSTA) and Council for Elementary Science International (CESI).As part of her involvement with NSTA, she serves as Building A Presence for Science Key Leader in Monroe City Schools.Her inservice training and workshop presentations are extensive.She continues to provide local, state and national professional development.In addition to being active in science reform, Joyce is working to enhance the utilization of technology in the elementary science classrooms.
It was organized by district science ... [cached]
It was organized by district science specialist Joyce Tate and designed to incorporate all areas of curriculum.
Monroe City Schools' junior highs are participating in the project this week as a means of preparing for LEAP testing and meeting state grade-level expectations.
Tate enjoyed hearing students incorporate their science vocabulary and terminology.
Is It Constructivism? - SEDL Letter, Constructivism, Volume IX, Number 3, August 1996 [cached]
Science specialist Joyce Tate's teaching has evolved to have a distinctly constructivist flavor during 16 years in pre-K - 6 classrooms, even as she stresses mastery of specific content in her science labs.
Tate says she is "somewhat" familiar with constructivism thanks to the Louisiana Systemic Initiatives Program (LaSIP), a state-sponsored professional development project that promotes science and mathematics curricular reform.
It could be argued that Joyce Tate, Kimberly Bissell, and other teachers who use similar methods are practicing constructivists - whether they would give themselves that label or not.
One way Joyce Tate shows her elementary pupils that science is relevant to their everyday lives is by talking about their parents' professions. If a student's parent works in a fast-food restaurant, the class discusses boiling point, heat intensity, and the importance of estimation, prediction, and accurate measurement in that job. During a unit on small machines, parents who are mechanics come to Tate's lab to talk about the workings of levers and gears. Tate's students also bring backyard soil samples and other items from home for lab sessions.
"The children get real excited. They feel as though they have some kind of connection with science," Tate says.
Tate applies this strategy when she encourages students to think of themselves as scientists who can make significant discoveries in the laboratory. "We find that science is changing daily and some of the things that we considered to be science gospel or the Facts have changed, and there may be other ways of looking at them. I try to encourage this in the science lab," Tate explains. "When we first started, I noticed that a lot of the students would write their hypothesis and, if something didn't happen the way they thought it should have, they would change it. They would erase the hypothesis, saying, 'Oh no! This is wrong! And I don't want anyone to see it!'"
Now, after an experiment or lesson, Tate asks her students if they found an unexpected result or if an aberrant sequence of events occurred.
"I've finally gotten them to see that this may be a new discovery," Tate says.
Where do they live, and what can they tell us about their community, so we can make comparisons to ours," Tate says.
At the school year's beginning, Tate leads her students to the row of cages and aquariums where the children see birds, fish, amphibians, and small mammals. When asked, they say all the cages and tanks contain living things - except for one tank containing pond water. "There's nothing alive in there," the children say, giving Tate an opportunity to introduce the concept of microorganisms and begin lessons in the use of microscopes.
Bissell and Tate are of two minds about assessment.
Tate believes her students should know how to take tests successfully - so much so that she works this skill into her lessons. But Bissell and Tate also use select alternative assessment techniques in class to continuously obtain clear pictures of student learning.
During science labs Tate invites students to draw up a KWL chart, where students list what they Know, what they Want to know, and, after the lesson, what they have Learned. Since the students' KWL charts make the direction of their learning concrete, Tate can more readily assess what students are learning while they're learning it.
Tate also tracks students' understanding of content by asking them to contribute one question to her multiple-choice science quizzes. And since the children love trying to stump their classmates, their quiz questions are often "far more challenging than what I would ask. But the students are able to answer each other's questions," Tate says.
Bissell's students go beyond quiz-writing to assessing some of their classmates' assignments; a strategy she picked up in SCIMAST training helps keep the grading fair.
Tate and Bissell were interested to learn their SCIMAST training was rooted in constructivism, for SCIMAST specialists rarely trumpet the theoretical foundations of their professional development programs.
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