Page D. Keeley
Page Keeley is an author, speaker, and consultant who works with school districts and STEM organizations throughout the U.S. and internationally in the areas of formative assessment and teaching for conceptual change. She recently retired from the
Maine Mathematics and Science Alliance (MMSA) where she was the Senior Science Program Director for 16 years, directing projects and developing resources in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching. She has been the Principal Investigator and Project Director of three National Science Foundation–funded projects, including the Northern New England Co-Mentoring Network; 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 to NSF funded projects, she has directed state Math-Science Partnership (MSP) projects, including TIES K–12: Teachers Integrating Engineering into Science K–12, and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley also founded and directed the Maine Governor’s Academy for Science and Mathematics Education Leadership, a replication
of the National Academy for Science Education Leadership, of which she is a fellow.
Keeley is the author of eighteen books and numerous journal articles and book chapters.
She is also a co-author for McGraw-Hill’s elementary and middle school science programs. Keeley taught high school science for 2 years and middle school mathematics and science for 12 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as president of the Maine Science Teachers Association and was the District II National Science Teachers Association (NSTA) director. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, was named the AT&T Maine
Governor’s Fellow in 1994.
As a nationally known professional developer and speaker, she received the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley
Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association’s Outstanding Leadership in Science Education Award in 2013. She has been a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, the China trip in 2010, the India trip in 2012, the Cuba trip in 2014, and the Peru trip in 2015.
Prior to teaching, Keeley was a research assistant in immunogenetics 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 2008, Keeley was elected the sixty-third president of the National Science
Teachers Association (NSTA). She can be followed on Twitter @CTSKeeley and can be contacted through her website at www.uncoveringstudentideas.org or through Corwin for information about the professional development she and her colleagues provide.
- Formative Assessment in the Math/Science Classroom
- Using Data to Inform Instructional Planning
- Effective Math Professional Development and Next. Gen
- Science Standards
Science Formative Assessment: Join Page Keeley as she explores the link between the Next-Generation Science Standards and best practices for formative assessment in science—only by really knowing what our students are thinking can we design learning opportunities that meet their individual needs and support conceptual change. Upon completion of the seminar, participants will emerge with a rich repertoire of purposeful strategies that seamlessly weave assessment into the process of instruction and learning.
Attendees will be able to:
- Implement specific assessment techniques in support of the NGSS
- Deepen understanding of specific types of misconceptions that can pose barriers to learning science
- Determine best methods to assess for specific misconceptions
- Draw on data to determine the most appropriate instructional strategies
- Avoid common pitfalls