TEA: Annual-vermaat- -- Body

Type of Interaction / Outcomes / Dates / Locations / Parcticipants: This is the "body" of this annual report: The influence of the TEA program on my teaching and on the clear trend towards engaging students in this school district in the process of science research has continued throughout the 2002/2003 year. This report will outline the manner in which my experience in the field and continued parcticipation in TEA has positively affected science education at Chenango Forks as well as in neighboring districts. There is a discernable degree of legitimacy that is gained by a teacher after parcticipating in research, and especially in research that so many students and teachers find compelling because of its “extreme” nature. No small part of this legitimacy comes from the sense of accomplishment gained by the teacher, and from the sheer education that is gained in the process. This legitimacy (for want of a better word) is not of a transient nature, but a permanent and positive change in the outlook and influence of teachers given this tremendous opportunity. The TEA mandate to engage other teachers in moving towards student research as a fundamental component in their science education has improved communication between teachers of lower grades and the science department as it is more formally recognized in the middle and high schools. Chenango Forks is a prime “target” for this improved communication, with several course offerings that encourage or require extended research by students. This is true in geology, meteorology, anthropology, and obviously in Authentic Science Research in the High School, which is offered for college credit. Teachers of younger students can point towards future course offerings as they practice the basic tasks of controlled experiments with them. Elementary teachers are willing to listen to suggestions concerning science from a department that has “merit badges” of a very real nature on its sleeve. My presentation to lower grades has an obvious effect on their perception of science as a subject that they DO. We owe much to TEA. I am now in possession of an absolute wealth of science content from polar research. What started as a very strong interest has become a very strong bank account of materials that I use and lend to others. From being the “curator” of a set of extreme cold weather gear to stockpiling arcticles, artifacts and anecdotes, there is now a great quantity of subject material that I can draw from. Chenango Forks Central Schools has benefited from my involvement with TEA, and continues to derive the benefits now two years after the field experience. One of the benefits is good “PR” but this is of little consequence. Our district has excellent test scores on state exams, and quality instruction (I hope) has contributed to this phenomenon. The TEA experience is a very real component in the quality of science instruction at Chenango Forks. Two of the components that contribute to the ongoing vigor of the program include the MRG calls and presentations done before students and civic groups. The MRG calls are most beneficial to me in that I get a “reading” on what other people are doing in other schools. There is a wide variety of circumstance in the districts represented, but it is good to share strategies and stories with other committed science teachers. I get the sense that everyone feels that way. I presented many times, to many different groups this past year, but the two ongoing audiences are elementary grades in two districts that share a border with Chenango Forks. I was asked back for a second time by both Greene and Chenango Valley, both districts reporting as much teacher satisfaction with the presentation as student. In addition, I presented to several classes in our district (again) and anticipate doing this on a yearly basis. I also presented to two church groups, and the Sierra Club is scheduled for this month. It should be stated that the true value of the TEA infusion into my district and my personal teaching experience is not reflected by mentoring reports. Structured meetings account for less of the sharing of information and ideas than the day to day interaction between teachers. Furthermore, mentoring responsibilities have been part of my teaching experience for the last four years, and with the exception of Steve Borneman, these individuals “do not count” when I add up hours spent mentoring my peers. The true impact, however, of TEA has been felt probably to a greater extent by these people than with the “old hands” which were selected to be my mentees. Furthermore, one of the current mentees retires at the end of this year. To a large extent, THAT investment walks out the door with him. The investment in new teachers is not recorded, as they are not “official” mentees. Nevertheless, the influence is strong, the positive rewards ongoing, my gratefulness to the National Science Foundation, CRREL, and TEA is huge.

Presentations and Real Audio Sessions

Have you presented to your local board of education this year? N/A

3. Classroom Transfer

Activities Development

Has this activity been submitted to the TEA Web Site? No