TEA Collaborative Learning Group
FINAL Report

Caldwell

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Overall, in what ways did your collaboration with your team impact your professional growth? (e.g., how did this work impact your approach to and understanding of: content knowledge, pedagogy, process of science, teaching standards, use of technology, etc.)?
Overall, my group did not impact my content knowledge, but has enlightened me greatly to the idea of implementing "best practices" in the classroom. These include developing inquiry-based assessements and activities. I have also learned a great deal about the similarities and scientific themes that permeate all the science electives offered at the high school.

In what ways do you think your colleagues were impacted by being a part of this collaborative team?
I think they have gained the same knowledge I have by sharing some of our best activities and ideas. I have gained knowledge of good inquiry-based practices by attending workshops, such as the TEA Annual Workshop at the American Museum of Natural History and have been able to share this experience with my colleagues. By hosting a TEA regional workshop, this experience was shared with numerous teachers from the Denver Metro area.

How does this experience compare to / contrast with other professional interactions you have had with your colleagues?
I have integrated this experience with the Professional Learning Communities that are mandated by the Douglas County School district. In these meetings, we are developing better curricula for our students. It only makes sense to work closely with our mentees and to use our TEA experiences to influence these groups.

Overall, what were the most significant outcomes of the mentoring experience?
This experience has forced me to set aside specific times and develop specific goals so that I don't waste my TEA mentee's time. I'm thankful that time has been set aside by my district to allow us to work together, because I'm not sure when we would do it otherwise. My group is made of excellent, but independent teachers who are driven to improve their curriculum by many other forces.

What do you believe are the key elements to a successful mentoring experience?
Having time set aside weekly that doesn't cut into the personal time of the teachers. High school teachers are typically self-motivated and independent, but quite busy. If school time can be set aside, it makes meeting that much easier.

What recommendations do you have for other TEAs who are working with colleagues to transfer their TEA experience?
They should do their best to involve them in TEA workshops and the NSTA conference. My district did not support me in going to NSTA, and none of my mentees were interested in attending, so it was difficult to complete the hours. I tried putting together weekends here and at a friend's cabin to work on implementing Arctic and Antarctic science into our curriculum, however, there has never been a time when they are free. Most of my mentees have young families and value the time with their families. Others have demands on them from their farms and outside businesses.

What, if any, resources/products were created by your team? How can we best make these available to the broader TEA community?
I worked closely with Dr. Jim Madsen in creating a chapter on meteorites for a teacher resource on the "science of detection." I'm not sure when it will be published.

What are your recommendations for improving or modifying the mentoring experience?
The definition of "mentoring" needs to be broadened. I've worked with several teachers over the last few years, not always my mentees. I've also worked with museum educators and scientists who don't qualify as "mentees." Mentoring is not always "face to face." Online and telephone collaboration needs to be counted. High school teachers collaborate, but usually informally, and allow each other autonomy over their topics. It makes "mentoring" difficult when we work in an independent culture.

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