TEA Collaborative Learning Group
FINAL Report

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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 collaborative team showed an overwhelming response to the opprotunity to wrok with each other. We met often and parcticipated in a variety of different workshops that taught us new ways to look at teaching and how to teach. Each of us now uses the inquiry approach much more often and efficiently than we had prior to our groups establishment. We also learned more science that was then returned back to our students. Each teacher brought there specialties to the table. We also were able to visit with other teachers, scientists and specialists which imporved our knowledge in various areas of science and the teaching of science. Included in this was the use of various forms of technology from the use of probeware, GPS, GIS and digital game cameras to improve student learning.

In what ways do you think your colleagues were impacted by being a part of this collaborative team?
Most members of the team had had shared lunch and prep hours prior to our team being established. The biggest difference I noticed was once everyone understood that a team was to be established for the TEA program to be a success we seemed to work more efficiently. In the past we worked together but not as closely and our goals were not aligned with each other. Each member of hte team responded by sharing and inquiring into new ideas that would help each of attain our individual or group goals.

How does this experience compare to / contrast with other professional interactions you have had with your colleagues?
Most professional interactions are not set up as long term. Most inservices are based on one or two days with most of the work being done individually away from the rest of hte teams. Later the team gets back toether to discuss results or make conclusions. The TEA program with its goal of 140+ hours with each team member was a lofty goal that could only be done by setting established times to meet each other. Goals were established that could ten me met of a long term versus short periods of time. Finally, the collaborative goal was not only to incorporatate more TEA into classrooms, however, the goal was to improve everyones teaching through TEA interactions as well as other ideas that would come up.

Overall, what were the most significant outcomes of the mentoring experience?
The most important outcome in our group was that we established a camaraderie among ourselves that seemed to help our teaching. Being colleagues as well as friends who were able to share ideas and include others within your ideas if they were interested. We designed new lssons and units that would not have been possible without a joint effort. We also have written 3 grants (2 large and 1 small) since are group became organized. Because of our common prep time we seemed to align our duties and became more efficient which allowed for more and new ideas. We have proven to our administartion that having a common planning time and lunch is very useful and should be continued.camarderie, lessons produce, grants, continued prep times that are scheduled together to aoow greater collaboratoin

What do you believe are the key elements to a successful mentoring experience?
The definite key to successful mentoring in my mind is having a common time when everyone could meet. We were very fortunate to have 2 different times during the day. Second and nealy equally important is to have structure through goal setting. Finally, be flexible. Not all of your ideas will be as accepted as you would have wished. But as a coalition, many new ideas are produced and successfully implemented.

What recommendations do you have for other TEAs who are working with colleagues to transfer their TEA experience?
First I would talk to them about find common planning times. Hopefully these times can be in the school day as many people are very busy outside of hte classroom. Keep the meetings simple and enjoyable. Second, as a group brainstorm goals that you would like to set and accomplish. These goals need to fit everyones needs or interests. These may include the transfer of TEA into the curriculum or it may be as simple as helping someone plan a new lesson in a topic they are uncomfortable with.

What, if any, resources/products were created by your team? How can we best make these available to the broader TEA community?
Our team produced various lessons. Some lessons were related to TEA but many were lessons that helped a teacher fit the standards into the curriculum. We applied and received various small grants and are waiting on the results of larger grants.

What are your recommendations for improving or modifying the mentoring experience?
Less emphasis on the number of hours you have to meet with specific members. This number did not really affect me in the end but the number somewhat over shadows the goals of a mentoring experience. I believe this could be improved by having a TEA member arrange a mentorship group and then come up with goals and times those goals would like to be accomplished. Through the web reports, meeting times, how much time was spent and if goal was attained could be posted. Base success of the program on goals instead of hours. This is not to say a minimum number of hours can not be required but I caught myself looking at hours and not at the successes I was having woking with my group of teachers.

Additional Reflections:
I do appreciate NSF, Rice University and the Museum of Natural History in their efforts to make the TEA experience a beneficial one. The TEA Program has not only benefited mmyself but has benefited and aroused the teachers and students I work with to indulge in more and better science.