TEA Collaborative Learning Group
FINAL Report

Rosenberger

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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.)?
The mentoring requirement, although challenging to implement, turned out to be a very positive experience. Through mentoring, I developed a close relationship with three science teachers that has progressed to a professional cohort group. We continue to contact each other to discuss or rework labs or activities. We are continuing to meet on a monthly basis although our meetings take a slightly different direction now as a Chemistry Focus group. One positive outcome is that these meetings include chemistry teachers from other high schools in our district, allowing dialogue between more teachers.

In what ways do you think your colleagues were impacted by being a part of this collaborative team?
I believe that the experience was a positive one for all teachers concerned and this collaboration continues to impact our classrooms as well as our professional and personal lives.

How does this experience compare to / contrast with other professional interactions you have had with your colleagues?
The TEA mentoring experience was different from other professional interactions in that the longevity of it has created an atmosphere of reliance on each other. This reliance, coupled with the TEA community as a whole, has developed into a network of teachers with whom I have shared experiences.

Overall, what were the most significant outcomes of the mentoring experience?
The most significant outcomes were the collaborative network and the opportunity to host a TEA Regional Workshop with my mentorees.

What do you believe are the key elements to a successful mentoring experience?
The key elements to a successful mentoring experience are: 1. Longevity of the key members in the group 2. A "critical mass" of teachers who can meet on a regular basis 3. The TEA traveling so as to make meetings convenient to the mentorees 4. An interest in collaboration 5. A "reward" of some kind during and at the conclusion of the process. Without this, busy teachers may question the time spent even though they like the idea of collaboration

What recommendations do you have for other TEAs who are working with colleagues to transfer their TEA experience?
See notes above

What, if any, resources/products were created by your team? How can we best make these available to the broader TEA community?
Several of us have created activities relating to polar science that have been posted on the TEA website. Also, indirectly through the Regional Workshop, the teachers present all created inquiry activities. These could also be placed on the TEA website.

What are your recommendations for improving or modifying the mentoring experience?
I know that teachers have had trouble keeping a cohort group, especially in areas where schools are not close together. It would have been very difficult for me if I had had only my own school to choose mentorees from. I truly believe that traveling to another school every week or every other week forged some inter-school bonds that otherwise would not have occurred, but this would be a major problem if the schools are more than 1 hour apart.

Perhaps a once-a-month meeting at a central site coupled with electronic meetings in-between would work for mentoring groups that have to deal with greater distances.

Additional Reflections:
The MRG groups have been a great way to keep the TEA community in touch. Through these groups, we not only get important messages from the TEA advisors, but get to share experiences with old and new TEAs, making friends and strengthening bonds.

Thanks you for the best and most meaningful experience of my life. I will miss all of you and wish you the best in the future.

Dena Rosenberger TEA 2000/2001