tions, and participation in professional meetings). The scientist facilitates the teacher’s experience, allowing her/him to become immersed in the process of science. Following the field experience, the scientist visits the teacher’s classroom.
The field experience, while unquestionably the most exciting part of the TEA program, is still only one small piece of the teacher’s commitment. Follow-up activities are an integral part of the teacher enhancement and professional development components.
Each TEA teacher completes two activities within two years of return from the field. These activities infuse the polar research experience into the classroom. All activities are inquiry-based and related to the Na tional Science Education Standards.
Each TEA teacher is required to file a formal program evaluation at the close of the field season. Each year, for at least their first four years, the TEA teacher submits an annual report. The TEA teacher also collects video and print media that discusses the experience for the TEA archives.
Each TEA teacher is required to mentor a minimum of three peer teachers for a minimum of 140 hours each over a period of three years. In addition, each TEA teacher will create two activities, attend two professional meetings, and give at lest six presentations to the public.