Further & Deeper ESA Survey Results: Lead Teacher/Ecologist Interactions Averages/Consolidation of Remarks 1. Years teaching experience: 16 years 2. How did you come to participate as the lead teacher in your team? Previous collaborations (50%) Interview/selection process (38%) School/district administration invitation (12%) 3. How much previous contact did you have with your lead ecologist? None to very little (38%) Several years (50%) More than 5 years (12%) 4. How did you feel that SYEFEST task/responsibility sharing was split between you and your lead ecologist?(Marked on a continuum) Tending heavily towards the lead ecologist (25%) Equal sharing (75%) 5. List one or two positive aspects for you with respect to participating in this relationship: Motivated to try new things (Mentioned 2 times) Have stretched personally by in-servicing other teachers (Mentioned 3 times) Self respect built by relationship (Mentioned 3 times) Learned a great deal (Mentioned 3 times) A view of the scientific community that is especially positive (Mentioned 2 times) New contacts made within scientific community (Mentioned 1 time) 6. Are there any negative aspects to your relationship/team? Conflicting schedules (Mentioned 2 times) Not enough time (Mentioned 2 times) Difficult to communicate the teacher's point of view (Mentioned 1 time) Different view of how to schedule workshop time (Mentioned 1 time) Felt that as a female and non-scientist should give in to different points of view (Mentioned 1 time) Others wouldn't let them work as equal team partners (Mentioned 1 time) Not enough equal sharing of tasks/responsibilities (Mentioned 1 time) 7. What contacts have you had with your lead ecologist which were not related to SYEFEST? Other workshops (Mentioned 5 times) Conference Attendance (Mentioned 3 times) Ecologist member of graduate comm. (Mentioned 1 times) Social/Civic (Mentioned 3 times) Writing curriculum (Mentioned 2 times) Few to none (Mentioned 3 times) 8. What would you tell other ecologists who wanted to work with teachers? Do it! Teachers benefit greatly when they see real science going on. Opens eyes of both ecologists and teachers to other worlds. Be humble and realize that teachers are educational scientists with important expertise. Be willing to learn from the teachers from their worlds. Don't expect teacher time to be any more flexible than your own. Honor the teacher's knowledge base. Use new knowledge of the teacher's world to help develop lessons and activities. Be patient. Spend more time in school classrooms. Real relationships are invaluable. 9. What advice/support would you give other teachers who wanted to work with ecologists? Be a good listener (patient). Desire to improve quality of learning. Mutual respect is key. Ecologists have valuable contributions to make to the public schools. Don't get hung up on language differences. Be open-minded. Be ready to learn! Be thoughtful of their style experience, time demands, and visions. Be assertive. Be a public school advocate. Look at the relationship as a marriage (with all the ups and downs). Take advantage of this unique opportunity to learn.