MAKE IT LAST FOREVER: THE ... - National Service Resource Center

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(e) What personnel are available to help coordinate service-learning activities, support, and promotion? (f) What opportunities exist for students to connect to the community? (2) The Nature of Institutions (schools, districts, state departments of education) Important questions: (a) What are the obstacles to the integration of service-learning, and how do people address them? (b) What educational initiatives are oriented towards community and experiential learning? (c) What is the educational philosophy and the mission of the institution? (d) What is the nature of long-range planning within the institution? (e) What funding is available to support service-learning? (f) What types of scheduling and logistical issues support service-learning? (g) In what ways is the school facility and land a community resource? (h) How does change occur most effectively in the institution? (i) how are supports for other educational initiatives organized (e.g. regional service centers)? (3) Teaching and Learning Important questions: (a) What avenues are available for educators and students to improve their competence in service learning? (b) What is the level and nature of faculty camaraderie and collaboration? (c) What is to be taught and learned? (d) How is student learning measured and what outcomes are important to assess? (4) Maintenance and Evaluation Important questions: (a) What people and resources thus far have been required to maintain and build support for service-learning? (b) What has been the process for assessing the impact of service learning on the institution? Support for Strategies The following is a brief description of what can be done to develop each of the 24 categories of institutionalization strategies in order to build the capacity, support, and integration of POWER, PROFICIENCY, LEADERSHIP, and COLLABORATION in service-learning infrastructure development. ESSENTIAL STRATEGIES Curricular Integration: Give teachers the power to determine how to teach to the standardized tests. Show teachers how to integrate service into curricula and how to work together on interdisciplinary projects. Create advisory 100
Links to Educational Standards: Professional Development: Strategic Planning: State/District/ Non-Profit Personnel: Organizational Culture: Funding: boards to examine each curricular area and use and/or publish guides and curricula which illustrate how service links to each academic subject at every grade level. At a minimum, provide for specific servicelearning experiences in a certain grade level throughout a school district. Provide examples in published state standards of how service can meet content performance standards for all subject areas in at least three K-12 benchmark grade levels. Publish resource guides which demonstrate these connections. Provide forms for teachers to make the formal links. Develop school or district standards of effective practice. Develop an annual program of introductory and advanced professional development using peers, colleges, non-profit experts, and students to train teachers, students, administrators, school boards, state department of education personnel, school and after-school staff, trainers, volunteers, and community partners. Provide multiple training opportunities, such as conferences, personal consultations, regional constituency meetings, in-service trainings, and summer institutes. Give incentives, such as academic credit or stipends, for these trainings. Publish printed and audio-visual “how-to” materials. Educators, students, and the community together form advisory boards which create school, district, and state strategic plans for service-learning that directly address real issues and needs. Planning time and funding should be allocated for this purpose. The plan should address the long-term sustainability of the pedagogy rather than focus on building a program. The plans should be periodically monitored and altered to suit site conditions. State-level and district full-time employees are needed to coordinate service-learning initiatives during the initial years of institutionalization. Other personnel can also provide support to infrastructure, such as curriculum specialists, resource teachers, non-profit staff, VISTA members, and steering committees and task forces. Educational leaders at these levels are critical in terms of their endorsement of servicelearning. Hire teachers who are interested in the community being the curriculum and who have experience and/or interest in service-learning and other forms of educational reform. Share the responsibility of designing, implementing, and evaluating the development of a servicelearning initiative. While principals can provide leadership in establishing it as a priority, faculty belief in the importance of community involvement can ensure that service-learning becomes standard practice at any school. Teachers who do not share this belief should perhaps be reassigned. Ideally, schools should transition away from state and federal funding for service learning in favor of school budget support for personnel, materials and transportation. Funding can also come from other permanent sources, such as the “title” programs, and from private philanthropy fund raising activities, 101
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MAKE IT LAST FOREVER: THE INSTITUTI
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I recognize the following organizat
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Creating the Institutionalization S
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Since the inception of the Corporat
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kind of systemic change they wish t
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integration (8 states). It should b
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service-learning attained its prope
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However, organizations, like people
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Department of Education. The polici
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What are the key features of natura
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However, several issues have emerge
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Corporation for National Service, s
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ability of schools to demonstrate,
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is integrated into academic curricu
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FUNCTION #2: PROFICIENCY support or
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academic subjects. Some states focu
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part of teaching and learning, and
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transportation. Teacher minigrants
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Links to Educational Restructuring
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Curricular integration: Aspect of a
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In progress CA, IN Missoula (MT) Li
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Conference (other) OK, NM, MA, MD,
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Subgrants for strategic planning CO
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State Commission for National and C
Page 49 and 50: Albuquerque (NM), Laurens County (S
Page 51 and 52: AmeriCorps members on site Santa Fe
Page 53 and 54: Students do project logistics for e
Page 55 and 56: Reflection Book of projects Superin
Page 57 and 58: Invite legislators to see projects
Page 59 and 60: The Important categories include: P
Page 61 and 62: SERVICE-LEARNING INSTITUTIONALIZATI
Page 63 and 64: DC: FL: HI: ID: Innovative Features
Page 65 and 66: MD: MA: MN: Innovative Features: No
Page 67 and 68: RI: SC: Innovative Features: Studen
Page 69 and 70: Innovative Features: Students teach
Page 71 and 72: Colorado: provides on-demand school
Page 73 and 74: Vermont: has outgrown need for stat
Page 75 and 76: CURRICULAR INTEGRATION: SCHOOL DIST
Page 77 and 78: SCHOOL & LOGISTICAL STRUCTURES: SCH
Page 79 and 80: SCHOOL DISTRICT Service is of mild
Page 81 and 82: SCHOOL DISTRICT STATE FUNCTION 2: P
Page 83 and 84: SCHOOL DISTRICT STATE FUNCTION 2: P
Page 85 and 86: SCHOOL DISTRICT STATE FUNCTION 3: L
Page 87 and 88: NON-PROFIT PERSONNEL: SCHOOL DISTRI
Page 89 and 90: SCHOOL DISTRICT STATE FUNCTION 3: L
Page 91 and 92: SCHOOL DISTRICT STATE Students are
Page 93 and 94: SCHOOL DISTRICT STATE The school li
Page 95 and 96: SCHOOL DISTRICT STATE The school pr
Page 97 and 98: SCHOOL DISTRICT STATE The school le
Page 99: Teachers Teachers Teachers Recipien
Page 103 and 104: Evidence of Impact: Resources: SUPP
Page 105 and 106: the following design principles, wh
Page 107 and 108: are not part of the curriculum or f
Page 109 and 110: MACHINES POPULAR APPROACH TO SERVIC
Page 111 and 112: HOW DO CATEGORIES SUPPORT THE FUNCT
Page 113 and 114: HOW DO CATEGORIES SUPPORT THE FUNCT
Page 115 and 116: (8) Schools which have received Lea
Page 117 and 118: and standardized tests. It should l
Page 119 and 120: (5) Schools should have service-lea
Page 121 and 122: APPENDIX 121
Page 123 and 124: BIBLIOGRAPHY I. PRINT A. Books Serv
Page 125 and 126: Andersen, S. and Murphy, N. (1999).
Page 127 and 128: State Alabama Department of Educati
Page 129 and 130: CALIFORNIA CalServe/Department of E
Page 131 and 132: VERMONT: Guilford ES/Community Work
Page 133: SOUTHWEST COLORADO: Alamosa HS Comm
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