level of coordination and training without it. It is encouraging, however, to see so many schools and districts looking at how to formalize the service-learning infrastructure. At the current pace of change, it is likely that hundreds of schools will achieve complete service-learning institutionalization within the next few years. INTRODUCTION Why Look At <strong>Service</strong>-Learning Institutionalization? Although service-learning has, in some form, always been a component of the educational process in America and other nations, service-learning has been occurring as a high profile national teaching method since the mid-1980’s. With the passing of the <strong>National</strong> and Community <strong>Service</strong> Trust Acts of 1990 and 1993, which provided federal funding for service-learning for the first time, 12
service-learning attained its proper place among the numerous educational reform strategies that have been sweeping the nation for the past 30 years. During the past decade in particular, with more and more educators gaining multiple years of experience in utilizing the approach, it is widely believed by most experts in the field that the quality of service-learning projects is steadily improving. In addition, many initiatives have been consistently funded, some for 6 years (or more). Given its increasing acceptance within American schools, and the continuing recognition of leader schools by the Corporation for <strong>National</strong> <strong>Service</strong>, it is important to look at the strategies that educators have used - at the school, district, and state levels - to try to make service-learning a permanent pedagogical approach. For should the day arrive when federal funding for service-learning disappears, those who have infused service-learning into the normal practice of teaching and learning will not miss a beat, and might continue to utilize the strategy in perpetuity. But institutionalizing any practice, in teaching or other areas, does not often happen easily or quickly. The intertia of systems is great, and the process of facilitating reform is often slow. Nevertheless, many schools, districts, and states have indeed had success in incorporating service-learning into their system. The question is, “How did they do it?”. More specifically, given the general sense that the struggle still exists, “How are they doing it?” might be a more appropriate question. Educators have taken diverse, and often very creative, approaches. Some of the unique strategies, as well as the more common successful ones, deserve to be highlighted for the purpose of possible replication. Anyone who has an interest in advocating for the continued expansion and acceptance of service-learning will need to understand the complexity of creating change in the educational system and how many ways there are to facilitate this change. This research elucidates that some strategies are clearly more successful and leveraged than others, though this is not to say that there is a blueprint approach to service-learning institutionalization. The unique circumstances of every state, district, and school must obviously be taken into account when considering the use of any strategy for change. Nevertheless, the study aims to provide change agents with the resources they need to make service-learning a permanent part of education. Research Methodology This study is the result of a 10-month <strong>National</strong> <strong>Service</strong> Fellowship funded by the Corporation for <strong>National</strong> <strong>Service</strong>. The process of assembling the findings herein consisted of the following components: (1) Selection of 20 states and over 80 districts and schools to participate in the study; (2) Examination of prior research and commentary on institutionalization in general and how it has been linked to service-learning and educational reform; (3) Analysis of service-learning’s connections to existing educational reform organizations and programs; (4) Assessment of the service-learning infrastructure in participating states; (5) Interviews with providers, conducted from October1999-May 2000, that included: a. Analysis of the impact of Learn and Serve funding on institutionalization b. Examination of strategies used to institutionalize service-learning c. Exploration of the linkages between service-learning and other initiatives d. Assessment of links to curricula and educational standards e. Assessment of the service-learning policies, structures, decision-making processes, leadership, collaboration, and continuous improvement measures used to infuse service-learning into the educational system 13
- Page 1 and 2: MAKE IT LAST FOREVER: THE INSTITUTI
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DC: FL: HI: ID: Innovative Features
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MD: MA: MN: Innovative Features: No
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RI: SC: Innovative Features: Studen
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Innovative Features: Students teach
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Colorado: provides on-demand school
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Vermont: has outgrown need for stat
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CURRICULAR INTEGRATION: SCHOOL DIST
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SCHOOL & LOGISTICAL STRUCTURES: SCH
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SCHOOL DISTRICT Service is of mild
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SCHOOL DISTRICT STATE FUNCTION 2: P
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SCHOOL DISTRICT STATE FUNCTION 2: P
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SCHOOL DISTRICT STATE FUNCTION 3: L
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NON-PROFIT PERSONNEL: SCHOOL DISTRI
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SCHOOL DISTRICT STATE FUNCTION 3: L
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SCHOOL DISTRICT STATE Students are
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SCHOOL DISTRICT STATE The school li
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SCHOOL DISTRICT STATE The school pr
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SCHOOL DISTRICT STATE The school le
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Teachers Teachers Teachers Recipien
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Links to Educational Standards: Pro
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Evidence of Impact: Resources: SUPP
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the following design principles, wh
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are not part of the curriculum or f
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MACHINES POPULAR APPROACH TO SERVIC
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HOW DO CATEGORIES SUPPORT THE FUNCT
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HOW DO CATEGORIES SUPPORT THE FUNCT
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(8) Schools which have received Lea
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and standardized tests. It should l
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(5) Schools should have service-lea
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APPENDIX 121
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BIBLIOGRAPHY I. PRINT A. Books Serv
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Andersen, S. and Murphy, N. (1999).
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State Alabama Department of Educati
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CALIFORNIA CalServe/Department of E
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VERMONT: Guilford ES/Community Work
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SOUTHWEST COLORADO: Alamosa HS Comm