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

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Created in 1993, the Corporation for National Service (CNS or the Corporation) oversees three national initiatives - AmeriCorps, which includes AmeriCorps*VISTA, National Civilian Community Corps, and hundreds of local and national nonprofit organizations; Learn and Serve America, which provides models and assistance to help educators integrate service and learning from pre-school through college; and the National Senior Service Corps, which includes the Foster Grandparent Program, the Senior Companion Program, and the Retired and Senior Volunteer Program. National Service Fellowship Program The National Service Fellows Program of the Corporation for National Service began in 1997, and involves a team of independent research contractors who investigate and promote initiatives designed to provide high-quality service responsive to the needs of communities. The goal of the program is to strengthen national and community service through new approaches, strong networks, and professional growth. Corporation for National Service 1201 New York Avenue, N.W. Washington, D.C. 20520 (202) 606-5000 www.nationalservice.org This material is based upon work supported by the Corporation for National Service under a National Service Fellowship. Opinions and points of view expressed in this document are those of the author and do not necessarily reflect the official position of the Corporation for National Service. Acknowledgements 2
I recognize the following organizations for their assistance with this research: American Youth Policy Forum, Center for Service Learning Opportunities in Education, Coalition of Essential Schools, Expeditionary Learning Outward Bound, National Academy Foundation, National Center for Education Statistics, National Indian Youth Leadership Project, National Service Learning Clearinghouse, National Youth Leadership Council, Quest International, RMC Research Corporation, and the State Education Agency Service-Learning Network (SEANet). I also wish to thank the following individuals for their support of the research and feedback throughout the process: Marilyn Smith and all the Learn and Serve staff, Corporation for National Service; Terry Pickeral, Education Commission of the States and Learning In Deed initiative; Barbara Gomez, Service-Learning Consultant; Carmen Endlich, Learn and Serve New Mexico Coordinator; James Toole, Compass Institute; Carol Kinsley, CNS Board Member; Jill Conrad, RMC Research; Rob Shumer, National Service Learning Clearinghouse; and Nelda Brown, SEANet. In addition, I am grateful for all the teachers, principals, superintendents, state department of education officials, and other experts who participated in this study. I greatly appreciate their time and honest reflection on the status of service-learning in their institution. Their commitment to service-learning is strong and their leadership is essential to the institutionalization process. Thanks also go to the National Service Fellows Program staff, in particular David Morton, and the team of fellows, for their advice, counsel, and camaraderie throughout the past year. I acknowledge my wife and business partner Lindley Kramer, who has provided special support and encouragement throughout this research. This research project took place during my son Ezra’s first nine months of life, and it has been a total joy to do much of this work in his presence or with him in my lap. As the purpose of this research is to make the future of education more complete and meaningful for his and other generations, this report is dedicated to him. Disclaimer The information in this research is of strategies used in the past 6 or more years by schools, districts, and states to institutionalize service-learning. As such, some of the strategies are not currently being utilized, though they may have once been an important aspect of the evolution of the service-learning process. In addition, while every effort has been made to ensure the accuracy of the information herein, undoubtedly there are unintentional mistakes in this report, and the author regrets such errors. Furthermore, only those schools, districts, and states that are particularly strong in their use of each institutionalization strategy are listed, even though many institutions may use more approaches than they are given credit for in this report. It should be noted that this research did not study individual institutions in depth, but rather took a broad look at some institutionalization methods used, all of which are self-reported by the institutions interviewed during this process. Similarly, for the sake of brevity, highlights, rather than complete profiles, are provided for states and model schools and districts. Therefore, people should contact the sources provided in this report directly to get the most current, complete, and accurate service-learning information about the particular institution possible. TABLE OF CONTENTS 3
Page 1: MAKE IT LAST FOREVER: THE INSTITUTI
Page 5 and 6: Creating the Institutionalization S
Page 7 and 8: Since the inception of the Corporat
Page 9 and 10: kind of systemic change they wish t
Page 11 and 12: integration (8 states). It should b
Page 13 and 14: service-learning attained its prope
Page 15 and 16: However, organizations, like people
Page 17 and 18: Department of Education. The polici
Page 19 and 20: What are the key features of natura
Page 21 and 22: However, several issues have emerge
Page 23 and 24: Corporation for National Service, s
Page 25 and 26: ability of schools to demonstrate,
Page 27 and 28: is integrated into academic curricu
Page 29 and 30: FUNCTION #2: PROFICIENCY support or
Page 31 and 32: academic subjects. Some states focu
Page 33 and 34: part of teaching and learning, and
Page 35 and 36: transportation. Teacher minigrants
Page 37 and 38: Links to Educational Restructuring
Page 39 and 40: Curricular integration: Aspect of a
Page 41 and 42: In progress CA, IN Missoula (MT) Li
Page 43 and 44: Conference (other) OK, NM, MA, MD,
Page 45 and 46: Subgrants for strategic planning CO
Page 47 and 48: 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 and 100:
Teachers Teachers Teachers Recipien
Page 101 and 102:
Links to Educational Standards: Pro
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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