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

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I. Abstract II. Executive Summary III. Introduction Why Look at Service-Learning Institutionalization? 13 Research Methodology 14 IV. Assessment of the Service Learning System What is Institutionalization? 15 What Does Institutionalizing Service-Learning Mean? 17 A New Language for Sustainability 19 National Trends in Society, Education, and Service-Learning The Evolving Society 21 The Changing Nature of Schools 22 The Process of Educational Reform 23 State Capacity to Embrace Service-Learning 23 The Corporation for National Service 24 Learning In Deed 24 Institutionalization Functions and Strategies 25 How Do the Strategies Support the Functions? 25 Descriptions of Strategies 27 Links to Educational Restructuring Efforts 38 Locations of Institutionalization Strategies 39 Strategy Ranking 59 Service Learning Institutionalization Pattern 60 Map 61 Model Schools and Districts 62 Who Has Used the Most Institutionalization Approaches? 69 State Profiles 70 V. State System Highlights 70 Institutionalization Design Service-Learning Institutionalization Rubric 74 6 7
Creating the Institutionalization System Design Process 98 Stakeholders 99 Assessment 100 Support for Strategies 101 Design Principles 105 Strategic Planning 108 How Do Categories Support the Functions? 110 VI. Implications of the Research VII. Recommendations National Level 116 State Level 117 District Level 118 School Level 118 Call for More Research 119 VIII. Conclusion IX. Appendix State Education Agency Survey Form 122 X. Resources Bibliography 123 Web Sites 126 National Organizations 127 State Study Participants 128 District and School Study Participants 130 Make It Last Forever: The Institutionalization of Service-Learning in Schools, Districts, and States By Michael Kramer, 1999-2000 National Service Fellow, Corporation for National Service 5 114 120
Page 1 and 2: MAKE IT LAST FOREVER: THE INSTITUTI
Page 3: I recognize the following organizat
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
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Reflection Book of projects Superin
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Invite legislators to see projects
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The Important categories include: P
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SERVICE-LEARNING INSTITUTIONALIZATI
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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
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