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

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leverage. Every institution, whether it is a school, district, or department of education, obviously needs to do its own analysis of its system to assess its leverage points and determine areas of focus. 60
SERVICE-LEARNING INSTITUTIONALIZATION PATTERN SUPPORTIVE IMPORTANT ESSENTIAL School Structures Policy Links to Educational Standards POWER: Decision-making on how servicelearning will work Curricular Integration Building Personnel Logistical Structures Pre-Service Education Project Evaluation Professional Development PROFICIENCY: Learning how to do and get better at service-learning Strategic Planning Student Assessment Peer Mentoring MODEL SCHOOLS AND DISTRICTS 61 Public Support Philosophy/ Mission State/District/ Non-Profit Personnel LEADERSHIP: Inspiration and motivation to do service-learning Organizational Culture Youth Leadership Recognition In-Kind Services Resources Funding COLLABORATION: Receiving support to do service-learning projects Partnerships Evidence of Impact Faculty Camaraderie “Make it Last Forever: The Institutionalization of Service-Learning in America” by Michael Kramer 1999 National Service Fellow CATEGORIES OF STRATEGIES FROM STATES, DISTRICTS, AND COMMUNITIES CATEGORIES OF STRATEGIES FROM SCHOOLS
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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
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: The Important categories include: P
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
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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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