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

SCHOOL &
LOGISTICAL
STRUCTURES:
SCHOOL
DISTRICT
STATE
FUNCTION 1: POWER
POLICY:
BUILDING & SUPPORT INTEGRATION
People perceive too many
barriers, especially school size, to
successful use of service learning
at the school. Teachers may use
flexible scheduling options.
Volunteer help is rare.
District policies inhibit classes
from going off campus to engage
in service learning activities.
Some teachers do it anyway.
The state discourages districts
from having the autonomy to be
flexible in their educational
approach. Test scores and
standards are primary, and as long
as service learning addresses
them, it is allowed.
CAPACITY-
BUILDING
The school uses a family concept to
achieve better scale. Scheduling is
flexible and/or teachers are willing
to set aside special times for service
learning activities. Transportation is
occasionally a problem. Volunteers
are sometimes available to help.
The district sees the value of schoolcommunity
linkages, and allows the
practice of service learning. It may
give schools the freedom to define
schedules or reorganize the school.
Service learning is endorsed as a
successful method of teaching and
learning. Districts are encouraged to
develop policies which support the
practice.
STAGES OF INSTITUTIONALIZATION
WIDESPREAD USE
& SUPPORT
77
School is small in size. Block scheduling
and other flexibility options facilitate
projects. Transportation is readily
available. Volunteers are plentiful.
The district allows site-based
management, makes transportation
readily available and affordable,
reassures everyone about liability
coverage, and leverages volunteer help
for organizing and operating projects.
The state provides the staffing and
technical support in policy development
and quality improvement to districts so
they may self-organize in a way that
most effectively utilizes service learning.
SYSTEMIC
INTEGRATION