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

SCHOOL
DISTRICT
Service is of mild interest to one
or two teachers, who run good
projects but are not supported by
the faculty or administration. A
few teachers notice and join in as
the years go by. The principal is
vaguely aware of the practice.
Principals and administrators are
encouraged to support service
learning. Other initiatives are seen
as more important, although
district administrators do not
hinder projects in any way.
Many faculty, some in
collaboration, work on more
complex and dynamic long-term
projects. There may be a
coordinator available to assist. The
approach is gaining popularity
among faculty. The principal is
supportive of service learning.
Principals and administrators are
provided time to receive training in
service learning. They understand
that service learning is not an addon,
and that it can meet the needs of
all students. They are interested in
knowing how to replicate good
projects from other schools.
STATE N/A N/A
FUNCTION 2: PROFICIENCY
PROFESSIONAL
DEVELOPMENT:
STAGES OF INSTITUTIONALIZATION
The entire faculty is committed to using
service learning, and works
collaboratively to design and operate
high quality projects. The principal is a
strong advocate for service learning, and
leverages resources to make projects
work. The school has the logistical
support it needs to carry out projects.
Principals and administrators want and
expect teachers to use service learning at
some point during the year, can provide
instructional leadership on successful
practice, and educate other
administrators about its value. They seek
to disseminate their projects to other
schools.
CAPACITY- WIDESPREAD USE SYSTEMIC
BUILDING & SUPPORT INTEGRATION
79
N/A