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

SCHOOL
DISTRICT
STATE
FUNCTION 3: LEADERSHIP
ORGANIZATIONAL
CULTURE:
Teachers speak to one another
informally about the servicelearning
activities and how they
work. Other teachers are invited
to participate.
Experienced teachers make
presentations on their servicelearning
activities at district
teacher and administrative
meetings.
An informal network of
interested colleagues exists to
share information and resources
among educators who believe in
service-learning.
Teachers give advice to one another
about effective service-learning
design, implementation, and
evaluation.
Teachers develop relationships with
faculty at other schools in the
district, and provide consulting to
them on project development and
assessment.
A state peer advisory council,
comprised primarily of teachers,
develops a year-round mentoring
program that relies on volunteer
time and energy.
STAGES OF INSTITUTIONALIZATION
Experienced teachers assume the longterm
role of coaches for novice
practitioners, even working together on
projects to ensure both their success and
that those they mentor develop
confidence and competence in using the
pedagogy.
A formal peer mentoring network is
establish which pays teachers stipends to
work collaboratively with all schools in
the district to become educated in the
use of service-learning.
The state funds a fellowship program to
pay teachers to be peer mentors, and
provides support and resources to
facilitate educational meetings and
events where mentoring can occur.
CAPACITY- WIDESPREAD USE SYSTEMIC
BUILDING & SUPPORT INTEGRATION
85