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

SCHOOL
DISTRICT
STATE
FUNCTION 3: LEADERSHIP
STATE/DISTRICT/
The school principal mandates
its faculty to use servicelearning,
which slowly
facilitates its use among
faculty.
The district is aware and
supportive of faculty who use
service-learning.
Service-learning is a standalone
program that exists only
because of Learn and Serve
funding. It may be linked to
the school-to-work initiative.
Teachers collectively agree that
service-learning has value, and most
teachers decide to use the pedagogy
regularly. The principal acts as the
instructional leader by encouraging
use of service-learning and providing
resources to support it.
District leaders advocate for the use of
service-learning, and curriculum
directors and specialists endeavor to
demonstrate its connection to content
and performance standards.
Service-learning is supported by the
state superintendent and board of
education and is connected to several
educational initiatives. The state
supports a coordinator to oversee its
implementation in districts.
STAGES OF INSTITUTIONALIZATION
Teachers agree that service-learning
has value, and all faculty members
commit to its use, share the
responsibility of organizing,
conducting, and evaluating servicelearning
initiatives, and work together
on projects.
Service-learning is a component of all
district initiatives, supported at every
level of the administration through
policy, funding, professional
development, and promotion.
Service-learning is advocated
throughout the department, infused
into all standards and programs, and
supported in all professional
development efforts, conferences, and
publications. It may become so much
a part of the organizational culture of
the department that a coordinator may
eventually become unnecessary.
CAPACITY- WIDESPREAD USE SYSTEMIC
BUILDING & SUPPORT INTEGRATION
86