SERVICE-LEARNING

1. PSBA Conference on Educational Issues for Board Members Terry Pickeral SERVICE-LEARNING

2. LOGIC MODEL • A logic model defines the outcomes and essential processes necessary to achieve them. • It includes a scope and sequence of activities that lead to the desired outcomes. • It begins with student competencies and ends with policy encouraging assessment and quality practices. • It Backward Plans to identify the appropriate assessments, pedagogies, partnerships, school climate, local policies and infrastructure, alignment with standards, federal policies and appropriate roles of national organizations.

3. Local Policy/ Infrastructure State Policy STRATEGIES AND SUPPORT FOR STUDENT ACHIEVEMENT Student Achievement Classroom Pedagogy School Climate Student Competencies and Assessments School Climate Assessments Research Evidence District & School Surveys & Case Studies Policy Scan

4. School Climate District Policy/Infra-structure State Policy Classroom Pedagogy PUTTING THE POLICY AND IMPLEMENTATION PIECES TOGETHER COHERENCY = STUDENT ACHIEVEMENT

5. SERVICE-LEARNING • A philosophy, pedagogy and model for community development that is used as an instructional strategy to meet learning goals and content standards. • Quality service-learning contributes to: • Academic achievement • Civic development • Social emotional development • Career development.

6. STANDARDS FOR QUALITY PRACTICE • Meaningful service • Link to curriculum • Reflection • Diversity • Youth voice • Partnerships • Progress monitoring • Duration and intensity

7. Sustainability Framework • Vision and Leadership • A diverse group of stakeholders have a shared vision and leadership opportunities. • Curriculum • The structures and frameworks are in place to develop and revise curriculum. • Professional Development • Administrators, faculty, staff and others have regular opportunities to engage in training and to create a community of practice. • Partnerships and Community • School-Community partnerships benefit schools, students and community. • Continuous Improvement • Formalized opportunities exist for analyzing data for continuous improvement.

8. SIMULTANEOUSACTIONS CURRICULUM PARTNERSHIP VISION LEADER- SHIP PROF DEV’T CONTINUOUS IMPROVEMENT

9. SUSTAINABILITYMATRIX

10. CAPACITY SUPPORTIVE POLICY STUDENT IMPACT HIGH-QUALITY PRACTICE

11. Indicators of Sustainability:Vision and Leadership • A diverse group of stakeholders have a shared vision and leadership opportunities. • Alignment exists with current and emerging local, state and national policies and priorities.

12. Indicators of Sustainability:Vision and Leadership • The district has a vision of what the district will look like when service-learning is fully integrated into your school, district and community.

13. Policy What is the mission of the district/school? How can service-learning support that mission? What are the current school board goals? How can service-learning address those goals? Increasing credibility of service-learning through alignment with and support education reform? Capacity and Infrastructure What group of people currently provide leadership for service-learning? Are there other leaders who may become advocates for service-learning? Who will take responsibility for the day-to-day coordination of service-learning? Strategies in Action:Vision and Leadership

14. Indicators of Sustainability:Curriculum • The structures and frameworks to develop and revise curriculum allow for the integration of service-learning. • Service-learning activities address curricular demands, student interests and community needs.

15. Indicators of Sustainability:Curriculum • Service-learning aligns with the district or state’s content standards. • Students are able to demonstrate and articulate the knowledge and skills (contained in state or local standards) acquired through service-learning.

16. Policy How will generic rubrics or grading criteria created for assessing assignments (graphs, letters, papers, presentations, etc) be shared among teachers and readily used within service-learning activities? Are there examples of service-learning projects that can be documented and systemically distributed to help staff and students understand what service-learning is and is not? Capacity and Infrastructure Are there mechanisms to generate and disseminate classroom service-learning ideas within your school or district? What role are curriculum coordinators playing in your service-learning initiative? Do you engage school or district committees for each content area? Is there adequate training and support for teachers? Strategies in Action:Curriculum

17. Indicators of Sustainability:Professional Development • School and district faculty and other employees have regular opportunities to engage in training and to create a community of practice around service-learning. • District has partnerships with community-based organizations, higher education institutions or others to provide high-quality staff development.

18. Indicators of Sustainability:Professional Development • Teachers of various curricular areas have opportunities to discuss potential collaboration on service-learning activities. • Service-learning is incorporated into curricular activities, district initiatives and education reform strategies.

19. Policy Are continuing education credits for teacher recertification or licensure offered to educators participating in service-learning training? Are efforts made to build credibility of service-learning through linkages to other professional development activities aligned other education reform efforts? Capacity and Infrastructure Is a consistent process or approach for service-learning professional development used? Are opportunities offered more than once a year? Is there a follow-up structure to formal training? Do trainings reflect the unique needs of new, intermediate and experienced service-learning? Is there an established system to give practitioners the chance to exchange ideas and discuss challenges? Strategies in Action:Professional Development

20. Indicators of Sustainability:Partnership & Community • Organizational structures exist to develop and support community-school partnerships. • Community-school partnerships are evaluated, documented and publicized. • Partnerships are not necessarily exclusive to the local level. Potential partnerships at the regional, state and national levels are considered.

21. Policy What district and/or school policies (e.g., liability, supervision and transportation) are in place for students to spend time with community partners outside the school? What policies do community-based partners have in place to allow students to spend time with the organization? How do partnerships increase resources for education (e.g., funding, products, services or public opinion)? Capacity and Infrastructure How can external partners add context and expertise to not only implementing service-learning, but sustaining it? How do partners play a role in understanding, determining or providing organizational resource needs to support service-learning activities? Are there local, state or national coalitions of organizations or individuals that advocate for related issues with whom you can connect? Strategies in Action:Partnerships & Community

22. Indicators of Sustainability:Continuous Improvement • District provides formalized opportunities for assessing service-learning and for continuous improvement of service-learning practice.

23. Indicators of Sustainability:Continuous Improvement • High-quality continuous improvement is sustained through district policies and practices. • Different evaluative processes and protocols are used to better assess different types of practice.

24. Policy How does the district assess service-learning outcomes? How can service-learning assessments link with other school or district assessment efforts? How can research and best practice inform the creation of district rubrics to evaluate attainment of district goals through service-learning? Capacity and Infrastructure Is there a well-defined, consistent evaluation or assessment used for all continuous improvement purposes? Are there a set of standards to judge current practice and improvements? Are there regular opportunities for substantive discussions of common problems, collaborative planning and refining practice that leads to student learning? Strategies in Action:Continuous Improvement

25. CONTRIBUTIONS • Service-Learning can make positive contributions to many district initiatives, priorities and programs including: • Professional Learning Communities • School-Community Collaborations • Parent Engagement • Civic Engagement • Student Performance • Active Teaching and Learning.

26. 100 DLN • A national network of district policymakers and education leaders committed to civic engagement and service-learning: • Deepen school practice • Engage peers • Advocate nationally.

27. NCLC • National Center for Learning and Citizenship • 700 Broadway Suite 810 • Denver, Colorado 80203 • 303-299-3636 • www.ecs.org/nclc