Post on 31-Mar-2015
NationalProject for
Excellence in Environmental
Education
Presenters Bora Simmons National Project for Excellence in EE Sarah Haines Maryland Assoc. for Environmental & Outdoor Educ. Chris Moseley University of Texas at San Antonio
QUICK TOUR OF ADOBE CONNECT
Primary Sponsors:
U.S. EPA Office of Environmental Education
EECapacity EPA funded national EE training program
housed in Cornell University’s Civic Ecology Lab
Other Partners
U.S. Fish and Wildlife Service U.S. Forest Service National Environmental Education
Foundation State EE Associations – such as TAEE,
MAEOE Organizational partners – such as the
Project Learning Tree, Arbor Day Foundation, Project WILD, Keep America Beautiful, Project WET
Tell us a bit about yourself…
Promoting excellence in
environmental education
Our Collective Wisdom
Developed Guidelines through a public participatory process
Engaging educators in a deep discussion about quality environmental education practice
Building EE as a profession
Guidelines for Excellence Publications
It’s important that an environmental educator…(select your top three)
Guidelines for the Preparation and Professional Development of Environmental Educators
Guidelines for Preparation and Professional
Development
A resource that provides a set of recommendations about the basic knowledge and abilities educators need to provide high-quality EE
Developed through a broad-based review and comment process
Guidelines for Preparation and Professional
Development
Six Themes1) Environmental Literacy2) Foundations of Environmental Education3) Professional Responsibilities of the
Environmental Educator4) Planning and Implementing
Environmental Education Programs5) Fostering Learning6) Assessment and Evaluation
Guidelines for Preparation and Professional
Development
1) Environmental Literacy1.1) Questioning, Analysis, and
Interpretation Skills1.2) Knowledge of Environmental Processes and Systems1.3) Skills for Understanding and Addressing Environmental Issues1.4) Personal and Civic Responsibility
Guidelines for Preparation and Professional
Development
2) Foundations of Environmental Education
2.1) Fundamental Characteristics and Goals of
Environmental Education
2.2) How Environmental Education is Implemented
2.3) The Evolution of the Field
Guidelines for Preparation and Professional
Development
3) Professional Responsibilities of the Environmental Educator
3.1) Exemplary Environmental Education Practice3.2) Emphasis on Education, Not Advocacy3.3) Ongoing Learning and Professional
Development
Guidelines for Preparation and Professional
Development
4) Planning and Implementing Environmental Education
4.1) Knowledge of Learners4.2) Knowledge of Instructional Methodologies4.3) Planning for Instruction4.4) Knowledge of Environmental Education Materials and Resources4.5) Technologies that Assist Learning4.6) Settings for Instruction4.7) Curriculum Planning
Guidelines for Preparation and Professional
Development
5) Fostering Learning
5.1) A Climate for Learning About and Exploring the Environment
5.2) An Inclusive and Collaborative Learning
Environment5.3) Flexible and Responsive Instruction
Guidelines for Preparation and Professional
Development
6) Assessment and Evaluation
6.1) Learner Outcomes6.2) Assessment that is Part of Instruction6.3) Improving Instruction6.4) Evaluating Programs
Maryland Association for Environmental & Outdoor Education
Founded in 1985, MAEOE is a nonprofit environmental education association serving thousands of teachers, natural resource managers, nature center staff, and environmental program managers
Maryland Association for Environmental & Outdoor Education
We serve our audience through offering dynamic training programs, workshops, conferences, awards programs, networking opportunities, publications, and related materials and resources
Why become certified? What’s in it for me? Why do we need it?
Most professions have a certification program
There is no environmental education degree program in Maryland
Environmental education is interdisciplinary. Educators need solid training in science, social studies, economics, education, etc.
High quality EE supports education reform goals such as No Child Left Inside and the state environmental literacy requirement and can positively impact school performance.
MAEOE Application Format
Resume: Theme 3: Professional Responsibility
Document real world environmental education opportunities you have been involved in
Document relevant professional development
MAEOE Application Format
Two teaching observation evaluation forms: Theme 3: Professional Responsibility; Theme 5: Fostering Learning; Theme 6: Assessment & Evaluation
Lessons observed must focus on environmental education concept
MAEOE Application Format
Three Lesson Plans/Program Outlines: Theme 1: Environmental Literacy; Theme 3: Professional Responsibility; Theme 4: Planning and Implementing EE; Theme 5: Fostering Learning; Theme 6: Assessment & Evaluation
MAEOE Application Format
Lesson plans should: Include at least three different
instructional methodologies, one of which should be investigative in nature
Three different assessment tools Aligned with state curriculum and Core
Learning Goals Safety concerns, use of setting,
differentiated instruction Personal reflection
MAEOE Application Format
Environmental Literacy Assessment: Theme 1: Environmental Literacy; Theme 2: Foundations of Environmental Education; Theme 4: Planning and Implementing EE; Theme 6: Assessment & Evaluation
Online instrument that is password protected
MAEOE Application Format
Two letters of reference that address how candidate meets the Six Themes of the Guidelines
University of Texas at San Antonio
Teaching
Service
Research
Research
Exploring Preservice Teachers’ Mental Models of the Environment.
Draw an Environment Test (DAET)Adopted from Draw-A-Scientist Test
(Chambers, 1983) Two part survey
Draw a picture of the environment Open ended sentence completion
defining the environment
Data Collection
Rubric – DAET-R NAAEE Guidelines …” describe the broad view that
environmental education takes of the environment, incorporating concepts such as systems, interdependence, and interactions among humans, other living organisms, the physical environment, and the built environment.”
Data Analysis
DAET-R: included evidence of four environmental
factors: -human interaction-living organisms-physical environment-built environment
Results
Frequency of Factors Drawn by Participants 69% no human factor 22% humans without interaction with
other factors 6% humans interacting with other factors 2.6% humans as part of systems
approach 72.3% abiotic drawn the most with no
interaction
Conclusions
Preservice teachers do not have a clear understanding of the systematic relationship of environmental factors
Preservice teachers do not consider humans to be an integral component of the environment
Preservice teachers’ mental models are incomplete when compared to the NAAEE Guidelines
Implications
Preservice teachers who have an object view of the environment may not see the need to take any responsibility for the environment.
Preservice teachers may be transmitting inaccurate mental models of the environment to their students.
There is a need for more EE in preservice teacher education.
ResearchA REPORT ON THE STATE OF ENVIRONMENTAL EDUCATION IN TEACHER PREPARATION PROGRAMS: SUPPORTS AND BARRIERS
Assess the infusion of EE in teacher education programs across the U.S.
Identifying common supports and barriers in addressing EE in teacher education programs
Explore the extent to which NAAEE Guidelines have been integrated into programmatic decisions and practice
Results
44% of respondents and 81% of students have never heard of guidelines
62% of respondents do not use the guidelines for program development
67% of respondents do not use the guidelines for program assessment
Conclusions
Few states offer certification or endorsements in EE.
Little to no emphasis of EE in teacher education programs.
Over 85% of states don’t require any coursework in EE.
Over 80% of the institutions don’t require EE in coursework.
EE emphasis is limited primarily to early childhood and elementary education.
Limited knowledge and usage of the NAAEE Guidelines for Excellence.
Teaching
AssessmentPortfolio
an edited collection of evidence of professional growth and reflections representing progress throughout the course.
a minimum of two pieces of evidence and a reflection about each item of evidence must show how candidates have acquired knowledge and skills in the six themes of the EE Guidelines
Service
Texas Environmental Literacy Plan Texas Environmental Education
Certification Accreditation with NAAEE Texas Certificate of Recognition in
Environmental Education 45 hours of approved professional
development for teachers UTSA preservice students eligible upon
graduation EE infused into coursework based on
guidelines
National EE Accreditation
NCATE: Standards for the Initial Preparation of Environmental Educators
NAAEE: Developing National Certificate of Distinction for
Environmental Education Programs [College/University]
Want to Learn More?
Offer a workshop thru our Guidelines Trainers’ Bureau
Access information thru EELinkedeelinked.net/n/guidelines
Attend another webinar
eelinked.net/n/guidelines
Future Webinars
May 8th 4:00pm (Eastern)Nonformal EE Programs: Guidelines for Excellence
June 26th 4:00pm (Eastern)Early Childhood EE Programs: Guidelines for Excellence
GET INVOLVED:
COMMUNITY EE GUIDELINES
For more information:Akiima Priceakiima@apriceconsulting.com
Questions?
Join us at the NAAEE Conference