Ecological Footprint Level I: Imagine the Change

Level I programs introduce new ways of reframing content and instruction through a lens of human-environmental impacts, population, consumption, energy and related themes.  Participants envision and define possibilities for change as they experience approaches they can replicate in their own classes.  A typical package includes:

• 1-2 days of on-site professional development introducing core Ecological Footprint content
• Ecological Footprint curriculum samples
• Assessment of faculty interest and needs
• Compilation of evaluation outcomes and meeting with administration or planning team to identify next steps

Example:  An educational institution is seeking ways to improve student achievement and engagement, and wants to explore sustainability as a possible theme for reframing curriculum.  In a two-day workshop, Creative Change engages teachers in hands-on activities that explore human-environmental interactions.  Environment trends, energy use, “source and sinks,” and the links between culture and ecology are among the topics explored.  Educators review age-specific curricula and resources, and evaluate ways the approaches can be integrated into existing instruction to meet achievement goals.  After collecting data on faculty impressions and interests, Creative Change meets with the leadership team to develop a plan for moving ahead. 
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Ecological Footprint Level II: Begin the Change

Level II programs provide a mix of in-depth content knowledge, multimedia resources, and follow up support as educators begin to create “makeovers” for units or courses.  Spread over a year or more, a typical package includes:

• Needs assessment and goal-setting with staff/leadership team
• 3-5 day of on-site professional development
• 3-5 days of follow-up support and planning assistance
• Group subscription to the Curriculum and Resource Center
• On-line evaluation; compilation and reporting of outcomes
• Recognition and promotion through our Affiliate Network

Example: After completing the Level I program, the same institution works with Creative Change to map out a year-long initiative focused on reframing core units around Ecological Footprint themes of human-environmental interactions, policies to advance sustainability, and related economic and cultural issues.  The initiative unfolds over a calendar year in three steps: A) on-site professional development, B) on-going support for instructional redesign, and C) evaluation and communication.

Step A) On-site Professional Development

Workshops begin by immersing teachers in content knowledge and research-based pedagogical strategies. To model effective approaches, the sessions engage staff in hands-on activities they can replicate with their students, followed by thoughtful analysis and discussion.  Approaches include:

• Defining and exploring cultural views on needs, wants and “more vs. better”
• Examining interactions of “the Commons” (shared cultural knowledge and ecological systems) that support well being
• Exploring humans-environmental interactions through the lens of everyday needs
• Experiencing regeneration and overshoot through simulations
• Identifying personal and policy-level actions to advance sustainability
• Exploring the links among poverty, population growth and consumption patterns.

Through these activities, educators define how the Ecological Footprint can serve as context for improving learning at their grade level.  Staff then evaluates their existing units or courses and set goals for reshaping them. A science teacher integrates energy use and impacts on the atmosphere, while a math teacher uses peer-reviewed global footprint data to teach ratios.  A geography instructor plans a 6-week investigation of the Ecological Footprint in order to meet requirements for a regional studies course.  Each educator develops ways for students to utilize the campus to assess the school’s environmental impacts and make suggestions for reducing the collective footprint.  At the college level, faculty would focus on revising their courses so that they are more integrated, and incorporate more real-world data, examples, and hands-on instruction.

Step B) On-going support for instructional redesign

The PD now shifts to the on-the-ground work of redesigning the units based on the goals set.  Creative Change’s approach to instructional design provides educators with a process and framework for planning units that start with students’ experiences, build an integrated knowledge base, and culminate in meaningful civic engagement.  In-depth workshop materials and multimedia curriculum resources from the on-line Curriculum and Resource Center support teachers as they

• Align instruction and assessment around “Big Ideas” that integrate disciplines and link to standards.
• Develop questioning strategies to promote critical thinking.
• Support literacy and writing skills through content instruction.
• Design and use assessments that have a real audience and purpose.

More on our approach to content, pedagogy and instructional design

As faculty continue their work in a learning community approach, Creative Change provides on-going planning support through phone, email, and in-person meetings. Support strategies include unit planning, developing assessments, and evaluation support.  For example, Creative Change helps a teacher team connect with local stakeholders and develop specialized assessment tools to ensure the project meets achievement goals.

Step C) Evaluation and documentation

By the end of the year, the educators’ efforts have resulted in a collection of instructional modules that demonstrate best practices in content and pedagogy.  The faculty has evaluated the impacts of its work and wants to replicate the approaches in other areas of the curriculum.  To support this, Creative Change compiles pictures, reports, presentations and other documentation in order to communicate results to the district- or organizational leadership team and provide models for replication.  Based on the success of the work, the collaboration with Creative Change grows to other departments or schools through a Level III program.
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Ecological Footprint Level III: Sustain the Change

Level III programs enable schools and districts to deepen instructional change by building internal capacity to institutionalize successful approaches and/or integrate additional Creative Change programs. Clients gain training, resources and strategic planning assistance focused on preparing an internal team to lead, evaluate, and sustain instructional change.  These packages, spread over two or more years, typically include

• Multiple days of on-site professional development focused on “training the trainer” (preparing staff to lead internal PD)
• Strategic planning assistance to set and monitor goals.
• Technical support with evaluation, documentation results, and communication materials
• On-going promotion as part of the Creative Change Affiliate Network
• On-going communication and planning with administration/leadership team

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