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Bora Simmons Bora Simmons National Project for Excellence in EE Sarah Haines Sarah Haines Maryland Assoc. for Environmental & Outdoor Educ. Chris Moseley.

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Presentation on theme: "Bora Simmons Bora Simmons National Project for Excellence in EE Sarah Haines Sarah Haines Maryland Assoc. for Environmental & Outdoor Educ. Chris Moseley."— Presentation transcript:

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2 Bora Simmons Bora Simmons National Project for Excellence in EE Sarah Haines Sarah Haines Maryland Assoc. for Environmental & Outdoor Educ. Chris Moseley Chris Moseley University of Texas at San Antonio

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4 U.S. EPA Office of Environmental Education EECapacity EPA funded national EE training program housed in Cornell Universitys Civic Ecology Lab

5 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

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8 Developed Guidelines through a public participatory process Engaging educators in a deep discussion about quality environmental education practice Building EE as a profession

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11 Guidelines for the Preparation and Professional Development of Environmental Educators

12 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

13 Six Themes 1) Environmental Literacy 2) Foundations of Environmental Education 3) Professional Responsibilities of the Environmental Educator 4) Planning and Implementing Environmental Education Programs 5) Fostering Learning 6) Assessment and Evaluation

14 1) Environmental Literacy 1.1) Questioning, Analysis, and Interpretation Skills 1.2) Knowledge of Environmental Processes and Systems 1.3) Skills for Understanding and Addressing Environmental Issues 1.4) Personal and Civic Responsibility

15 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

16 3) Professional Responsibilities of the Environmental Educator 3.1) Exemplary Environmental Education Practice 3.2) Emphasis on Education, Not Advocacy 3.3) Ongoing Learning and Professional Development

17 4) Planning and Implementing Environmental Education 4.1) Knowledge of Learners 4.2) Knowledge of Instructional Methodologies 4.3) Planning for Instruction 4.4) Knowledge of Environmental Education Materials and Resources 4.5) Technologies that Assist Learning 4.6) Settings for Instruction 4.7) Curriculum Planning

18 5) Fostering Learning 5.1) A Climate for Learning About and Exploring the Environment 5.2) An Inclusive and Collaborative Learning Environment 5.3) Flexible and Responsive Instruction

19 6) Assessment and Evaluation 6.1) Learner Outcomes 6.2) Assessment that is Part of Instruction 6.3) Improving Instruction 6.4) Evaluating Programs

20 Founded in 1985, MAEOE is a nonprofit environmental education association serving thousands of teachers, natural resource managers, nature center staff, and environmental program managers

21 We serve our audience through offering dynamic training programs, workshops, conferences, awards programs, networking opportunities, publications, and related materials and resources

22 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.

23 Resume: Theme 3: Professional Responsibility Document real world environmental education opportunities you have been involved in Document relevant professional development

24 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

25 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

26 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

27 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

28 Two letters of reference that address how candidate meets the Six Themes of the Guidelines

29 University of Texas at San Antoni University of Texas at San Antonio Teaching Service Research

30 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

31 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.

32 Data Analysis DAET-R: included evidence of four environmental factors: -human interaction -living organisms -physical environment -built environment

33 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

34 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

35 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.

36 Research A 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

37 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

38 Conclusions Few states offer certification or endorsements in EE. Little to no emphasis of EE in teacher education programs. Over 85% of states dont require any coursework in EE. Over 80% of the institutions dont 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.

39 Teaching Assessment Portfolio 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

40 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

41 NCATE: Standards for the Initial Preparation of Environmental Educators NAAEE: Developing National Certificate of Distinction for Environmental Education Programs [College/University]

42 Offer a workshop thru our Guidelines Trainers Bureau Access information thru EELinked eelinked.net/n/guidelines Attend another webinar

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46 May 8 th 4:00pm (Eastern) Nonformal EE Programs: Guidelines for Excellence June 26 th 4:00pm (Eastern) Early Childhood EE Programs: Guidelines for Excellence

47 For more information: Akiima Price akiima@apriceconsulting.com

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