2Who is in our field? Bay Area Environmental Education Evaluation Learning Community:Over 200 providersCREEC Resource Guide: 233 listings for Alameda County
3Who is in our field?Criterion 1: Definition of Environmental EducationEnvironmental education provides people with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed to protect and improve the environment.
4Who is in our field?Criterion 2: Key Characteristics of Environmental EducationUses the outdoors as a learning environment.Is a lifelong learning process.Is interdisciplinary and draws upon many fields of study and learning.Is relevant to the needs, interests and motivations of the learner.Is based on accurate and factual information.Presents information in a balanced, unbiased manner.Inspires critical thinking and decision-making.Motivates people to take responsible action.
5Who is in our field? Criterion 3: Area of Impact Area of Impact Way of MeasuringTransportationCommuting , Vehicle Miles TraveledNatural AssetsProtected Land, Brownfields, Water Use per capita, Ecological Health of the Bay , Ecological FootprintResource UseEnergy Use, Carbon Emissions, Ozone, Particulate Matter , Waste Disposal and DiversionCivic EngagementVoter Participation, Voter Behavior
6Who is in our field? Criterion 4: Method of EE Program Delivery* *NSW Council of Environmental Education Survey, 2003Method% RespondingCommunity education/advocacy35%Information services26%General education curriculum20%Social marketingOutdoor education19%Vocational education & Workplace training16%Community development14%Extension11%Vocational education & educational institution training9%Labor force training program5%Cultural/eco tourism3%
7Typology of Environmental Education Providers in the Bay Area Who is in our field?Typology of Environmental Education Providers in the Bay Area*NSW Council of Environmental Education Survey, 2003
8Environmental Education Collaboratives Bay Area and Non-Bay Area Examples*NSW Council of Environmental Education Survey, 2003
9Collective Impact: Strive Partnership Early Care and Education AdvocatesDistrict SuperintendentsCollege and University PresidentsCommunity FundersBusiness LeadersService Providers
10Collective Impact: Strive Partnership - Members organized into 15 different Student Success Networks (SSNs) by type of activity (such as early childhood education or tutoring) - Each SSN has met with a coach and facilitator for two hours every two weeks for the last three years
11Strive Partnership Goals BirthKindergarten4th Grade8th Grade12th GradeGraduateGoal 1: Prepared for SchoolGoals 2 & 3: Supported In and Out of School & Succeed AcademicallyGoals 4 & 5: Enroll in College & Graduate and Enter a Career“From Cradle To Career”
12Strive Partnership: Core Functions Work that happens in each SSN: - develop shared performance indicators - discuss progress - learn from each other - align efforts to support each other
13Strive Partnership: Learning 5 conditions required for a successful collective impact initiative:Common agendaShared measurementMutually reinforcing activitiesContinuous communicationBackbone support organization
14Collective Impact: Lessons from the Field Costs $ (broad base of support to make Strive work)Funders more interested in short-term solutionsMust be led by credible leaders who can serve as conveners and who genuinely “understand that every community needs a common table;” their job is to catalyze the process and set the right tone,It takes time to build trust (measured in years, not months)
15Collective Impact: Trends To date, common focus of collective impact has been on “cradle to career” and children’s issues, with much of it tied directly to educationPromise Neighborhoods (federal initiative that propelled collective impact model) is increasingly looking at environmental and social factors that influence health.
16Collective Impact: Local Example East Bay Promise NeighborhoodManagement team composed of CSU East Bay, Chabot College, Hayward USD, the City of Hayward, 4C’s of Alameda County and the Eden Area Regional Occupational ProgramA number of other regional partners also contribute to the planning process as part of the Advisory Board, including public safety officials, government groups, non-profit organizations and local residents.The partnership focuses on improving science, technology, engineering, and mathematics (STEM) education and developing pathways to college.
17Collective Impact: Local Example Redwood City 2020Participants:Redwood City Elementary School DistrictCity of Redwood CityCounty of San Mateo – Human Services Agency and Health SystemSequoia Union High School DistrictJohn W. Gardner Center For Youth and Their Communities, Stanford UniversitySequoia Healthcare DistrictKaiser Permanente
18Collective Impact: Local Example Redwood City 2020Participation Guidelines:Members must commit to consistent and ongoing participation in Redwood City 2020’s governance structure.Members must contribute annual membership fee. (At this time it is $25,000)Members must be ready to contribute resources (fiscal, in-kind and /or staff) to actively support the priorities and key strategic activities identified by Redwood City 2020
19Systems Change: Considerations Systems tend to be resistant to changeSystems have tipping pointsKnowing the cause and effect between the parts (feedback loops), enables one to change a system effectivelyManaging system change requires multiple perspectives