1. Field Scan: Environmental Education and Collective Impact
Environmental Education Collaborative Meeting
January 31, 2012

2. Who is in our field? Bay Area Environmental Education
Evaluation Learning Community:
Over 200 providers
CREEC Resource Guide: 233 listings for Alameda County

3. Who is in our field?
Criterion 1: Definition of Environmental Education
Environmental education provides people with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed to protect and improve the environment.

4. Who is in our field?
Criterion 2: Key Characteristics of Environmental Education
Uses 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.

5. Who is in our field? Criterion 3: Area of Impact Area of Impact
Way of Measuring
Transportation
Commuting , Vehicle Miles Traveled
Natural Assets
Protected Land, Brownfields, Water Use per capita, Ecological Health of the Bay , Ecological Footprint
Resource Use
Energy Use, Carbon Emissions, Ozone, Particulate Matter , Waste Disposal and Diversion
Civic Engagement
Voter Participation, Voter Behavior

6. Who is in our field? Criterion 4: Method of EE Program Delivery*
*NSW Council of Environmental Education Survey, 2003
Method
% Responding
Community education/advocacy
35%
Information services
26%
General education curriculum
20%
Social marketing
Outdoor education
19%
Vocational education & Workplace training
16%
Community development
14%
Extension
11%
Vocational education & educational institution training 9%
Labor force training program 5%
Cultural/eco tourism 3%

7. Typology 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

8. Environmental Education Collaboratives
Bay Area and Non-Bay Area Examples
*NSW Council of Environmental Education Survey, 2003

9. Collective Impact: Strive Partnership
Early Care and Education Advocates
District Superintendents
College and University Presidents
Community Funders
Business Leaders
Service Providers

10. Collective 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

11. Strive Partnership Goals
Birth
Kindergarten
4th Grade
8th Grade
12th Grade
Graduate
Goal 1: Prepared for School
Goals 2 & 3: Supported In and Out of School & Succeed Academically
Goals 4 & 5: Enroll in College & Graduate and Enter a Career
“From Cradle To Career”

12. Strive 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

13. Strive Partnership: Learning
5 conditions required for a successful collective impact initiative:
Common agenda
Shared measurement
Mutually reinforcing activities
Continuous communication
Backbone support organization

14. Collective Impact: Lessons from the Field
Costs $ (broad base of support to make Strive work)
Funders more interested in short-term solutions
Must 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)

15. Collective 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 education
Promise Neighborhoods (federal initiative that propelled collective impact model) is increasingly looking at environmental and social factors that influence health.

16. Collective Impact: Local Example
East Bay Promise Neighborhood
Management 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 Program
A 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.

17. Collective Impact: Local Example
Redwood City 2020
Participants:
Redwood City Elementary School District
City of Redwood City
County of San Mateo – Human Services Agency and Health System
Sequoia Union High School District
John W. Gardner Center For Youth and Their Communities, Stanford University
Sequoia Healthcare District
Kaiser Permanente

18. Collective Impact: Local Example
Redwood City 2020
Participation 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

19. Systems Change: Considerations
Systems tend to be resistant to change
Systems have tipping points
Knowing the cause and effect between the parts (feedback loops), enables one to change a system effectively
Managing system change requires multiple perspectives