1. The Hows and Whys of Service Learning in Pre-service Teacher Education Coursework Dr. Susan M. Schultz Dr. Susan Hildenbrand October 18, 2012

2. Definition of Service-Learning Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich students’ learning, meet community needs, and strengthen communities. 2

3. 1.Meaningful Service: Service meets real community needs and is sustainable over multiple semesters. It acknowledges the wisdom and skills of our community partners. 2.Student Learning: Service work meets course goals. It increases the meaningfulness of course material and enhances students’ learning. 3.Reflection: Assignments link course content with service. Reflection results in learning from service. Criteria for Community-Based Service-Learning 3 Minimum # of Hours: 15; Average # of Hours: 20 Optional or Required Capacity-Building or Client Support

4. Service Learning Forms – Service learning agreement form Photo release Permission to use student work – Holy Childhood volunteer agreement form – Confidentiality form – IEP confidentiality form – Pre and post

5. Reading Pen Pals Service Learning Project St. John Fisher College Ralph C. Wilson School of Education EDUC 229 Language Acquisition and Literacy Development

6. Grade 5 Rochester City School District School # 25 23 students (boys or girls? Aliawiyah, Shakur, Ascille…) A View from The Cherry Tree Willow Davis Roberts

7. College Campus Visit

8. Tree Planting

9. Grade 1 School # 25 21 students* More Than Anything Else, Mary Bradby School # 39 17 students* Pete the Cat, Erik Litwin *give or take a few.

10. Some bilingual families

12. Wide range of abilities…

15. Pete the Cat

16. Introductory Letter Dear Parents and Guardians, We are teacher candidates at St. John Fisher College enrolled in a Language Acquisition and Literacy Development class. As part of our curriculum we are working with your children through Ms. Laz’s class. Your child will be assigned a reading pen pal from our class; we will be creating fun activities for your children to participate at home and in school with Ms. Laz. For our activities we will be using the children’s book Pete the Cat, by Eric Litwin, which will be provided to each student. We look forward to working with your children, and thank you in advance! Sincerely, The Teacher Candidates from EDUC 229

17. Writing to Our Pen Pals

18. Service Learning Hours

19. Constructing Parent Take Home Bags

20. Parent Brochures

21. Learning Center Planning

22. Learning Centers

23. Final Projects

25. Presentations at School # 39

32. Student Work Samples

33. Family Projects Service Learning Project St. John Fisher College Ralph C. Wilson School of Education EDUC 440 Collaboration for Inclusion

34. Partnership with the Advocacy Center Each teacher candidate team is paired with a family with a student with a disability. The teacher candidates review the IEP and interview the family for a project focus. The families present to the whole class their family story (“Presenters with a New Attitude”). The teacher candidates and the family collaborate throughout the semester to research and create a project that is helpful to the family. The teams present their final project to the family and their classmates.

35. Family Project/Team Presentations Teams initiate a face-to-face family interview Parents provide ideas for their teams based on the family’s areas of interest and need. Teams write/send a letter of introduction to their family Each family meets with its assigned team. Parents speak to the entire class and share the family stories they developed in the “Presenters with a New Attitude” training. Roles of student teams and families Teams receive the IEP Parents provide their child’s IEP to their team

36. Family Project/Team Presentations Teams present their findings to the family and the whole class. Parents return to the classroom to hear the team’s presentation on the area of interest. Teams have ongoing communication with their family, at least once each week. Parents provide ongoing input to their team. Teams identify, review and synthesize the literature and resources related to the family’s identified area of interest. Parents provide ongoing input to their team.

37. Collaboration and Co-teaching

38. Family and Team Presentations

39. Obstacles and Resolution Enrollment fluctuations at elementary schools Bilingual families Service Learning hours/ Field Placement hours Transportation Scheduling common time that works for all constituents. Time to meet in groups and with the families Grants (college visit, books, materials…) Institutional support helps Optional components

40. Student Impact Surveys Enhanced Classroom Studies I learned a lot about African American language through writing to the student and receiving letters back, Seeing the students’ handwriting and how they develop their ideas helped me gain understanding of language development. Being able to see the methods and conditions we have learned about first hand, really helps put things into perspective. Learned about supports for students with disabilities. I have learned that collaboration with families can strongly help student’s learning. Actually doing what we were learning was very beneficial. Learned to work with different teammates of many different time schedules and personalities. 96% all service learning across college agreed or strongly agreed that service learning enhanced classroom studies

41. Student Impact Surveys Civic Engagement It helped me to better understand the economical, cultural, and language diversity present in schools. I always wanted to help but was not sure how or where. Now becoming a teacher is more than a job, but a service that I owe to my community. Was able to see students from different backgrounds and economic status. This showed me how teachers can help accommodate all needs and make a great classroom environment. I understand the need for everyone to be included. Presenting to the families and being of service to them was helpful. I am more aware of the types of difficulties some students may have. Helping a long list of people with our information. Team building with the family through interview. 89% all service learning across college agreed or strongly agreed that service learning increased their civic engagement

42. Student Impact Surveys Professional Skills and Interpersonal Competencies I was taught that working as a team member with other teachers helps the students learn in different ways that maybe helps different learners. This helped with my understanding of the daily life of a teacher and helped me connect with them on a professional level. Working with my group helped me with splitting up the work and relying on others to get the job done. I had to think creatively in how to create supports for a student that has a disability. Responsibility and cooperation allowed me to work well with my group. I became more confident in presenting. I gained more courage working with people. 94% all service learning across college agreed or strongly agreed that service learning improved their professional skills

43. St. John Fisher College Service Learning Website http://www.sjfc.edu/academics/servicelearning/ Sue Schultz sschultz@sjfc.edu Sue Hildenbrand shildenbrand@sjfc.edu