Education for Sustainability Working Group
Vision Statement
Resources Developed By Working Group
(Microsoft Word 2007 (.docx) 14kB May17 19)
(Microsoft Word 2007 (.docx) 19kB May24 19)
Introduction to the Education for Sustainability Working Group.
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Key Goals and Objectives
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HideGoal 1: Develop a Framework of Guiding Principles for Sustainability Education
The framework is based on published principles for sustainability education and reflects the inclusion of diverse perspectives; deep and transdisciplinary content knowledge; place-based values and contexts; participatory engagement in local, social, ecological, and economic communities; and opportunities for transformative learning experiences. A developmental progression is used to assess the existing state of sustainability education (relative to the EfS framework) that teacher education candidates experience in Washington State institutions of higher education. A developmental progression is used to continuously assess the state of sustainability education (relative to the EfS framework) that teacher education candidates experience in Washington State institutions of higher education.
Strategies for success include:
- Conduct a thorough review of the literature regarding essential elements of sustainability education.
- Collectively synthesize the findings from the literature review and draft a working EfS framework.
- Develop a developmental progression rubric (grounded in the EfS framework) to assess the state of EfS programs in WA State teacher preparation programs.
- Use the developmental progression assessment to collect baseline data on the current state of sustainability education across Washington State teacher preparation programs.
- Use the developmental progression assessment to annually collect data on the current state of sustainability education across Washington State teacher preparation programs.
- Analyze the data collected on the state of EfS in teacher preparation programs and prepare annual reports.
- EfS Working Group members initiate an action research cycle to collectively assess and revise the EfS working framework.
Evidence of success includes:
- A documented review of the EfS literature.
- Annual assessments of the state of EfS educational program components for teacher education graduates through the use of a developmental progression rubric.
- Feedback on and ongoing refinements to the EfS framework based on data from the annual EfS program assessments and action research by the EfS Working Group
Goal 2: Share Curriculum Materials for EfS Integration Beyond the Working Group
Local "nodes" (e.g., community partners, organizations, institutes, environmental education sites that can partner in the work) are incorporated into EfS models. Specific EfS models (whether newly developed or adapted from existing resources) are piloted by university and K-12 faculty. Each implementation of a specific EfS model by university and K-12 faculty is reviewed in relation to the principles of the EfS framework; this review and the EfS model are available to others.
Strategies for success include:
- EfS Tier 1 members identify and collectively explore existing models of sustainability curricula (e.g. Curriculum for the Bioregion) and share summaries of these with the EfS Working Group. Summaries include connections to standards.
- EfS Tier 1 members identify and build collaboration with existing potential "nodes" (e.g., community partners, organizations, institutes, environmental education sites) that could contribute to local, context-based networks that support EfS learning opportunities.
- EfS Working Group members individually or collectively adapt or develop and pilot context-specific EfS models and review the implementation of a model in relation to the principles of the EfS framework.
- Through an action research cycle, EfS models for diverse contexts are improved, described, and made available beyond the EfS Working Group.
- Develop and conduct a baseline assessment of Washington State teacher candidates' knowledge, skills and dispositions relevant to teaching sustainability in K-12 classrooms.
Evidence of success includes:
- Results from piloting EfS models in different/multiple educational contexts.
- EfS models (e.g. Edible Education, or, Great Lakes Stewardship Coaltion) that have been contextualized to specific resources (The Health of the Salish Sea, health in our community, minoritization in our community, food production, etc.) and environments in Washington State.
- Informal interviews, reflections, and/or surveys of teacher candidates regarding select identified proficiency areas needed by teachers to educate for sustainability.
- Each piloted EfS models has been analyzed/reviewed by the implementer and discussed further by the EfS Working Group; each review is accompanied by suggestions for improvement and further implementation.
Goal 3: EfS Framework Piloted and Adopted by Faculty in Washington State
Institutions of higher education faculty attend EFS workshops to learn about the EfS framework and explore piloted EfS models. These faculty pilot or have concrete plans to integrate an EfS model in an existing course.
Strategies for success include:
- EfS Working Group members provide professional learning opportunities (workshops) across Washington State to help IHE faculty engage in sensemaking about relationships between the EfS framework, relevant standards (e.g., InTASC; NGSS), the courses they teach, and the diverse students in those courses.
- EfS Working Group members support IHE faculty in piloting their own or adopting/adapting existing field-tested EfS models and assessing the successes and challenges in this implementation.
- EfS Tier 1 members develop a "field test review" questionnaire to obtain feedback from IHE faculty who implement EfS models.
- WACTE and the PESB are included in the conversation about the EfS Framework, piloted models, and ongoing outreach to IHE faculty.
Evidence of success includes:
- Syllabi and attendance lists from EfS workshops for IHE faculty.
- Documentation by IHE faculty of proposed or actual changes to courses to include an EfS component or module.
- Collaborations (e.g., grant proposals, conference presentations, publications) between EfS Working Group members and IHE faculty.
- Adoption of the EfS framework into IHE degree program learning goals or course syllabus learning goals.
Working Group Members and Affiliations
Working Group Members
- Kathy Baldwin, Eastern Washington University, (Working Group Co-Facilitator)
- Mike Berger, Washington State University, Vancouver
- Anne Egger, Central Washington University
- Tamara Holmlund, Washington State University, Vancouver, (Working Group Co-Facilitator)
- Judy Morrison, Washington State University, Tri-Cities
- Victor Nolet, Western Washington University
- Gus Nollmeyer, Eastern Washington University
- Gretchen Rollwagon-Bollens, Washington State University, Vancouver
- Francene Watson, Washington State University, Pullman
Working Group Contributors
- Erik Budsberg, Eastern Washington University
- Don Burgess, Western Washington University
- Lisa Eschenbach, E3 Washington
- Ben Fackler-Adams, Skagit Valley College
- Craig Gabler, Horizons Education Consulting (No longer active in the project)
- Rochelle Grandour-Rood, OSPI
- Vanessa Hunt, Central Washington University
- Kathryn Kurtz, Pacific Education Institute
- Johnny Lupinacci, Washington State University, Pullman
- Jean MacGregor, Evergreen (No longer active in the project)
- Josie Melton, Western Washington University
- Stacy Meyer, ESD 112 (No longer active in the project)
- Patrick Naughton, Evergreen
- Hank Patton, Little White Salmon Biodiversity Reserve
- Kathryn Picanco, Whitworth
- Dave Sather, Lopez Island SD
- Margaret Tudor, Pacific Education Institute (Retired) (No longer active in the project)
- Gilda Wheeler, WA STEM (No longer active in the project)
Process, Methodology, and Decision Making
Years 1 and 2: The Education for Sustainability (EfS) Working Group developed a vision and mission statement, reviewed relevant reports and research, synthesized ideas from key literature, and crafted a Framework of Guiding Principles for EfS in teacher preparation programs. We developed a database for models of EfS curricula and programs in Washington State. The working group also began development of a landscape analysis tool and procedure to assess the nature of sustainability education across colleges and universities. Working group members gave numerous presentations across the U.S showing how to begin this process of visioning, determining existing opportunities for students, identifying resources, and connecting to the literature.
Years 3 and 4: The working group will conduct a landscape analysis at each collaborating institution using an online survey and interviews. This will help establish baseline data on the nature of EfS across the undergraduate courses taken by future teacher candidates. The group will continue to learn about existing EfS programs and models as well as develop and pilot potential models for undergraduate courses in various disciplines, including education, the natural sciences, and the humanities. Webinars and workshops may also be developed to support others in learning about EfS, doing a landscape analysis, and implementing EfS models.
The process for accomplishing the work described above included extensive work by a subset of 8-9 members of the working group and monthly meetings with the larger group of 20-22 people. Members include K-12 teachers and principals, informal educators, faculty from two- and four-year institutions of higher education, and representatives from non-governmental and government organizations. Input from all members provided for rich conversations and multiple perspectives. Using an online meeting platform (Zoom) and Google Drive allowed people from across the state to share ideas and resources.
The Education for Sustainability working group is co-facilitated by Kathryn Baldwin, Assistant Professor of Science Education and Director of the MIT Program at Eastern Washington University, and Tamara Holmlund, Professor of Science Education and MIT-Elementary program coordinator at Washington State University Vancouver.