NationalProject for

Excellence in Environmental

Education

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

QUICK TOUR OF ADOBE CONNECT

Primary Sponsors:

U.S. EPA Office of Environmental Education

EECapacity EPA funded national EE training program

housed in Cornell University’s Civic Ecology Lab

Other Partners

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

Tell us a bit about yourself…

Promoting excellence in

environmental education

Our Collective Wisdom

Developed Guidelines through a public participatory process

Engaging educators in a deep discussion about quality environmental education practice

Building EE as a profession

Guidelines for Excellence Publications

It’s important that an environmental educator…(select your top three)

Guidelines for the Preparation and Professional Development of Environmental Educators

Guidelines for Preparation and Professional

Development

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

Guidelines for Preparation and Professional

Development

Six Themes1) Environmental Literacy2) Foundations of Environmental Education3) Professional Responsibilities of the

Environmental Educator4) Planning and Implementing

Environmental Education Programs5) Fostering Learning6) Assessment and Evaluation

Guidelines for Preparation and Professional

Development

1) Environmental Literacy1.1) Questioning, Analysis, and

Interpretation Skills1.2) Knowledge of Environmental Processes and Systems1.3) Skills for Understanding and Addressing Environmental Issues1.4) Personal and Civic Responsibility

Guidelines for Preparation and Professional

Development

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

Guidelines for Preparation and Professional

Development

3) Professional Responsibilities of the Environmental Educator

3.1) Exemplary Environmental Education Practice3.2) Emphasis on Education, Not Advocacy3.3) Ongoing Learning and Professional

Development

Guidelines for Preparation and Professional

Development

4) Planning and Implementing Environmental Education

4.1) Knowledge of Learners4.2) Knowledge of Instructional Methodologies4.3) Planning for Instruction4.4) Knowledge of Environmental Education Materials and Resources4.5) Technologies that Assist Learning4.6) Settings for Instruction4.7) Curriculum Planning

Guidelines for Preparation and Professional

Development

5) Fostering Learning

5.1) A Climate for Learning About and Exploring the Environment

5.2) An Inclusive and Collaborative Learning

Environment5.3) Flexible and Responsive Instruction

Guidelines for Preparation and Professional

Development

6) Assessment and Evaluation

6.1) Learner Outcomes6.2) Assessment that is Part of Instruction6.3) Improving Instruction6.4) Evaluating Programs

Maryland Association for Environmental & Outdoor Education

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

Maryland Association for Environmental & Outdoor Education

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

Why become certified? What’s in it for me? Why do we need it?

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.

MAEOE Application Format

Resume: Theme 3: Professional Responsibility

Document real world environmental education opportunities you have been involved in

Document relevant professional development

MAEOE Application Format

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

MAEOE Application Format

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

MAEOE Application Format

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

MAEOE Application Format

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

MAEOE Application Format

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

University of Texas at San Antonio

Teaching

Service

Research

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

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.”

Data Analysis

DAET-R: included evidence of four environmental

factors: -human interaction-living organisms-physical environment-built environment

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

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

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.

ResearchA 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

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

Conclusions

Few states offer certification or endorsements in EE.

Little to no emphasis of EE in teacher education programs.

Over 85% of states don’t require any coursework in EE.

Over 80% of the institutions don’t 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.

Teaching

AssessmentPortfolio

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

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

National EE Accreditation

NCATE: Standards for the Initial Preparation of Environmental Educators

NAAEE: Developing National Certificate of Distinction for

Environmental Education Programs [College/University]

Want to Learn More?

Offer a workshop thru our Guidelines Trainers’ Bureau

Access information thru EELinkedeelinked.net/n/guidelines

Attend another webinar

eelinked.net/n/guidelines

Future Webinars

May 8th 4:00pm (Eastern)Nonformal EE Programs: Guidelines for Excellence

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

GET INVOLVED:

COMMUNITY EE GUIDELINES

For more information:Akiima Priceakiima@apriceconsulting.com

Questions?

Join us at the NAAEE Conference