1kgilbert/educ5165-731/Readings/EE Stan… · Web viewThe key word is initial – what can we really expect a teacher to demonstrate after their initial preparation and what would

NORTH AMERICAN ASSOCIATION FOR ENVIRONMENTAL EDUCATION

(NAAEE)

STANDARDS FOR THE INITIAL PREPARATION OF ENVIRONMENTAL EDUCATORS

North American Association for Environmental Education2000 P Street, NW Suite 540

Washington, D.C. 200036www.naaee.org

For more information:

Bora SimmonsNational Project for Excellence in Environmental Education

Institute for a Sustainable EnvironmentUniversity of Oregon

Eugene, OR 97405

[email protected]

National Council for Accreditation of Teacher EducationNovember 2007

Copy of the standards and associated materials are available at www.naaee.org

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http://www.naaee.org/


Table of Contents

Section 1. Title Page …………………………………………………………………………… 1Wrtiting Team ………………………………………………………………………………….. 3Section 2. Brief Introduction to the Program Standards ………………………………………… 4

A Brief History and Overview of Environmental Education Instruction …………………..... 4Overview of the Standards …………………………………………………………………… 7

Section 3. Comparisons with Other NCATE Standards & Existing EE Standards……................. 8Section 4. NAAEE Training and Assistance for Institutions and States………………….............. 8Section 5. Analysis of Differences from Current Standards …………………………............... 9Section 6. NAAEE’s Process for Developing the Standards …………………………….............. 9

A.1 Invite and respond to comments A.2 Draw on standards development from the specialty field A.3 Knowledge Base of Research and Practice A.4 Processes to Develop Consensus for NAAEE Standards

Section 7. Standards for the Initial Preparation of Environmental Educators ……..................... 17B.2 Curriculum, Faculty or Other Programmatic StandardsB.3 Standards Specify Positive Effects on P-12 Student LearningB.4 Clear Distinctions on Types of Education ProfessionalB.5 Standards in RubricsB.6 Standards and Elements that Specifically Address Diversity and Technology

Section 8. NAAEE responsibilities under NCATE State Partnerships ………………................ 39Section 9. Information on SPA procedures for selection, training, and evaluation of reviewers 41Selected References …………………………………………………………………………… 41Appendix A Comparison of Preparation Guidelines and INTASC Model Standards ……… 46Appendix B Review Draft Invitation to Participate ………………………………………… 50Appendix C Example Comments from Review of the 2005 Draft Document ……………… 52Appendix D Evidence for Meeting Standards from the Program Report …………………… 61Appendix E Reviewer Application ……………………………………………………........... 63

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Writing Team Members

Bora Simmons (Chair) National Project for Excellence in Environmental Education, University of Oregon, Eugene, OR

Louise Fleming Department of Educational Foundations, Ashland University, Ashland, OH

Paulette Johnson Department of Parks and Recreation, Slippery Rock University, Slippery Rock, PA

Martha Kuntz Department of Chemistry, Central Washington University, Ellensburg, WA

Tom Marcinkowski Department of Science and Math Education, Florida Institute of Technology, Melbourne, FL

Kathy McGlauflin American Forests Foundation, Washington, D.C.

Dan Sivek College of Natural Resources, University of Wisconsin – Steven Point, Stevens Point, WI

Al Stenstrup Project Learning Tree, Washington, D.C.

Brenda Weiser Environmental Institute of Houston, University of Houston – Clear Lake, Houston, TX

Terry Wilson Department of Curriculum and Instruction, Western Kentucky University, Bowling Green, KY

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Section 2. Brief Introduction to the Program Standards

The North American Association for Environmental Education (NAAEE) is submitting its Standards for the Initial Preparation of Environmental Educators to the Specialty Areas Studies Board of NCATE for approval. These are new, research-based standards that have been developed through a rigorous, multi-year process of critique and consensus. These standards apply to the initial level of teacher preparation only.

A Brief History and Overview of Environmental Education Instruction

Although environmental education is a relatively new field, first formally defined in the late 1960s (Stapp et. al., 1969), leaders "frequently acknowledge that the primary antecedents of environmental education were nature study, conservation education, and outdoor education" (Disinger, 2005). These educational movements first started to appear in schools in the late 1800s, and continue to exist in today's schools both separately and in conjunction with environmental education.

Wilbur Jackman's Nature Study in the Common Schools, published in 1891, is frequently cited as the start of nature study education. Nature study focused on increasing students' awareness and appreciation for nature, emphasized the use of discovery learning, and learning through direct observation and experiences in and outside of the classroom (Swan, 1975 in Braus & Disinger, 1998).

The second antecedent to environmental education that evolved was conservation education. Conservation education began as a direct response to the soil erosion and flooding disasters in the United States of the 1930s and continues to reflect concerns about natural resources. In addition to the increase in soil erosion and flooding, grasslands were being overgrazed, species of wildlife were being reduced, and forests were being cleared for farming and lumber. Thus, the movement focused on soil, water, and the management of the natural resources. State and federal natural resource agencies continue to view this approach to teaching as important and have adopted conservation education as a way to convey the significance of natural resource management. Not only have national laws been formulated in support of conservation education, but many states have also passed laws requiring conservation education to be taught in the schools (Braus & Disinger, 1998).

The final educational movement, outdoor education, experienced growth in the United States during the 1950s. Outdoor education responded to the concern that urban youth were not experiencing direct contact with nature or the environment. Outdoor education is not, however, a specific content area of study like nature education or conservation education. Instead, it is an approach to teaching (Adkins & Simmons, 2002). By teaching outside, students have the opportunity to get "in touch" with the natural environment. This educational movement "provided important groundwork for the development of environmental education by emphasizing the use of the outdoor world in education," state Braus and Disinger (1998).

By the late 1960s, increased public awareness regarding environmental problems began surfacing and a new term, environmental education, was introduced (Disinger, 2005). There was an

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expressed need to go beyond education that focused on the conservation of natural resources and teaching in the outdoors. There was recognition that informed decision-making and participation in democratic action were important. Much of the work in environmental education has been guided by the Belgrade Charter (UNESCO-UNEP, 1976) and the Tbilisi Declaration (UNESCO, 1978). These two documents furnish an internationally accepted blueprint for environmental education. The Belgrade Charter was adopted by a United Nations conference and provides a widely accepted goal statement for environmental education:

The goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones.

Two years later, at the world’s first intergovernmental conference on environmental education, theTbilisi Declaration was adopted. This declaration built on the Belgrade Charter and established three broad goals for environmental education. These goals provide the foundation for much of what has been done in the field since 1978:

• To foster clear awareness of, and concern about, economic, social, political and ecological interdependence in urban and rural areas;

• To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment;

• To create new patterns of behavior of individuals, groups and society as a whole towards the environment.

As the field has evolved, these principles have been researched, critiqued, revisited, and expanded. They still stand as a strong foundation for an internationally shared view of the core concepts and skills that environmentally literate citizens need. Since 1978, bodies such as the Brundtland Commission (Brundtland, 1987), the United Nations Conference on Environment and Development in Rio (UNCED, 1992), the International Conference on Environment and Society in Thessaloniki (UNESCO, 1997), and the World Summit on Sustainable Development in Johannesburg (United Nations, 2002) have influenced the work of many environmental educators. By highlighting the importance of viewing the environment within the context of human influences, this perspective has expanded the emphasis of environmental education by focusing more attention on social equity, economics, culture, and political structure.

Much of the scholarly work in environmental education has focused on describing the precursors of responsible environmental citizenship and environmental literacy—the types of knowledge, skills and dispositions that describe the environmentally literate citizen. In 1993, NAAEE initiated the National Project for Excellence in Environmental Education (www.naaee.org/npeee) in an effort, in part, to grapple with describing environmental literacy as well as the need to address the education reform agenda. Simmons (1995), as an initial step in the development of the National Project for Excellence in Environmental Education, conducted a review of relevant environmental

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http://www.naaee.org/npeee

education literature concerning existing environmental education frameworks and/or models. Seven major components of environmental literacy were identified: affect, ecological knowledge, socio-political knowledge, knowledge of environmental issues, skills, environmentally responsible behaviors, and determinants of environmentally responsible behaviors. These research-based components were used as a starting point in the development of Excellence in Environmental Education – Guidelines for Learning (Pre K-12) (NAAEE, 2004a), the field’s environmental education student standards.

The National Project for Excellence in Environmental Education also tackled the development of a set of Guidelines for the Preparation and Professional Development of Environmental Educators (NAAEE, 2004b). The guidelines for teacher education and professional development in environmental education are integrally related to the Guidelines for Learning (Pre K-12). Describing what students should know and be able to do as environmentally literate citizens determines, to some degree, what educators need to know and be able to do. But being an effective environmental educator requires more than competency with a specific set of environmental literacy-related knowledge and skills. It also requires that an educator has the ability and the commitment to keep the whole picture in mind while guiding students toward environmental literacy.

These research-based guidelines outline the abilities and understandings—or competencies—an educator needs to implement environmental education successfully. Environmental education is, at its heart, an integrative undertaking. Instructors teach across disciplines, drawing upon many of the methods and content of natural and social sciences, arts, mathematics, and humanities to help learners fully understand and address complex environmental issues. The learner is an active participant in environmental education. If learning is to become a natural, valued part of life beyond school, instruction should engage the learner in the process of building knowledge and skills and be guided in part by the student’s interests. Environmental education is a comprehensive and cohesive whole that draws on broader educational goals and instructional methods while also utilizing outdoor education methods as well as those that help students develop citizenship skills (Engleson, D. & Yockers, D. 1994).

For many, environmental education is rooted in the belief that humans can live compatibly with nature and act equitably toward each other. Another fundamental belief is that people can make informed decisions that consider future generations. Environmental education aims for an effective, environmentally literate citizenry able to participate with creativity and responsibility in a democratic society. Environmental education often begins close to home, encouraging learners to understand and forge connections with their immediate surroundings. The environmental awareness, knowledge, and skills needed for this localized learning provide a basis for moving out into larger systems, broader issues, and a more sophisticated comprehension of causes, connections, and consequences (NAAEE 2004a).

The ultimate goal of environmental education is the development of an environmentally literate citizenry. Environmentally literate individuals understand environmental issues and how environmental quality is impacted by human decisions. In addition, they use this knowledge to make informed, well-reasoned choices that also take social and political considerations into account (Volk, T. & McBeth, W. 2005).

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Overview of the Standards

Successful teachers of environmental education possess the competencies necessary to help all P-12 students become environmentally literate citizens. The NAAEE Standards for the Initial Preparation of Environmental Educators articulate seven, performance-based standards by describing essential knowledge, skills and dispositions for the following areas:

Standard 1 – Nature of Environmental Education and Environmental Literacy emphasizes content knowledge of the historical, theoretical, and research-based foundations of environmental education.

Standard 2 – Environmental Literacy of Candidates focuses on the knowledge, skills and dispositions of environmental literacy, the content knowledge necessary to successfully teach environmental education.

Standard 3 – Learning Theories and Knowledge of Learners stresses knowledge of theories of human development and learning, learning processes, and individual differences.

Standard 4 – Curriculum: Standards and Integration and Standard 5 – Instructional Planning and Practice emphasize the knowledge, skills and dispositions of pedagogy and instructional planning needed to design and deliver instruction that creates stimulating and motivating climates for learning and promotes environmental literacy.

Standard 6 – Assessment centers on the knowledge, skills and commitment necessary to make assessment integral to curriculum and instruction in environmental education, thereby fostering continuous intellectual, social, emotional, and physical development of each student.

Standard 7 – Professional Growth in Environmental Education emphasizes professional and ethical practice, the importance and benefits of belonging to a professional community, and professional development as a life-long endeavor and an indispensable asset to becoming a contributing member of the environmental education profession.

Institutions throughout the United States offer undergraduate and graduate level initial certification and endorsement programs in environmental education teacher preparation (e.g., Pennsylvania, Kentucky). In addition, institutions throughout the United States offer environmental education that is integrated into and integral to a variety of other specialty areas (e.g., elementary education, science education, social studies education). Anecdotal evidence collected from NAAEE members suggests that the number of initial preparation programs is growing. However, because these standards are new, NAAEE has initiated a process of collecting data on how environmental education is currently integrated into universities and teacher education programs.

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Section 3. Comparisons with Other NCATE Approved Standards and Existing Environmental Education Standards.

Environmental education is a distinct field with a rich history, theory and practice. It requires a set of standards that articulate the specialized content, pedagogical and professional knowledge, skills and dispositions that teachers of environmental education need to help all students learn and become environmentally literate. Although there are natural and long-standing links to fields such as science education and social studies education, the NAAEE Standards for the Initial Preparation of Environmental Educators do not duplicate other existing NCATE-approved standards. However, in writing standards that expressly address environmental education theory and practice, the writing team has used existing NCATE standards as models. The writing team felt that providing some consistency across standards might be beneficial to faculty and institutions.

Over the past several years, the environmental education profession has developed expectations for what P-12 students should know and be able to do as a result of environmental education instruction (NAAEE, 2004a) and what knowledge, skills, and dispositions environmental educators should demonstrate at the onset of their careers (NAAEE, 2004b). Section 6 A.2 details an analysis of how these cornerstone documents were used in the development of the Standards for the Initial Preparation of Environmental Educators.

These standards align with NCATE Unit Standard 1 by describing the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn and become environmentally literate citizens. Rubrics are provided that will assist reviewers in determining if standards have been met and whether appropriate assessments have been used to gauge candidate performance.

Section 4. NAAEE Training and Assistance for Institutions and States

As a membership organization, NAAEE sponsors a special interest group for higher education faculty in environmental education and environmental studies. To support and grow these higher education interests, a two-day, international research seminar and a workshop focusing on pre-service environmental education are offered each year at the NAAEE annual conference. In addition, a database of college/university environmental education programs and faculty is being built. This database will facilitate networking and information sharing across faculty, institutions, and states.

NAAEE participates in a national, grant funded environmental education training partnership titled Environmental Education and Training Partnership (EETAP) that sponsors a number of pre-service teacher education activities. Through EETAP, NAAEE has instituted a Pre-Service Task Force composed of 22 environmental education and environmental studies faculty as well as other college/university representatives. This task force is in the process of developing a higher education strategic plan, NAAEE/NCATE-related policies, and resources designed to assist faculty and institutions to meet the NAAEE standards. For example, the task force, using the NAAEE standards as a foundation, will create outlines and reading lists for model pre-service

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environmental education courses. When developed, these resources will be made available to higher education faculty and institutions through the NAAEE Web site as well as at the NAAEE annual conference. In addition, NAAEE has instituted a pre-service mentor program. Through the pre-service mentor program, expert faculty members are teamed up with faculty or institutions needing assistance as they develop a standards-based environmental education program and prepare for NCATE. When appropriate, NAAEE will also provide assistance to states developing or revising environmental educator standards.

A full day workshop will be offered at the NAAEE annual conference for institutions. The workshop, offered for the first time in November 2007, will provide an overview of the standards, describe how supporting evidence should be provided, show participants how to complete their application, and describe what to expect during the review process. Individualized assistance will also be provided, along with an explanation of how institutions can take advantage of NAAEE’s mentoring services. Additional resources designed to assist institutions with the completion of the accreditation process are in development.

The NAAEE Pre Service Task Force is in the process of designing reviewer training. It is anticipated that the first reviewer training will take place in 2008. In addition, the NAAEE Pre Service Task Force has established criteria for reviewer selection (see Section 9).

Section 5. Analysis of Differences from Current Standards

N/A - These are new standards.

Section 6. NAAEE’s Process for Developing the Standards

A.1 Invite and respond to comments

In an effort to ensure that the NAAEE Standards for the Initial Preparation of Environmental Educators reflect a widely shared understanding of environmental education as a field in general as well as environmental literacy and environmental education teacher preparation specifically, they were developed through a rigorous, nation-wide process of review and comment (see Section 6 A.4). A diverse writing team examined previous standards setting initiatives (see Section 6 A.2) and reviewed relevant research-, theory-, and practice-based literature.

Recognizing that environmental education draws upon and cuts across varied education fields, presentations were made at a range of state, regional, and national conferences (e.g., National Association for Interpretation, Project Learning Tree, Council for Environmental Education, NSTA, ASCD, NMSA, ACEI, ASTE, NSCC) to publicize the effort and to encourage participation in the process. In each of these cases, the presentation provided background information, an overview of the draft standards framework, and an invitation to comment. Hard copies of the most current draft were made available to conference attendees. Whenever possible, time was allotted during the presentation to review the document individually or in small groups and to provide written as well as oral comments. Members of the ASCD Environmental

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Education Network and NCSS Environmental Education Special Interest Group were also given opportunities to comment on drafts of the standards.

In addition, members of the writing team presented a draft version of the NAAEE Standards for the Initial Preparation of Environmental Educators at the SASB meeting in October 2006. Feedback received from the SASB and NCATE staff has been incorporated into the current document.

A.2 Draw on standards development from the specialty field

The environmental education profession has developed expectations for what P-12 students should know and be able to do as a result of environmental education instruction (NAAEE, 2004a) and what knowledge, skills, and dispositions environmental educators should demonstrate at the onset of their careers (NAAEE, 2004b). Both of these foundational documents for environmental education were developed through rigorous, highly participatory national efforts and used extensively in the development of the Standards for the Initial Preparation of Environmental Educators.

P-12 Student Standards for Environmental EducationExcellence in Environmental Education – Guidelines for Learning (Pre K-12), first published in 1999 by NAAEE, provides explicit links between the standards-based core curriculum and environmental education. The Guidelines for Learning (Pre K-12) (NAAEE, 2004a) was written to provide students, parents, educators, policy makers, and the public with a set of common, voluntary standards for environmental education. The standards support state and local environmental education efforts by:

Setting expectations for performance and achievement in fourth, eighth, and twelfth grades;

Suggesting a framework for effective and comprehensive environmental education programs and curricula;

Demonstrating how environmental education can be used to meet standards set by the traditional disciplines and to give students opportunities to synthesize knowledge and experience across disciplines; and

Defining the aims of environmental education.

They set a standard for high-quality environmental education in schools across the country, based on what an environmentally literate person should know and be able to do (Simmons, 1995). They draw on the best thinking in the field to outline the core ingredients for environmental education.

The Guidelines for Learning were developed using a national process of comment and review (Simmons, 2005). By the time they were published, over 2500 teachers, school administrators, environmental educators, scientists, and parents, as well as representatives from a variety of professional organizations and government agencies had provided input. Existing environmental education frameworks, definitions, models and research literature were used as a foundation for this document (Simmons, 1995). The standards are organized around the following four strands:

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Strand 1 – Questioning, Analysis and Interpretation SkillsEnvironmental literacy depends on learners' ability to ask questions, speculate, and hypothesize about the world around them, seek information, and develop answers to their questions. Learners must be familiar with inquiry, mastering fundamental skills needed to gather and organize information, interpret and synthesize information, and develop and communicate explanations.

Strand 2 - Knowledge of Environmental Processes and SystemsAn important component of environmental literacy is understanding the processes and systems that comprise the environment, including human systems and influences. That understanding is based on knowledge synthesized from across traditional disciplines. The understandings in this section are grouped in four sub-categories:

2.1 - The Earth as a physical system; 2.2 - The living environment; 2.3 - Humans and their societies; and 2.4 - Environment and Society.

Strand 3 - Skills for Understanding and Addressing Environmental IssuesSkills and knowledge are refined and applied in the context of environmental issues. These environmental issues are real-life dramas where differing viewpoints about environmental problems and their potential solutions are played out. Environmental literacy includes the abilities to define, learn about, evaluate, and act on environmental issues. In this section, the skills are grouped in two sub-categories:

3.1 - Skills for analyzing and investigating environmental issues; and 3.2 - Decision-making and citizenship skills.

Strand 4 - Personal and Civic ResponsibilityEnvironmentally literate citizens are willing and able to act on their own conclusions about what should be done to ensure environmental quality. As learners develop and apply concept-based learning and skills for inquiry, analysis, and actions, they also understand that what they do individually and in groups can make a difference.

Competency Expectations for Environmental EducatorsFirst published in 2000, Guidelines for the Preparation and Professional Development of Environmental Educators (NAAEE, 2004b) represents a set of recommendations about the basic knowledge and abilities educators need to provide high-quality environmental education. The guidelines are designed to apply:

• Within the context of pre-service teacher education programs and environmental education courses offered to students with varied backgrounds such as environmental studies, geography, liberal studies, or natural resources;• To the professional development of educators who will work in both formal and nonformal educational settings, offering programs at the pre-kindergarten through 12th grade levels; and

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• To full-time environmental educators.

Guidelines for the Preparation and Professional Development of Environmental Educators outlines the experiences and learning that will help educators deliver instruction that effectively fosters environmental literacy. The guidelines were designed to provide a mechanism for gauging the quality of pre-service and in-service preparation programs as well as the capabilities of environmental educators. As with the Guidelines for Learning (Pre K-12) (NAAEE, 2004a), these guidelines were developed through a process of review and comment (Simmons, 2005). Substantial research related to the preparation of environmental educators was conducted. In addition, the education literature was reviewed with particular attention paid to pre-service teacher preparation. This research was used by the writing team as a springboard for developing the first full outline of the guidelines. That outline, along with subsequent drafts, was sent out for national review. Over the span of two years, over 750 individuals and organizations commented on the draft guidelines. Comments were received from environmental educators representing a wide variety of settings, including nonformal institutions, colleges and universities, government agencies, and P-12 schools. Faculty with expertise in environmental studies, natural resources, and teacher preparation from colleges and universities were particularly active in the review process. The Professional Development Guidelines are organized around six themes:

Theme 1 - Environmental LiteracyEducators must be competent in the skills and understandings outlined in Excellence in Environmental Education - Guidelines for Learning (Pre K-12).

Questioning, analysis and interpretation skills Knowledge of environmental processes and systems Skills for understanding and addressing environmental issues Personal and civic responsibility

Theme 2 - Foundations of Environmental EducationEducators must have a basic understanding of the goals, theory, practice, and history of the field of environmental education.

Fundamental characteristics and goals of environmental education How environmental education is implemented The evolution of the field.

Theme 3 - Professional Responsibilities of the Environmental EducatorEducators must understand and accept the responsibilities associated with practicing environmental education.

Exemplary environmental education practice Emphasis on education, not advocacy Ongoing learning and professional development

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Theme 4 - Planning and Implementing Environmental Education ProgramsEducators must combine the fundamental of high-quality education with the unique features of environmental education to design and implement effective instruction.

Knowledge of learners Knowledge of instructional methodologies Planning for instruction Knowledge of environmental education materials and resources Technologies that assist learning Settings for instruction Curriculum planning

Theme 5 - Fostering LearningEducators must enable learners to engage in open inquiry and investigation, especially when considering environmental issues that are controversial and require students to seriously reflect on their own and others' perspectives.

A climate for learning about and exploring the environment An inclusive and collaborative learning environment Flexible and responsive instruction

Theme 6 - Assessment and EvaluationEnvironmental educators must possess the knowledge and commitment to make assessment and evaluation integral to instruction and programs.

Learner outcomes Assessment that is part of instruction Improving instruction

Comparison of the NCATE Environmental Education Standards & Previously Developed Environmental Education P-12 and Educator Standards

NAAEE Draft Program Standards for the Initial Preparation of Environmental Educators

Guidelines for Learning (Pre K-12) (NAAEE, 2004a)

Guidelines for Preparation and Professional Development (NAAEE, 2004b)

Standard 1: Nature of Environmental Education & Environmental Literacy

Theme 2: Foundations of Environmental Education

Standard 2: Environmental Literacy of Candidates

Strand 1: Questioning, Analysis and InterpretationStrand 2: Knowledge of Environmental Processes and SystemsStrand 3: Skills for

Theme 1: Environmental Literacy

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NAAEE Draft Program Standards for the Initial Preparation of Environmental Educators

Guidelines for Learning (Pre K-12) (NAAEE, 2004a)

Guidelines for Preparation and Professional Development (NAAEE, 2004b)

Understanding and Addressing Environmental IssuesStrand 4: Personal and Civic Responsibility

Standard 3: Learning Theories & Knowledge of Learners

Theme 4: Planning and Implementing Environmental Education Programs

Standard 4: Curriculum: Standards & Integration

Theme 3: Professional Responsibilities of the Environmental EducatorTheme 4: Planning and Implementing Environmental Education Programs

Standard 5: Instructional Planning & Practice

Theme 4: Planning and Implementing Environmental Education ProgramsTheme 5: Fostering Learning

Standard 6: Assessment Theme 6: Assessment and Evaluation

Standard 7: Professional Growth in Environmental Education

Theme 3: Professional Responsibilities of the Environmental Educator

Relationship of Environmental Education Standards to INTASCThere are no INTASC model environmental education standards. The only existing national standards for teacher preparation in environmental education are Guidelines for the Preparation and Professional Development of Environmental Educators (NAAEE, 2004b). Given the importance of INTASC, however, the writing team conducted a detailed analysis comparing the INTASC’s Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue (1992) and the Guidelines for the Preparation and Professional Development of Environmental Educators (NAAEE, 2004b). This analysis was integral to development of the core set of competencies reflected in the NAAEE Standards for the Initial Preparation of Environmental Educators (see Appendix A).

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A.3 Knowledge Base of Research and Practice

As discussed above, the initial work on the standards was based on two cornerstone sets of standards, Excellence in Environmental Education – Guidelines for Learning (Pre K-12) (NAAEE, 2004a) and Guidelines for the Preparation and Professional Development of Environmental Educators (NAAEE, 2004b). Both of these documents were developed after a rigorous examination of research and practice-based literature. At the onset of the development of the NAAEE SPA standards, the writing team updated previous literature reviews. They conducted targeted literature reviews at regular intervals throughout the process. Additionally, in an effort to ensure that each standard is grounded in current literature, members of the environmental education research community, and particularly members of the NAAEE Research Commission, have been encouraged to recommend relevant research and practice-based citation as appropriate.

A.4 Processes to Develop Consensus for NAAEE Standards

In order to make certain that the NAAEE Standards for the Initial Preparation of Environmental Educators reflect a widely shared understanding of environmental education teacher preparation, these standards were developed through a nation-wide process of review and comment modeled after the processes used in the development of the Guidelines for Learning (Pre K-12) and the Guidelines for the Preparation and Professional Development of Environmental Educators.

A 10-person writing team comprised of environmental education professionals from diverse backgrounds and organizational affiliations was formed by NAAEE in 2003. The writing team took on the challenge of synthesizing expectations from the previous standards development projects (NAAEE, 2004a and NAAEE, 2004b) and current environmental education research. Based on this research, the team produced an initial framework in the spring of 2004. The writing team identified a list of “key influentials” in environmental education (i.e., researchers, higher education faculty, leaders) and asked them to provide feedback on this framework. Based on these comments, the writing team produced a second full draft of the standards and submitted them to the environmental education community for wide review in the fall of 2004. Copies of the draft were distributed at the NAAEE conference. In addition, the draft, along with review instructions and criteria (Appendix B), was posted on the NAAEE Web site and an invitation to comment was distributed through state and national list serves. Following this same process, third (August 2005) and fourth (April 2006) review drafts were developed by the writing team. At each key stage in the process, verbatim comments from the previous review draft have been analyzed and considered individually by the writing team when drafting the new version (see Appendix C for an example of comments from the 2005 review draft).

In addition to posting review drafts on the NAAEE Web site, presentations were made at state, regional, and national conferences (e.g., NAAEE, National Association for Interpretation, Project Learning Tree, Council for Environmental Education, NSTA, ASCD, NMSA, ACEI, ASTE, NCSS) to publicize the effort and to encourage participation. In each of these cases, the presentation provided background information, an overview of the draft standards framework, and an invitation to comment. Hard copies of the most current draft were made available to conference attendees. Whenever possible, time was allotted during the presentation to review the document individually or in small groups and to provide written as well as oral comments.

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Any individual or organization wishing to participate in the process has been encouraged to do so (that is, participation has not been restricted in any way). Efforts to publicize the process and the availability of review drafts have been made continuously. Approximately 190 individuals and organizations have participated in the development of these standards. Comments have been received from classroom teachers, school administrators, state natural resource agency personnel, nonformal environmental educators, and higher education faculty.

Environmental Education Standards Development Time Line

EVENT/TASK DATE

NAAEE forms NCATE task force Fall 2002NCATE task force organizational meeting in DeKalb, IL May 2003Presentation of NCATE process to NAAEE membership (e.g., membership newsletter, , www.naaee.org, electronic newsletter)

October 2003

Standards writing team formed November 2003Standards writing team meets in Washington, D.C. January 2004First draft distributed to key influentials (e.g., researchers, EE leaders)May 2004Second draft posted for comment on NAAEE website October 2004Presentations made at NAAEE conference in Anchorage, AK October 2004Standards writing team meets in Washington, D.C. January 2005Presentation made at ASCD conference in Orlando, FL March 2005Presentation made at National Association of Interpreters regional conference

March 2005

Presentation made at Project Learning Tree conference in Portland, OR

June 2005

Third draft posted for comment on NAAEE website August 2005Presentation made at Utah Society for EnvironmentalEducation conference

September 2005

Presentation made at NAAEE conference in Albuquerque, NM October 2005Writing team meets in Albuquerque, NM October 2005Presentations made at NSTA regional conferences (IL and TN) November/December 2005Writing team meets in Houston, TX February 2006Fourth draft posted for comment on NAAEE website April 2006Presentation made at Council for Environmental Education conference in New Orleans, LA

June 2006

Presentation at NCATE meeting in Washington, D.C. October 2006Presentation at NAAEE conference in Minneapolis, MN October 2006Presentation at NCSS conference in Washington, DC December 2006Discussion held at ASTE conference in Tampa, FL January 2007Writing Team meeting in Washington, D.C. March 2007Presentation at ACEI meeting in Tampa, FL May 2007

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Section 7. Standards for the Initial Preparation of Environmental Educators

STANDARD 1. Nature of Environmental Education and Environmental Literacy. Candidates demonstrate knowledge of the evolution, purposes, defining characteristics, and guiding principles of environmental education, as well as the fundamentals of environmental literacy. They understand that environmental education is an evolving field. This knowledge provides a solid foundation on which environmental educators can develop and continue to improve their own practice. [Note: This standard relates to the ability of the candidates to define environmental education and the components of environmental literacy. Standard 2 relates to the degree to which the candidates are themselves environmentally literate.]

Supporting ExplanationCandidates understand that although environmental education is a relatively new field, first formally defined in the late 1960s, its roots can be traced to nature study, conservation education and outdoor education. These and other prior educational movements shaped the educational and societal purposes of environmental education. In addition, they shaped the infrastructure for environmental education, including national organizations, federal and state environmental education agency programs, state education agency curriculum requirements, college and university programs, and nonformal education programs (e.g., nature centers, zoos, camps, resident outdoor education centers). Candidates understand the importance of the United Nation’s environmental education program in the development of environmental education as a field, starting with conferences in Stockholm (1972), Belgrade (1975), and continuing through Tbilisi (1977), Rio de Janeiro (1992), Thessaloniki (1997), and Johannesburg (2002). Candidates understand that the definition of environmental education has evolved over time and are able to describe the differences and similarities among these definitions. Candidates understand the major guiding principles and philosophical underpinnings of environmental education such as lifelong learning, cultural sensitivity, community-based learning, interdisciplinary teaching, social and environmental justice, and active learning as well as a focus on examining environmental problems and their possible solutions across varying scales (e.g., local to global, present to future). They understand the knowledge and skill components of environmental literacy and that environmental literacy is predicated on the belief that if we educate our citizens so they are capable of making quality decisions, they will do so when the time comes.

Attributes: K = Knowledge S = Skills D= DispositionsElements of

StandardAttribute

sUnacceptable Acceptable Target 1

1.1 Candidates demonstrate an understanding of how environmental education has evolved over time and continues to change.

K Evidence indicates that:

Candidates identify a limited number of educational movements that have contributed to the development of environmental education.

Evidence indicates that:

Candidates describe in-depth how selected educational movements have contributed to the development of environmental education.


Candidates analyze and critique the influences multiple educational movements have had on the development of environmental education.

1 The Target level is considered to be additive and encompasses all knowledge, skills and dispositions included in the Acceptable level.

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Elements of Standard

Attributes

Unacceptable Acceptable Target

Candidates name a limited number of examples of how individuals, governmental agencies, and nongovernmental organizations have influenced the development of environmental education.

Candidates identify a limited number of professions and programs that contribute to the field of environmental education.

Candidates describe multiple examples of how individuals, government agencies, and nongovernmental organizations have influenced the development of environmental education.

Candidates describe how multiple professions and types of programs contribute to the field of environmental education.

Candidates analyze how individuals, government agencies, and nongovernmental organizations have influenced environmental education policy, research, theory, and programming and provide specific examples to support the analysis.

Candidates analyze and compare the individual and collective contributions a wide range of professions and programs have made to the field of environmental education.

1.2 Candidates demonstrate an understanding of the defining characteristicsand guiding principles of environmental education.


Candidates list a limited number of established goals and objectives of environmental education.

Candidates identify a limited number of the widely recognized guiding principles of environmental education.


Candidates describe in-depth established goals and objectives of environmental education.

Candidates describe major guiding principles of environmental education, including the importance of cultural sensitivity, social and environmental justice, community-based learning, and interdisciplinary teaching.


Candidates analyze established environmental education goals and objectives, and use analysis results to explain how they can be integrated into comprehensive, interdisciplinary programs.

Candidates analyze how major guiding principles of environmental education, including cultural sensitivity, social and environmental justice, community-based learning, interdisciplinary teaching, lifelong learning, active learning, and attention to scales (e.g., temporal, geographic) are consistent with environmental education theory, and use analysis

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Attributes


results to critique existing environmental education programs.

1.3 Candidates demonstrate an understanding of the components of environmental literacy


Candidates identify a limited number of components of environmental literacy.


Candidates describe in-depth the major components of environmental literacy.


Candidates analyze the relationships among the major components of environmental literacy and use analysis results to articulate specific examples of how environmental literacy components can be integrated into comprehensive, interdisciplinary environmental education programs.

STANDARD 2. Environmental Literacy of Candidates. Candidates demonstrate the knowledge, skills, and dispositions associated with environmental literacy. They use technology as a tool for collecting, analyzing and communicating information about the environment. [Note: Standard 2 relates to the degree to which the candidates are themselves environmentally literate. Standard 1 relates to the ability of the candidates to define environmental education and define the components of environmental literacy.]

Supporting ExplanationCandidates are environmentally literate. They understand the major concepts and principles of Earth as a physical system, the living environment, and human social systems (e.g., cultural, economic, political systems). They understand and think in terms of systems bound together. Candidates have developed a sophisticated set of inquiry and investigation skills that allow them to solve novel environmental problems and determine the best set of actions, as well as to become thoughtful, skillful, and active citizens in a democracy. Candidates are not only capable of taking individual action, but of making well-informed public policy decisions collectively. As environmentally literate citizens, candidates recognize that individuals are asked to make choices on complex issues that affect their own lives, the lives of their families, their communities, and the world beyond their shores. Candidates recognize that environmental decisions are made every time people enter a store, turn on a water faucet, plant a butterfly garden, set the thermostat in their homes or vote. They understand that when public policy is made, these decisions not only impact the economy, jobs, and social equity, but the environment.

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StandardAttributes Unacceptable Acceptable Target 2

2.1 Candidates demonstrate environmental inquiry skills, and use technology as a tool to answer their own questions.

K , S Evidence indicates that:

Candidates demonstrate a limited range of environmental inquiry skills.


Candidates describe the processes, assumptions, and appropriate uses of multiple methods of environmental inquiry required for environmental literacy.

Candidates apply environmental inquiry skills to their own questions (i.e., observing, asking questions, designing studies, collecting and organizing data, analyzing and interpreting data, and drawing conclusions). They use technology as a tool for information collection, analysis and communication.


Candidates analyze thoroughly the processes, assumptions and uses of a broad range of environmental inquiry methods and describe how each contributes to environmental literacy.

Candidates select inquiry methods that are appropriate for different kinds of environmental conditions or questions and engage in active learning through environmental inquiry, using skills such as observing, asking questions, designing studies, collecting and organizing data, analyzing and interpreting data, and drawing conclusions. They use technology as a tool for information collection, analysis and communication, and transfer the knowledge and skills gained through their environmental inquiries to novel situations.

2.2 Candidates demonstrate an understanding of the processes and systems that comprise the environment, including Earth as a physical


Candidates demonstrate limited knowledge of major concepts and principles related to Earth as a physical system, the living environment, and


Candidates demonstrate in-depth knowledge of Earth as a physical system, including processes that shape the Earth; changes of matter; and energy and


Candidates demonstrate in-depth knowledge of Earth as a physical system, including processes that shape the Earth; changes of matter; and energy and


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Attributes Unacceptable Acceptable Target

system, the living environment, and human social systems and influences.

human social systems and influences.

its transformations.

Candidates demonstrate in-depth knowledge of living systems including organisms, populations, and communities; heredity and evolution; systems and connections; and flow of matter and energy.

Candidates demonstrate in-depth knowledge of human social, cultural, political, and economic systems. They describe the interface of environment and society including; uses of land; ecosystem alteration; energy and resource consumption.

its transformations, and describe how Earth’s physical systems relate to one another.

Candidates demonstrate in-depth knowledge of living systems including organisms, populations, and communities; heredity and evolution; systems and connections; and flow of matter and energy, and describe how these living systems relate to one another.

Candidates demonstrate in-depth knowledge of the interface of environment and society including; consumerism; uses of land; ecosystem alteration; energy and resource consumption; and human population growth. They analyze and explain the roles that social, economic, political and cultural systems play in issues such as resource depletion, environmental degradation and sustainability.

2.3 Candidates identify, select and investigate environmental issues and use technology as a tool when conducting these investigations.

K, S Evidence indicates that:

Candidates identify a limited number of problems and issues related to the environment.

Candidates apply environmental issue investigation skills to discrete environmental problems and/or issues, and use technology as a


Candidates describe a range of socially important environmental problems and issues.

Candidates apply environmental issue investigation skills to selected environmental problems and issues, and use technology as a


Candidates describe in-depth a wide range of socially important environmental problems and issues at the local, regional and global levels.

Candidates conduct in-depth environmental issue investigations across a wide range of environmental problems and issues, and use

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tool for information collection, analysis and communication on a limited basis.

tool for information collection, analysis and communication. Candidates include considerations of risks, costs, and benefits of alternative solutions in their analyses. They relate analysis results to their own beliefs, values and goals.

technology as a tool for information collection, analysis and communication. Candidates include considerations of risks, costs, and benefits of alternative solutions in their analyses. They relate analysis results to their own beliefs, values and goals. They transfer the skills and knowledge gained through their previous analyses of environmental problems and issues to novel situations.

2.4 Candidates demonstrate an understanding of the importance of exercising the rights and responsibilities of environmental citizenship.

K, D Evidence indicates that:

Candidates identify a limited number of conflicts between individual rights and other societal interests related to the environment, and describe few instances where individuals put civic obligations before their personal interests or desires.

Candidates identify a limited number of examples of where they are able to help maintain environmental quality and resolve problems and issues.


Candidates describe conflicts between individual rights and other societal interests related to the environment, and explain, in-depth, at least one example where individuals put civic obligations before their personal interests or desires.

Candidates describe the extent to which they, individually and collectively, are able to help maintain environmental quality and resolve problems and issues.


Candidates analyze a wide range of conflicts between individual rights and other societal interests related to the environment, and describe in-depth, examples at the local, regional and global levels where individuals put civic obligations before their personal interests or desires.

Candidates analyze examples where they, individually and collectively, are able to help maintain environmental quality and resolve problems and issues at the local, regional, and global levels.

2.5 Candidates identify and evaluate the need for action on specific environmental issues, identify possible action projects, and


Candidates identify a limited number of criteria for evaluating the need for action on environmental issues.


Candidates describe and apply multiple criteria when evaluating the need for action on environmental issues. Candidates describe possible action projects


Candidates thoroughly evaluate the need for action on environmental issues using multiple, research-based criteria. Based on their evaluation, candidates

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evaluated potential outcomes of those action projects.

and potential outcomes of those action projects.

propose a range of actions and evaluate potential outcomes of those actions. They transfer and apply the skills and knowledge gained through their evaluation of the need for action, possible actions, and potential outcomes to novel situations.

2.6 Candidates use the results of their investigations to plan, carry out, and evaluate action projects designed to address selected environmental issues.

K, S, D Evidence indicates that:

Candidates apply, on a limited basis, the results of their analyses, investigations, and evaluations to guide plans for environmental service/action projects.


Candidates apply the results of their analyses, investigations, and evaluation to guide the planning and implementation of selected environmental service/action projects.


Candidates apply the results of analyses, investigations, evaluations, and action plans, to guide the implementation and evaluation of environmental service/action projects. They thoroughly evaluate the results of their environmental service/action projects, including the effects of these projects on the physical environment, other humans, and other living things.

STANDARD 3. Learning Theories and Knowledge of Learners. Candidates demonstrate an understanding of theories of learning and human development, learning processes, and individual differences. They demonstrate respect for their students as unique individuals. Candidates apply this knowledge to create positive, effective and responsive learning environments for all students3 in environmental education.

Supporting ExplanationCandidates understand how children develop physically, emotionally, socially, linguistically, and cognitively from early childhood through late adolescence. They are willing and able to apply this understanding as they design and implement effective, developmentally appropriate lessons. Specifically, they are able to apply this understanding as they create lessons focused on environmental literacy knowledge and skill outcomes. Environmental literacy not only involves the concrete and abstract understandings of environmental processes and systems, but the 3 “All students” includes students with exceptionalities and of different ethnic/racial, gender, language, sexual orientation, religeous, geographic, and socio-economic background.

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development of complex inquiry and citizenship engagement skills. Consequently, gauging developmental levels of individual students is particularly important for the environmental education teacher. Additionally, candidates understand that all students can learn if their individual needs are appropriately addressed. They are willing and able to adapt and differentiate environmental education instruction to meet the diverse needs of students, providing a range of instructional experiences matched to individual students’ previous knowledge, multiple ways of learning, and background.

Attributes: K = Knowledge S = Skills D= DispositionsElements of Standards Attributes Unacceptable Acceptable Target 4

Candidates draw upon 3.1 Candidates impact diverse students’5 learning by applying

draw upon approp theories of learning and development when planning, delivering, and improving environmental education instruction.

K,S Evidence indicates that:

Candidates define few of the physical, linguistic, cognitive, affective, and social development characteristics of students.

Candidates can apply a limited number of theories of learning and development when planning or delivering environmental education instruction.


Candidates differentiate major physical, linguistic, cognitive, affective, emotional, and social development characteristics of students from recognized theoretical perspectives and explain how they relate to environmental education practice.

Candidates positively impact diverse students’ learning by selecting and applying appropriate theories of learning and development when planning, delivering, and improving student responsive and developmentally appropriate environmental education instruction.


Candidates thoroughly analyze the physical, linguistic, cognitive, affective, social, and other development characteristics of students from a variety of theoretical perspectives and provide specific examples of how each relates to environmental education practice.

Candidates positively impact diverse students’ learning by transferring an in-depth knowledge of theories of learning and development to novel contexts when planning, delivering, and improving student responsive and developmentally appropriate environmental education instruction.

3.2 Candidates impact diverse students’ learning by applying an understanding of learning processes

K,S,D Evidence indicates that:

Candidates define a limited number of the major factors involved in the learning process.


Candidates explain the role of students’ prior knowledge and


Candidates thoroughly analyze the relationships among students’ prior


5 Diversity in these standards refers to differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.

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Elements of Standards Attributes Unacceptable Acceptable Target

when planning, delivering, and improving environmental education.

Candidates identify a limited number of ways in which diverse students can demonstrate their environmental learning.

Candidates apply a limited number of factors involved in the learning process and/or few ways students can demonstrate learning when planning or delivering environmental education instruction.

experiences, ability levels, linguistic diversity, and social interactions in the learning process and describe how they relate to environmental education practice. .

Candidates describe multiple ways in which diverse students can demonstrate their environmental learning (e.g., verbal, written, graphic and artistic, non-verbal and performance).

Candidates positively impact diverse students’ environmental learning by assessing students’ prior knowledge and experiences, ability levels, linguistic diversity, and social interactions, by adjusting instruction accordingly to meet the needs of individual students, and by providing students with multiple ways to demonstrate their learning.

knowledge and experiences, ability levels, linguistic diversity, and social interactions in the learning process and explain how they relate to environmental education practice. .Candidates analyze and compare multiple ways in which diverse students can demonstrate their environmental learning and use analysis results to encourage and stimulate further learning.

Candidates positively impact diverse students’ environmental learning by transferring and applying their knowledge of students’ prior knowledge and experiences, ability levels, linguistic diversity, and social interactions, as well as of varied ways for students to demonstrate learning when planning, delivering, and improving environmental education instruction in novel situations.

3.3 Candidates impact diverse students’ learning by applying an understanding of ability levels and cultural and linguistic backgrounds when planning, delivering, and improving

S,D Evidence indicates that:

Candidates address the relevant ability levels and cultural and linguistic backgrounds of few students when planning and delivering environmental education instruction.


Candidates differentiate learning and adapt environmental education instruction appropriately for all students, including linguistically and culturally diverse students and students with exceptionalities.


Candidates consistently differentiate learning in their classrooms and design culturally responsive and developmentally appropriate environmental education instruction for all students,

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Elements of Standards Attributes Unacceptable Acceptable Target

environmental education instruction.

Candidates impact diverse students’ learning by pre-assessing and addressing the ability levels and cultural and linguistic backgrounds of all students when planning and delivering environmental education instruction. They create a positive climate for learning for all students.

including linguistically and culturally diverse students and students with exceptionalities.

Candidates impact diverse students’ learning by thoroughly pre-assessing and addressing the ability levels and cultural and linguistic backgrounds of all of their students when planning, delivering, and improving contextually appropriate environmental education instruction. They create a positive climate for learning for all students.

STANDARD 4. Curriculum: Standards and Integration. Candidates demonstrate an understanding of how the unique features of environmental education can be used in the design and enrichment of standards-based curricula and school programs.

Supporting ExplanationCandidates view environmental education as an integral part of a standards-based curriculum. Environmental education is, at its heart, an integrative undertaking. Candidates teach across disciplines, drawing upon many of the methods and content of natural and social sciences, arts, mathematics, and humanities to help learners fully understand and address complex environmental issues. They understand that environmental educators, by drawing on knowledge and skills that cut across multiple disciplines, can use environmental learnings as a curriculum integrator. They design lessons and units that effectively teach traditional disciplinary understandings while also developing environmental literacy. They know and use relevant national, state, and district discipline-based standards to plan their environmental education curriculum. Similarly, they know the Excellence in Environmental Education – Guidelines for Learning (PreK-12) (NAAEE, 2004a) which describe what an environmentally literate student should know and be able to do. They use the Guidelines for Learning (PreK-12) as a tool for planning a comprehensive and cohesive curriculum that enhances the development of environmental literacy for all students. Candidates are able to critically analyze the concepts and skills delineated in the Guidelines for Learning (PreK-12) and relevant state and district standards to determine areas of commonality. They synthesize and use alignment results to organize and, when appropriate, integrate instruction around environmental contexts and themes in order to increase both environmental literacy and academic achievement.

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StandardAttributes Unacceptable Acceptable Target 6

4.1 Candidates align NAAEE’s Guidelines for Learning (PreK-12) 7 and associated environmental literacy components with national, state, and district content standards.


Candidates identify the purpose and structure of environmental education guidelines and/or relevant state and district content standards.

Candidates align environmental education guidelines with a limited number of the district and state content standards.


Candidates describe the purpose, structure, and substance of environmental education guidelines and relevant state and district content standards.

Candidates align environmental education guidelines with relevant state and district content standards.


Candidates analyze and critique the purpose, structure, and substance of environmental education guidelines and associated environmental literacy components, as well as relevant national, state, and district content standards.

Candidates align environmental education guidelines and environmental literacy components with national, state, and district content standards.

4.2 Candidates use alignment results to select, adapt, and develop environmental education curricular and instructional materials.

S Evidence indicates that:

Candidates use alignment results on a limited basis to select environmental education curricular and instructional materials.


Candidates apply alignment results consistently when selecting and adapting environmental education curricular and instructional materials.


Candidates thoroughly analyze alignment results and apply this analysis when selecting, adapting, and developing environmental education curricular and instructional materials.

4.3 Candidates seek opportunities to integrate environmental education into standards-based curricula and school programs.

S,D Evidence indicates that:

Candidates integrate environmental education into standards-based curricula and school programs on a limited basis.


Candidates seek opportunities to integrate environmental education into standards-based curricula and school programs. Candidates work with colleagues to enhance identified opportunities to integrate environmental


Candidates integrate environmental education consistently and comprehensively into standards-based curricula and school programs in order to enhance environmental literacy and academic achievement. Candidates seek out and work with a

6 The Target level is considered to be additive and encompasses all knowledge, skills and dispositions included in the Acceptable level.7 NAAEE. (2004a). Excellence in Environmental Education – Guidelines for Learning (Pre K – 12). Washington, DC: Author.

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Candidates organize instruction around environmental contexts and themes on a limited basis.

education into the curriculum.

Candidates organize instruction and, when appropriate, integrate instruction, around environmental contexts and themes.

wide range of colleagues to enhance opportunities to integrate environmental education into the curriculum.

Candidates thoroughly analyze curricular goals and objectives and use this analysis to organize and, when appropriate, integrate instruction around environmental contexts and themes that enhance environmental literacy and academic achievement.

STANDARD 5. Instructional Planning and Practice. Candidates identify and differentiate among a variety of instructional strategies and tools, including instructional technology that enhance environmental learning. They plan and deliver instruction that promotes environmental literacy and creates stimulating and motivating climates for learning for diverse learners.

Supporting ExplanationEnvironmental educators produce and draw upon a wide range of instructional materials and resources. They are able to access print and electronic curricula prepared by commercial publishers, government agencies (i.e., federal, state, local), not-for-profit organizations and individuals. They understand that instructional materials developed for use in traditional disciplines (e.g., mathematics, science, social studies) can be adapted for use in environmental education lessons. They know and use the Environmental Education Materials: Guidelines for Excellence (NAAEE, 2004c) as a tool for evaluating and selecting appropriate curricular resources. When critically reviewing materials, resources, technologies, and settings for instructional use in environmental education, candidates pay particular attention to content accuracy and fairness, reflection of diversity, developmental appropriateness, instructional soundness, and usability. Candidates understand how out of classroom settings can be used to improve instruction and motivate student learning. They use these settings effectively, increasing students' awareness and appreciation for nature and the built environment and facilitating discovery learning and direct observation. Candidates combine their knowledge of learning theory and environmental education to design and implement instruction that helps all students become environmentally literate. They create a positive climate for learning which meets the needs of diverse students, motivating students to learn individually and cooperatively.

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Attributes: K = Knowledge S = Skills D= DispositionsElements of Standard

Attributes Unacceptable Acceptable Target 8

5.1Candidates describe and critically review a range of instructional materials, resources, technologies, and settings for use in environmental education.


Candidates identify a limited number of instructional materials, resources, technologies, or settings for use in environmental education.

Candidates review environmental education instructional materials, resources, technologies, and settings, employing few, if any, criteria such as content standards and those set forth in NAAEE’s Environmental Education Materials: Guidelines for Excellence.9


Candidates describe in-depth the characteristics of effective environmental education instructional materials, resources, technologies, and settings. Candidates critically review environmental education instructional materials, resources, technologies, and settings, employing criteria such as state and local content standards and those set forth in NAAEE’s Environmental Education Materials: Guidelines for Excellence as well as Excellence in Environmental Education – Guidelines for Learning (Pre K – 12).


Candidates thoroughly analyze the characteristics and appropriate uses of a wide range of effective environmental education instructional materials, resources, technologies, and settings.

Candidates thoroughly critique a wide range of environmental education instruction materials, resources, technologies, and settings, employing criteria such as national, state and local content standards, and those set forth in NAAEE’s Environmental Education Materials: Guidelines for Excellence as well as Excellence in Environmental Education – Guidelines for Learning (Pre K – 12. Candidates use that analysis to develop comprehensive environmental education lessons and curricula.

5.2 Candidates impact students’ learning by selecting and implementing instructional strategies and technologies that meet diverse students’ needs and lead to the development of environmental

K,S,D Evidence indicates that:

Candidates identify and apply a limited number of instructional strategies and tools designed to meet diverse students’ needs and/or contribute to the development of environmental literacy.


Candidates impact students’ learning by selecting and applying a range of instructional strategies and technologies that meet diverse students’ needs and lead to the development of environmental literacy.


Candidates impact students’ learning by thoroughly analyzing the effectiveness of a wide range of instructional strategies and technologies that contribute to diverse students’ development of environmental knowledge, skills, affect,


9 NAAEE. (2004c). Environmental Education Materials: Guidelines for Excellence. Washington, DC: Author.

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literacy. Candidates demonstrate how the selected instructional strategies and technologies meet diverse students’ needs and how they contribute to the development of environmental literacy. Candidates reflect on the results of their instruction.

and participation. Candidates explain in-depth how these instructional strategies and technologies meet diverse students’ needs. Candidates differentiate among varying instructional strategies and technologies and explain how each can be used to teach specific environmental concepts and skills needed for environmental literacy. Candidates use analysis results and apply a wide range of instructional strategies and technologies. Candidates reflect on the results of their instruction.

5.3 Candidates develop technology- rich environmental education instructional plans that address diverse students’ needs.


Candidates develop instructional plans that reflect few of the diverse needs of students, alignments between content standards and environmental education guidelines, instructional strategies and technologies, and effective assessment approaches.


Candidates develop instructional plans that address diverse students’ needs, alignments between content standards and environmental education guidelines, instructional strategies and technologies, and effective assessment approaches.


Candidates develop, sequence and analyze lesson and unit plans that thoroughly address the diverse needs of students, alignments between content standards and environmental education guidelines, instructional strategies and technologies, and effective assessment approaches.

5.4 Candidates impact diverse students’ learning by delivering developmentally, culturally and linguistically appropriate and effective environmental education instruction.

S, D Evidence indicates that:

Candidates deliver environmental education instruction that is developmentally appropriate some of the time and do so in a manner that inconsistently stimulates students to learn.


Candidates impact diverse students’ learning by delivering culturally and linguistically responsive, developmentally appropriate, and engaging environmental education instruction that stimulates and motivates all students


Candidates impact diverse students’ learning by delivering culturally and linguistically responsive, developmentally appropriate, and engaging environmental education instruction on a whole class, cooperative group, and individualized basis, and analyze the results of that instruction on students’

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to learn. Candidates reflect on the effectiveness of their instructional strategies.

environmental literacy, academic achievement, and motivation to learn.

STANDARD 6. Assessment. Candidates possess the knowledge, abilities, and commitment to make assessment integral to curriculum and instruction in environmental education, thereby fostering continuous intellectual, social, emotional, and physical development of each student. Candidates demonstrate an understanding of how assistive technologies can be used in assessment. Candidates use assessment as a means of on-going evaluation of effective teaching and learning.

Supporting Explanation Candidates understand and value assessment as an indispensable part of successful curriculum development and instruction. They know that if assessment is to be successful, it must be planned and implemented on a continuing basis. They recognize the difference between formative and summative assessment and how each can be used to improve instruction to meet the needs of diverse students. Similarly, candidates are familiar with the benefits and limitations of a range of assessment tools and strategies, including technology-based resources, and know how to match specific tools and strategies to particular situations. They view assessment as an effective component of instructional improvement and use assessment to select developmentally appropriate goals and objectives, teaching strategies, and curricular resources. Candidates possess the knowledge and skills to gather, organize and analyze the data required to assess individual student environmental knowledge and skill achievement. They critically reflect on their own teaching experiences in order to interpret assessment results fully, using these interpretations to adapt and improve future instruction. They use assessment results to show both what students can do and how they can advance, reporting this individual progress to the student and his/her parents. When discussing assessment results, they use appropriate terminology and share examples that illustrate student environmental learning and literacy. Candidates use assessment results as they work with students individually to help them identify the gaps in their environmental knowledge and skills.

Attributes: K = Knowledge S = Skills D= Dispositions


Attributes

Unacceptable Acceptable Target 10

6.1 Candidates integrate assessment that meets the needs of diverse students into environmental education instruction.


Candidates incorporate a limited number of formative and/or summative assessments into environmental education instruction.


Candidates integrate formative and summative assessment and environmental education instruction, addressing identified learning goals and objectives.


Candidates thoroughly integrate formative and summative assessment and environmental education instruction, focusing particular attention on learning goals and objectives related to environmental


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Attributes


Candidates rely heavily on a limited range of assessment strategies many of which are created by others. Candidates identify few, if any, assessment strategies that accommodate diverse students’ needs.

Candidates rarely consult with specialists in order to improve assessment strategies that address diverse students’ needs, particularly those with exceptionalities.

Candidates select, develop, and administer a variety of assessments designed to inform decisions about student intellectual, social, emotional, and physical development and the effectiveness of environmental education instructional strategies and materials. Candidates select, adapt and use assessment strategies and technologies, including assistive technologies that accommodate diverse students’ needs, particularly English language learners and those with exceptionalities.

Candidates consult with specialists in order to improve environmental education assessment strategies that address diverse students’ needs, particularly English language learners and students with exceptionalities.

literacy and academic achievement.

Candidates systematically select, develop, and administer a wide range of assessments designed to inform decisions about student intellectual, social, emotional, and physical development, the effectiveness of environmental education instructional strategies and materials, and overall environmental literacy achievements. Candidates design and implement a wide variety of assessment strategies and technologies, including assistive technologies that accommodate diverse students’ needs, particularly English language learners and those with exceptionalities.

Candidates consult with specialists and seek other professional development opportunities in order to improve environmental education assessment strategies that address diverse students’ needs, particularly English language learners and students with exceptionalities.

6.2 Candidates impact diverse students’ learning by using assessment data, collected and analyzed with the aid of technology, to


Candidates use technology in limited ways to improve the efficiency of assessment data collection and/or analysis.


Candidates use information and assistive technologies effectively to improve the efficiency of assessment data collection and analysis.


Candidates collect, manage and analyze assessment data effectively and efficiently using appropriate information and assistive technologies in order to improve instruction.

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Attributes


inform environmental education instruction.

Candidates draw few, if any, appropriate conclusions about student development and achievement from assessment data.

Candidates impact diverse students’ learning by using results from multiple assessments to modify and improve future instruction. Candidates reflect on what they have learned from assessments and demonstrate how they have adjusted instruction to meet the needs of diverse students, including those with exceptionalities.. The commitment to use assessment results to improve student learning is reflected in their environmental education planning and instruction.

Candidates impact diverse students’ learning by critically reflecting on teaching experiences and assessment results. They organize and interpret results from a variety of assessments to help modify and improve future instruction. Candidates incorporate what they have learned from assessments and reflection and show how they have adjusted instruction to meet the needs of diverse students, including those with exceptionalities. The commitment to do this is reflected in their environmental education planning and instruction. Candidates use assessment results as they work with students individually to help them identify the gaps in their environmental knowledge and skills.

6.3 Candidates impact diverse students’ learning by communicating assessment results and achievement to appropriate individuals.


Candidates report student progress in terms of grades, scores and information on discrete aspects of environmental learning and literacy.


Candidates interpret and report accurately the progress individual students are making in terms of environmental learning and literacy. They use performances to illustrate both what students can do and how they can advance. Candidates ensure that students and their parents understand learning expectations and progress. They use appropriate terminology and share examples that illustrate student environmental learning


Candidates identify ways of involving students in understanding assessment strategies so that students gain confidence in self-assessment and in planning for personal growth. Candidates interpret and report accurately the progress students are making in terms of environmental learning and literacy. They perform in-depth analyses of assessment data and communicate results to students and their parents, focusing on what students can do and

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Attributes


and literacy. how they can advance. They use appropriate terminology and share examples that illustrate student environmental learning and literacy.

STANDARD 7. Professional Growth in Environmental Education. Candidates recognize the importance and benefits of belonging to a professional community, and understand that professional development is a life-long endeavor and an indispensable asset to becoming a contributing member of the environmental education profession. Candidates understand and accept the responsibilities associated with practicing environmental education.

Supporting ExplanationThe environmental education community is diverse. Candidates understand that they belong to a community whose members teach all age ranges from early childhood through adults, work in school, community and nonformal education settings, and are employed by school districts, for profit organizations, government agencies, and not-for-profit organizations at the local to international levels. They recognize that this extended community provides rich opportunities for themselves and their students. They value the benefits of belonging to such a community. As members of the environmental education community, they understand the importance of lifelong learning. They view their own professional growth as one that is continuous. They reflect on their preparation, knowledge and skills, and seek opportunities for professional development. They are able to identify a range of professional development providers from whom they can access opportunities to strengthen their own environmental literacy and teaching skills. They understand that reflection can be an effective form of professional development and that by becoming a reflective practitioner they will improve as a teacher. Candidates understand that environmental education often involves teaching about controversial topics and issues. They recognize the distinction between education and advocacy. Understanding that how environmental problems and issues are viewed depends greatly on an individual’s values and beliefs, candidates strive to provide accurate, balanced instruction about environmental conditions, issues, or actions.

Attributes: K = Knowledge S = Skills D= Dispositions

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Attributes Unacceptable Acceptable Target 11

7.1 Candidates identify the benefits and recognize the importance of belonging to a professional environmental education community.


Candidates identify a limited number of professional environmental education communities and acknowledge few, if any, benefits of belonging to one.


Candidates describe the characteristics of professional environmental education communities and articulate the benefits of belonging to at least one of them.


Candidates compare the characteristics and purposes of a wide range of environmental education professional communities and participate in at least one of them.

7.2 Candidates engage in environmental education professional development opportunities, including technology-based opportunities.

K, D Evidence indicates that:

Candidates acknowledge little need for ongoing professional development.

Candidates participate in few, if any, professional development opportunities.

Candidates engage, on a limited basis, in a reflective process to improve teaching and learning for environmental education.

Candidates identify, access, and use technology based


Candidates express the need for professional development, identify immediate professional development needs, and identify potential providers to meet these needs.

Candidates participate in selected professional development that strengthens their environmental literacy, fosters reflection on practice, and improves environmental education instructional skills.

Candidates engage in a reflective process to improve environmental education teaching and learning. They incorporate information gained from assessment results and feedback from students, parents and education professionals into their reflective process.

Candidates identify, access, and use


Candidates seek opportunities for professional growth in environmental education and outline a process for continuing professional development.

Candidates participate in a wide range of professional development activities that strengthen their environmental literacy, foster reflection on practice, and improve environmental education instructional skills.

Candidates engage in a thorough and systematic reflective process to improve environmental education teaching and learning. They consistently use information gained from assessment results and feedback from students, parents, community members and education professionals as integral components of their reflection.

Candidates identify, access, and use a wide variety of technology


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resources in support of their environmental education professional development on a limited basis.

technology based resources in support of their environmental education professional development.

based resources in support of their environmental education professional development.

7.3 Candidates provide accurate, balanced, and effective environmental education instruction.


Candidates promote a limited number of viewpoints pertaining to a particular environmental condition, issue or action.


Candidates provide accurate, balanced and effective instruction about environmental conditions, issues, and actions. Candidates commit to creating a classroom atmosphere that is open to inquiry.


Candidates provide accurate, balanced and effective instruction about environmental conditions, issues, and actions, creating a classroom atmosphere that is open to inquiry and providing on-going opportunities for students to explore multiple perspectives, form their own opinions, and explain their beliefs.

7.4 Candidates develop a rationale for environmental education and understand the need to advocate for the field of environmental education.


Candidates develop a rationale for environmental education that includes few key benefits of environmental education and environmental literacy. Candidates identify few, if any, sources of data to support environmental education.

Candidates describe a limited number of the roles alliances can play in advocacy efforts for P-12 environmental education.


Candidates develop a well-articulated rationale for environmental education that describes key benefits to students and the importance of an environmentally literate citizenry. Candidates choose appropriate data sources to support these arguments.

Candidates describe multiple roles alliances and partnerships play in advocacy efforts for P-12 environmental education.


Candidates articulate a well-reasoned and thorough rationale for environmental education that addresses the cognitive, academic, and affective benefits to students as well as the importance of an environmentally literate citizenry. Candidates access multiple sources of data and synthesize findings to prepare a coherent rationale for environmental education.

Candidates analyze the roles alliances and partnerships play in advocacy efforts for P-12 environmental education and critique previous efforts.

B.2 Curriculum, Faculty or Other Programmatic StandardsNot applicable.

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B.3 Standards Specify Positive Effects on P-12 Student LearningSee Standards 3: Learning Theories and Knowledge of Learners, 5: Instructional Planning and Practice, and 6: Assessment.

B.4 Clear Distinctions on Types of Education Professional Which programs should respond to these standards?These standards apply only to the initial preparation of environmental educators. All teacher education programs who wish to prepare environmental educators for initial licensure pre-K to grade 12. If an institution offers undergraduate and/or graduate programs in environmental education teacher preparation, it must respond to these standards. NAAEE considers any program that prepares candidates for their first environmental education teaching certificate or licensure, including endorsements offered at the graduate level, to be “initial.” These programs may be at the graduate or undergraduate level. The standards apply to all initial programs, regardless of the environmental education teacher certification options offered (e.g., K-12 certification, secondary certification). Therefore all initial programs should prepare their program reports in the same manner.

B.5 Standards in RubricsSee above.

B.6 Standards and Elements that Specifically Address Diversity and Technology

NAAEE and the standards writing team recognize the importance of diversity and technology to the effective teaching of environmental education. Environmental education as a field is dedicated to social and environmental justice. Promoting responsive, community-based environmental education programs is fundamental. The following standards and elements specifically address diversity and technology. Understanding diverse learners and planning instruction that meets their needs are vital to Standards 3, 5, and 6. Technological knowledge and skills are integral to environmental literacy (Standard 2) as well as planning, teaching, and assessing environmental education instruction (Standards 5 and 6). Candidates are also expected to access technology-based professional development opportunities (Standard 7).

Diversity Related Standards and Elements

STANDARD 3. Learning Theories and Knowledge of Learners. Candidates demonstrate an understanding of theories of learning and human development, learning processes, and individual differences. They demonstrate respect for their students as unique individuals. Candidates apply this knowledge to create positive, effective and responsive learning environments for all students12

in environmental education. upon

3.1 Candidates impact diverse students’13 learning by applying theories of learning and development when planning, delivering, and improving environmental education instruction.

12 “All students” includes students with exceptionalities and of different ethnic/racial, gender, language, and socio-economic origins. 13 Diversity in these standards refers to differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.

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3.2 Candidates impact diverse students’ learning by applying an understanding of learning processes when planning, delivering, and improving environmental education.

3.3 Candidates impact diverse students’ learning by applying an understanding of ability levels and cultural and linguistic backgrounds when planning, delivering, and improving environmental education instruction.


5.2 Candidates impact students’ learning by selecting and implementing instructional strategies and technologies that meet diverse students’ needs and lead to the development of environmental literacy.

5.3 Candidates develop technology-rich environmental education instructional plans that address diverse students’ needs.

5.4 Candidates impact diverse students’ learning by delivering developmentally, culturally and linguistically appropriate and effective environmental education instruction.



6.2 Candidates impact diverse students’ learning by using assessment data, collected and analyzed with the aid of technology, to inform environmental education instruction.

Technology Related Standards

STANDARD 2. Environmental Literacy of Candidates. Candidates demonstrate the knowledge, skills, and dispositions associated with environmental literacy. They use technology as a tool for collecting, analyzing and communicating information about the environment.

2.1 Candidates demonstrate environmental inquiry skills, and use technology as a tool to answer their own questions.

2.3 Candidates identify, select and investigate environmental issues and use technology as a tool when conducting these investigations.


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5.1Candidates describe and critically review a range of instructional materials, resources, technologies, and settings for use in environmental education.

5.2 Candidates impact students’ learning by selecting and implementing instructional strategies and technologies that meet diverse students’ needs and lead to the development of environmental literacy.

5.3 Candidates develop technology- rich environmental education instructional plans that address diverse students’ needs.



6.2 Candidates impact diverse students’ learning by using assessment data, collected and analyzed with the aid of technology, to inform environmental education instruction.

STANDARD 7. Professional Growth in Environmental Education. Candidates recognize the importance and benefits of belonging to a professional community, and understand that professional development is a life-long endeavor and an indispensable asset to becoming a contributing member of the environmental education profession. Candidates understand and accept the responsibilities associated with practicing environmental education.

7.2 Candidates engage in environmental education professional development opportunities, including technology-based opportunities.

Section 8. NAAEE responsibilities under NCATE State Partnerships

The following describes NAAEE and state responsibilities for both those that select an “NCATE Program Standards Framework” and those that select a “State Program Standards Framework.”

States Choosing the NCATE OptionIf a state chooses the NCATE option, then NAAEE’s standards and review processes will apply. NAAEE will make decisions for each institution about whether standards are met and whether programs merit national recognition.

State Option Partnership ProceduresNAAEE will determine if the standards guiding state program approval processes are aligned with the NAAEE program standards.

If the state has no interest in their state receiving authority to initiate “national recognition” decisions for educator preparation programs in their state, then any institution in the state that seeks national recognition must do so through submission to NCATE, in the same way provided under the NCATE option.

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A state may ask the Specialty Areas Studies Board to determine that their program approval process is essentially equivalent to NCATE’s program review. A state seeking authority to conduct program reviews that will result in “national recognition” status by NCATE will provide evidence that their program approval process fulfills “Conditions for State Review and Approval of Content Specialty Programs.” The SASB Process and Evaluation Committee will review the state’s application to determine whether that state process is essentially equivalent to NCATE’s program review and make a recommendation to the Board for approval or non-approval of that part of the state Partnership application. The SASB decision for each “state option” partnership will determine how national recognition designations are made under that partnership by all NCATE affiliated SPAs, including NAAEE.

NAAEE will follow the SASB Guidelines for specialized professional association responsibilities:

1. NAAEE reviewers will examine program content standards provided in State Partnership applications by comparing the state’s standards for program approval, licensure/certification, or endorsement with the NAAEE NCATE approved program standards. NAAEE reviewers will indicate that: (a) there is alignment, noting any state

standards that exceed the NAAEE program standards, or (b) there is not sufficient alignment with the NAAEE program standards, noting which of the standards are not sufficiently aligned, and explaining why alignment is not achieved.

The NAAEE standards will, themselves, be the principal basis for conducting the alignment review. If NAAEE creates any additional guidance—such as criteria, interpretations, principles, or an identification of any significant topics or features that should be included for state standards to receive a favorable alignment decision—that guidance should be made widely available to NCATE and to states.

2. NAAEE will nominate to NCATE a pool of reviewers who are experienced in application of the NAAEE standards, and who have experience and/or training in state practices, policies, procedures, lawmaking and regulation by which standards are prepared and administered.

3. NAAEE will develop procedures for quality assurance in the selection, training, and evaluation of individuals who conduct reviews of state standards, as well as procedures to avoid conflicts of interest or bias in making assignments for reviews of state standards. NAAEE will provide materials that may be requested by NCATE from time to time for use by SASB and its Process and Evaluation Committee to show how SASB guidelines for review procedures, quality, and feedback to states are being implemented and whether NCATE actions are completed in a timely manner.

4. NAAEE will make special efforts to respond to state requests in a collaborative and collegial manner: Upon request, and as opportunities are brought to their attention, NAAEE will

proactively work with states during development of state standards both to provide the expertise of the specialty field, and also to avoid, so far as is possible, major

40

problems of omission or differences that would prevent successful alignment with NCATE standards.

NAAEE and states will share information on (a) points of contact through NAAEE program coordinators, national office employees, or state affiliate members and appropriate state program or licensure staff; and on (b) training and technical assistance opportunities through national NAAEE meetings and elsewhere and state sponsored training.

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Section 9. Information on SPA procedures for selection, training, and evaluation of program reviewers and representation of diversity within the profession.

NAAEE sponsors a diverse, 22 member Pre-Service Task Force (see Section 4 above). This task force, along with the NCATE writing team, is in the process of developing procedures for the selection, training and evaluation of program reviewers. Initially, reviewers will be recruited from the NCATE writing team and the Pre-Service Task Force. Reviewer qualifications and an application process have been established (see Appendix E for a copy of the application). Reviewer qualifications include: NAAEE membership; environmental education experience, professional preparation, and certification; experience in evaluation and assessment, including program review and accreditation; familiarity with the NAAEE guidelines (NAAEE 2004a and NAAEE 2004b); ability to review accreditation materials on-line; writing skills; collaboration skills; ability to fulfill required time commitment; and training as an NCATE examiner (desirable). Initially, reviewers will be selected by a committee comprised of NAAEE’s representative to NCATE, chair of the NCATE writing team, co-chairs of the NAAEE Pre-Service Task Force, and an NAAEE staff member. Every attempt will be made to recruit a diverse team of highly qualified reviewers. The first reviewer training is scheduled to take place in October 2008 in conjunction with the NAAEE annual conference in Wichita, KS. The procedures and materials for the reviewer training workshop will be designed during summer 2008. Reviewers will serve staggered, three year terms.

The NAAEE Board has adopted a position statement on diversity and accepted a set of recommended actions for both diversifying NAAEE and helping to diversify the field of environmental education. The position statement recognizes the integral connections between environmental concerns and wider questions of social needs, welfare and economic opportunity. It also acknowledges the need for greater emphasis on equity and celebration of diversity within NAAEE and in the field of environmental education. The Diversity Committee, a standing committee of the NAAEE Board, has been asked to work with the Pre-Service Task Force on the development of NAAEE/NCATE policies, procedures, initiatives, and resources that will enhance representation of diversity within the environmental education profession.

Selected References

Adkins, C. & Simmons, B. (2002). Outdoor, experiential, and environmental education: Converging or diverging approaches? ERIC Clearinghouse on Rural Education and Small Schools (ERIC Document Reproduction Service No. EDO-RC-02-1).

Archie, M. (2003). Advancing education through environmental literacy. Alexandria, VA: ASCD.

Bailey, L. (1909). The nature study idea (3rd ed.). New York: MacMillan.

Braus, J., & Disinger, J. F. (1998). Educational roots of environmental education in the United States and their relationship to its current status. In M. Archie (Ed.), Environmental education in the United States – past, present, and future. Troy, OH: North American Association for Environmental Education.

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Braus, J., & Wood, D. (1993). Environmental education in schools: Creating a program thatworks! Washington, DC: North American Association for Environmental Education.

Brundliand, G. H. (1989). Our common future: The World Commission on Environment and Development. N.Y.: Oxford University Press.

Comstock, A. (1939). Handbook to nature study (3rd ed.). Ithaca, NY: Cornell University Press.

Disinger, J. (1983). Environmental education's definitional problem. (Information Bulletin,No.2). Columbus, OH: ERIC Clearinghouse for Science, Mathematics and EnvironmentalEducation (ERIC/SMEAC)

Disinger, J. F. (2005). Environmental education’s definitional problem. In H. R. Hungerford, W. J. Bluhm, T. L. Volk, & J. M. Ramsey (Eds.), Essential readings in environmental education (pp. 17-31). Champaign, IL: Stipes Publishing L.L.C.

Drake, S.M. & Burns, R.C. (2004). Meeting standards through integrated curriculum. Alexandria, VA: ASCD.

Engleson, D. & Yonkers, D. (1994). A guide to curriculum planning in environmental education. Madison, WI: Wisconsin Department of Public Instruction.

Funderburk, R. (1948). The history of conservation education in the U.S. Nashville, TN:George Peabody College for Teachers.

Hammerman, D., & Hammerman, W. (1973). Outdoor education: A book ofrReadings.Minneapolis, MN: Burgess Pub. Co.

Hammerman, W. (Ed.) (1980). Fifty years of resident outdoor education, 1930-1980. Martinsville, IN: American Camping Association.

Hanselman, D., Rahgunathan, M., & Sarabhai, K. (Eds.). (1990). Essential learnings for environmental education. Troy, OH: North American Association for EnvironmentalEducation.

Harmin, M., & Toth, M. (2006). Inspiring active learning: A complete handbook for today’s teachers. Alexandria, VA: Association of Supervision and Curriculum Development.

Hart, E. (1981). Identification of key characteristics of environmental education. The Journal ofEnvironmental Education, 13 (1), 12-16.

Harvey, G. (1977). A conceptualization of environmental education. In J. Aldrich, A. Blackburn,and G. Abel (Eds.), The Report of the North American Regional Seminar on Environmental Education (pp. 66-72). Columbus, OH: ERIC/SMEAC.

Hines, J., Hungerford, H., & Tomera, A. (1986/87). Analysis and synthesis of research onresponsible environmental behavior: A meta-analysis. The Journal of Environmental

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Education, 18 (2), 1-8.

Hungerford, H., Peyton, R., & Wilke, R. (1980). Goals for curriculum development inenvironmental education. The Journal of Environmental Education. 11(3), 42-47.

Interstate New Teacher Assessment & Support Consortium. (1992). Model standards for beginning teacher licensing, assessment and development: A resource for state dialogueWashington, D.C.: Council of Chief State School Officers.

Langer, A. Bernstein, C., & Goff, L. (2003). Collaborative analysis of student work: Improving teaching and learning. Alexandria, VA: ASCD.

Lively, C., & Priess, J. (1956). Conservation education in the U.S. New York: Ronald Press.

Lively, C., & Priess, J. (1971). Conservation education in American colleges. New York:Ronald Press.

Lucas, A. (1981). The role of science education in educating for the environment. The Journal ofEnvironmental Education, 12 (2), 31-37.

Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.

Marzano, R.J. (2006). Classroom assessment and grading that work. Alexandria, VA: ASCD.

Minton, T.G. (1980). The history of the nature-study movement and its role in the developmentof environmental education. (Doctoral dissertation, University of Massachusetts, 1980). Dissertation Abstracts International, 41 (3), 967-A. UMI No. DEM80-19480.

National Committee on Science Education Standards and Assessment, National ResearchCouncil. (1995). National Science Education Standards. Washington, DC: National AcademyPress.

National Council for the Social Studies. (1994). Curriculum Standards for the Social Studies. Washington, DC: Author.

NAAEE (2004a). Excellence in Environmental Education – Guidelines for Learning (Pre K-12). Washington, D.C.: Author (3rd edition).

NAAEE (2004b). Guidelines for the Preparation and Professional Development of Environmental Educators. Washington, D.C.: Author (2nd edition).

NAAEE (2004c). Environmental Education Materials: Guidelines for Excellence. Washington, D.C.: Author.

Roth, C. (1992). Environmental literacy: Its roots, evolution, and directions in the 1990s.

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Columbus, OH: ERIC/SMEAC.

Sato, M. (2006). Evolving environmental education and its relation to EPD and ESD. PaperPresented at the Unesco Expert meeting on Education for Sustainable Development (ESD):Reorienting Education to Address Sustainability, May 1-3, 2006, Kanchanaburi, Thailand.

Simmons, D. (1995). The NAAEE standards project: Papers on the development of environmental education standards. Washington, D.C.: NAAEE.

Simmons. D. (2005). Developing guidelines for environmental education in the United States: the National Project for Excellence in Environmental Education. In Johnson, E. & Mappin, M. (eds.) Environmental education and advocacy: Changing perspectives of ecology and education. Cambridge: Cambridge University Press.

Stapp, W. (1965). Integrating conservation and outdoor education into the curriculum (K-12). Minneapolis, MN: Burgess Pub. Co.

Stapp, W. (1974). Historical setting of environmental education. In J. Swan and W. Stapp (Eds.),Environmental Education (pp. 42-49). New York: J. Wiley and Sons.

Stapp, W. (1979). International environmental education – Developing Unesco's program. TheJournal of Environmental Education, 11 (1), 33-37.

Stapp, W. B., Bennett, D., Bryan, W., Fulton, J., MacGregor, J., Nowak, P., Wan, J., Wall, R., & Havlick, S. (1969). The concept of environmental education. The Journal of Environmental Education, 1(1), 30-31.

Sullo, B. (2007). Activating the desire to learn. Alexandria, VA: ASCD.

Swan, M. (1975). Forerunners of environmental education. In N. McGinnis, & D. Albrecht (Eds.), What makes education environmental? Louisville, KY: Data-Courier.

UNCED. (1992). Agenda 21: Programme of action for sustainable development. Rio Declaration on Environment and Development. N.Y.: United Nations.

UNESCO. (1977). Trends in Environmental Education. Paris, France: UNESCO.

UNESCO. (1978). Final report intergovernmental Conference on Environmental Education. Organized by UNESCO in Cooperation with UNEP, Tbilisi, USSR, 14-26 October 1977, Paris:UNESCO ED/MD/49.

UNESCO. (1998). Environment and society: Education and public awareness for sustainability. Proceedings of the Thessaloniki International Conference. Paris: UNESCO.

UNESCO-UNEP. (1976). The Belgrade Charter. Connect: UNESCOUNEP Environmental Education Newsletter,Vol.1 (l) pp. 1-2.

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United Nations. (1992). Chapter 36: Promoting education, public awareness and training. InEarth Summit: Agenda 21, The United Nations Programme of Action from Rio. New York,NY: Author.

United Nations. (2002). Report of the World Summit on Sustainable Development. Johannesburg, South Africa, 26 August - 4 September 2002. New York: United Nations.

Volk, T. & McBeth, W. (2005). Environmental literacy in the United States. Hungerford, H., Bluhm, W., Volk, T., and Ramsey, J. (eds.) Essential readings in environmental education (3rd edition). Champaign, IL: Stipes Publishing L.L.C.

Wilke, R. (1995). Literacy model development and framework. In R. Wilke (Ed.),Environmental Education Literacy/Needs Assessment Project: Assessing EnvironmentalLiteracy of Students and Environmental Education Needs of Teachers; Final Report for 1993-1995 (pp. 5-6). (Report to NCEET/University of Michigan under U.S. EPA Grant#NT901935-01-2). Stevens Point, WI: University of Wisconsin - Stevens Point.

Willis, J. (2007). Brain-friendly strategies for the inclusion classroom. Alexandria, VA: ASCD.

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Appendix A

Comparison of Preparation Guidelines (NAAEE 2004b) and INTASC Model StandardsNAAEE Guidelines vs. INTASC

Environmental Literacy

Foundations of Environmental Education

Professional Responsibilities of the Environmental Educator

Planning and Implementing Environmental Education Programs

Fostering Learning

Assessment & Evaluation

Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

1.1 Questioning, analysis, & interpretation skills

1.2 Knowledge of env. processes & systems

1.3 Skills for understanding & addressing environmental issues

1.4 Personal & civic responsibility

Principle #2: The teacher understands how children learn & develop, & can provide learning opportunities that support their intellectual, social & personal development.

3.1 Exemplary environmental education practice

4.1 Knowledge of learners

Principle #3: The teacher understands how students differ in their approaches to learning & creates instructional opportunities that are

3.2 Emphasis on education, not advocacy

4.1 Knowledge of learners

4.2 Knowledge of instructional methodologies

4.4 Knowledge of

5.2 An inclusive & collaborative learning environment

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Fostering Learning


adapted to diverse learners.

environmental education materials & resources

4.6 Settings for instruction

Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.


4.5 Technologies that assist learning


5.3 Flexible and responsive instruction

Principle #5: The teacher uses an understanding of individual & group motivation & behavior to create a learning environment that encourages positive social interaction, active engagement in learning, & self-motivation.

5.1 A climate for learning about & exploring the environment

5.2 An inclusive & collaborative learning environment

Principle #6: The teacher uses knowledge of effective verbal,


4.5

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Fostering Learning


nonverbal, & media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Technologies that assist learning

Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, & curriculum goals.

4.3 Planning instruction

4.7 Curriculum planning

5.3 Flexible & responsive instruction

Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

6.1 Learner outcomes

6.2 Assessment that is part of instruction

6.3 Improving instruction

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students,

3.3 Ongoing learning & professional development

6.3 Improving instruction

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Fostering Learning


parents, & other professionals in the learning community) and who actively seeks out opportunities to grow professionally.Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

2.2 How environmental education is implemented

4.4 Knowledge of environmental education materials and resources


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Appendix B

REVIEW DRAFTNAAEE Program Standards for the Initial Preparation of Environmental Educators

April 2006

An Invitation to Participate

The North American Association for Environmental Education (NAAEE) has embarked on an exciting venture and we would like to ask for your assistance. NAAEE is developing NCATE Program Standards for the Initial Preparation of Environmental Educators. These standards, when approved, will be used by NCATE in their accreditation process of college/university teacher education programs across the country. Consequently, the approved standards could serve as a catalyst and encourage further development of environmental education programs for pre-service teachers.

This, and all future drafts, will be submitted to the environmental education community for review and comment. The process will be iterative. We anticipate that the standards writing process will take a minimum of two more years.

As part of the standards writing process, I would like to invite you to review this draft (and future drafts as they are developed). The writing team will compile all of the comments and revise the document accordingly.

In order to assist you in your assessment of this draft, we have developed a series of review criteria. As you will see, we are interested in your views of the overall framework (the seven standards) as well as your views of each rubric.

Thank you in advance for your work. Your participation is essential to the process. Feel free to let others know about the opportunity to comment. If you have any questions about the standards or the process, please do not hesitate to contact me directly.

Please return your comments by May 22, 2006.Bora Simmons, Chair

NCATE EE Standards Writing [email protected]

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mailto:[email protected]

Review Criteria

Please consider the following criteria as a guide as you review the proposed standards.

Criteria for Individual Standards and their Rubrics Does the standard find a home in the history, traditions, and definition of the field of

environmental education (literature base)? Are there credible and sufficient sources of evidence that we can cite to guide and

support each standard (research, evaluation, and assessment base) and its rubric? Is the standard conceptually clear, coherent, and cohesive? Is the rubric conceptually

clear, coherent, and cohesive? Is the standard and its rubric reasonably discrete (clear and distinct) from the other

standards and their rubrics? Within each standard and its rubric, are the practices included significant for the field of

environmental education, including, but not limited to practices reflected in the NAAEE Guidelines (see www.naaee.org/npeee for more information)?

Are the practices reflected within each standard and its rubric appropriate for the initial preparation of teacher education candidates?

Do the practices reflected within each standard and its rubric allow higher education institutions reasonable flexibility in the design of experiences to address/meet that standard?

Criteria for the Full Set of Standards Are the standards and their rubrics, as a whole, reasonably comprehensive in scope (i.e.,

do they avoid any glaring omissions, particularly in comparison to other sets of program standards offered by NCATE)?

Are the standards and their rubrics, as a whole, comparable to those offered by NCATE (e.g., number, terminology, format)?

Will the standards and their rubrics, as a whole, be economical, usable, and useful in helping higher education institutions develop, implement, and improve environmental education program offerings?

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http://www.naaee.org/npeee

Appendix CExample Comments from Review of the 2005 Draft Document

Comment Action by Writing TeamGeneral Comments

I commend the committee for putting these standards together in a very well defined and inclusive scope and sequence. The first six standards are all reasonably comprehensive in scope and comparable to others offered by NCATE. However, I think that Standard 7: Professionalism might be problematic in regard to being economical, usable and useful in helping higher education institutions develop and improve EE programs. * See comments below under Standard 7

The standards are very general – I know as a professor I will be needing more specifics – performance tasks for students – specific outcomes/expectations. How do the program standards for EE fit into the general (10) NCATE standards for initial teachers?

The key word is initial – what can we really expect a teacher to demonstrate after their initial preparation and what would we expect as a teaching professional? I think we also need to provide faculty with a lot of examples of experience.

The standards in this draft seem to meet the stated criteria, but I imagine the supporting materials in future drafts will require closer, more specific scrutiny. I would be like to see and respond to future drafts, so please do add me to the e-list. Thank you.

See Standard 7

Rubrics provide greater detail concerning expectations. Writing team felt that faculty training (part of a long-term NAAEE strategy) will address these concerns. The first faculty training will take place at the 2006 NAAEE conference.

See comment above.

No action needed. Individual’s contact information noted.

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Comment Action by Writing TeamOur state PLT person, Pat Maloney, passed along the standards you are working on for EE. It will be interested to see the reactions of people in low-population states such as Maine. I wonder how they will feel about a registration or other credentializing process. The standards sound good though. Will the standards address knowledge about theenvironment--biodiversity, biogeochemical cycles, and the like?

BY FAR the most important outcome of any EE is that the student (and teacher) learn to look at things from the point of view of the wildlife (and no excuses about "anthropomorphizing" etc.! with chimps 98.6% genetically identical with us, "anthropomorphizing" is altogether valid -- it's called "empathy"). Everything else follows from that. Put in another way, environmentalism is simply the extension of the Golden Rule to include other species. I am working on creating wildlife habitat that is off-limits to humans ("pure habitat"). Want to help? (I spent the previous 8 years fighting auto dependence and road construction.)

I took a quick look at the NCATE standards. It looks like much work has gone in to redesigning and reworking the last draft and I think the vast majority of changes make the language more clear and understandable. Nice work! I was sorry to see that Standard 2E Environmental Sensitivity was removed. We added this recently into the "Colorado Guidelines for Environmental Educators" because we

Content (e.g., biodiversity) is included under the new Standard 2.

The reviewer was contacted. It seems that the concern related to confusion between NCATE and state level environmental educator professional certification.

The writing team disagrees with this comment and the view of EE reflected. Wildlife is important to EE, but not the primary focus of EE. The writing also disagrees with the focus on environmentalism.

No action needed.

Although environmental sensitivity has often been included within discussions of environmental education and environmental literacy, the writing team felt that it was inappropriate in this context.

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Comment Action by Writing Teamfelt it is an area that previously was not addressed.

I've reviewed the NCATE/NAAEE Program Standards for the Initial Preparation of Environmental Educators. Overall, they are excellent and duly meet the criteria for individual standards and sub-standards. In addition, I believe that they meet the criteria set for the full set of standards. I do, however, have some suggestions for them, listed below this message. Thank you for the opportunity to review the document. What an exciting step for EE!

I am an educator in MA and offer the one guideline that seems not explicit that addresses the candidate's cultural competency, familiarity with environmental realities and issues in other regions and countries so that the perspective can be global as well as multi cultural and multi national. Is the candidate aware of resource people, and resources from other perspectives; contributions to the field by people from many countries and backgrounds, races, cultures, gender.

Initially they look like some of the others. The key is to have standards that an education program can link competencies to and provide proof (evidence-artifacts) of development of those competencies.

Congratulations on your continued progress on the standards. I included a few comments and a question within the attached document. I am still unsure whether the more generic standards that focus on knowledge and skills that will be obtained through general education

Comments addressed within text.

Many of these issues are addressed within Standard 5.

To be addressed in training.

The writing team felt these standards (e.g., Standard 6 Assessment) were appropriate and consistent with other NCATE standards.

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Comment Action by Writing Teamcourse work (learning theory and assessment) need to be a part of our specific standards. If they are included in the examples of NCATE approved standards for other disciplines than they should be included in the EE standards. if no other disciplines include these in their discipline specific standards than perhaps we may want to just list these standards but not develop the rubrics and indicators for them. I like the criteria you posed for use in evaluating the standards. Good luck. This work is incredibly important.

I applaud the efforts of NAAEE/NCATE to facilitate this much needed project. I realize that my comments are coming to you after the deadline of 10/3, so you may not find them useful at this time. Overall, I think the standards are broad in scope, well said, and reflect the NAAEE guidelines. My only concern was the lack of emphasis on the environmental education of the teacher. I believe this is addressed in standard 2B, but reflects such a small part of the entire document. There is a lot of emphasis on teaching and learning strategies (Standards 2 & 3) and Curriculum development (Standard 4) which is necessary, but if the teacher does not have the background in basic science, sociology, economics, and primarily environmental studies, he/she will struggle with the interpretation ofcontent. As a high school teacher, this has been one of my biggest challenges in teaching environmental education. Perhaps this is not as important in primary education, and reflects on my older age and my more general science background. I believe most secondary

Standard 2 focuses on the environmental literacy of the candidate.

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Comment Action by Writing Teamenvironmental educators in public schools are teaching more than one content area by necessity. I hope in the future, environmental education will be required for all secondary students, and the need for single focused teachers in this area will grow. Better to have the criteria set a head of time, as you are doing.

Standard I: The Nature of EE and Environmental Literacy

Overall this standard and sub-standards satisfy the criteria, except for the issue of “reasonably discrete”. This standard with the reference to EE Literacy could be confused with Standard II and perceived as being redundant by institutions when having to show evidence. In Standard I an institution would need to show evidence of “ demonstrated knowledge of…fundamentals of Environmental literacy” as well as in 1B “understand and apply defining features of…environmental literacy.” How is that different from evidence that would need to be given for satisfaction of Standard 2 and its four sub-sets? Should Standard I be The Nature of EE, and then Standard II goes into Environmental Literacy?

Substandard 1A – not sure if this is essential.

Standard 1A reads "Candidates apply an understanding..." Standard 1B reads"Candidates understand and apply.." In both standards, what are candidatesapplying this understanding to? Perhaps the standard needs to be morespecific about applying this understanding to their teaching, etc.

Language has been added to clarify the difference between understanding what is involved in environmental literacy (Standard 1) versus being environmentally literate (Standard 2).

Writing team disagrees. Environmental educators should know about the evolution of the field.

Language has been changed.

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Comment Action by Writing Team

Standard 1B should either read "Fundamental Purposes..." or "Fundamentals,Purposes" but not "Fundamentals Purposes."

Standard 1B seems too general to me. Should these "defining features" bedelineated by the NCATE standard or are they to be defined by individualinstitutions/programs? Perhaps the general nature of the description is toprovide for "reasonable flexibility?" I see that supporting backgroundinformation and assessments will be included in later drafts, so perhapsthat info will clarify standard 1B.


Language has been changed and rubrics provide more specificity.

Standard II: Environmental Literacy

Standard 2A and Standard 2C seem to be addressing the same issue: skills needed to accomplish EL. In fact the word “analysis” is used in both. Yet institutions must separate those out and show evidence in both categories, evidence that is more than likely redundant. What about combining those two subsets? Include inquiry, questioning, and interpretation as skills for understanding and addressing env. issues?

Will environmental literacy be defined in the standards?

Standard 2B – will there be a list of processes and systems?

Standard 2C seems to flow better if written "issue identification,investigation, analysis, and decision-


Environmental literacy has been defined and discussed in the document.

The processes and systems are articulated fully in Excellence in Environmental Education – Guidelines for Learning (Pre K-12).


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Comment Action by Writing Teammaking skills." Analysis, by itsnature, requires the information gathered in investigation and shouldtherefore follow it in order.

Standard III: Learning Theory

Standard 3: “…development, and individual differences.” Student or learner? Regarding what?

Standard 3A and 3B: the word “various” is not very specific – are there specific learning theories and processes we want them to use?

Standard 3B: Minor issue, but I prefer the term “modify’ rather than “tailor”. I would also suggest the term diverse rather than “various” to be consistent with NCATE standards.

Standard 3 is somewhat vague in terms of "individual differences." Are youreferring to the backgrounds and experiences listed in Standard 3B? If so, I think those should be placed in the text of Standard 3 as well.





Standard IV: Curriculum

Both subsets are worded well. I question the first sentence…”combine the fundamentals of high-quality education with unique features of EE…” Is EE not high quality education? Why not just say…”candidates design an effective, standards-based curriculum by using unique features of EE as an integrator”?

In Standard 4, the phrase "fundamentals of high-quality education" seems open to a wide variety of interpretations.



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Comment Action by Writing TeamPerhaps that is by intent to provide for "reasonable flexibility" again, but I wonder who defines what high-quality education is and what the fundamentals are.

Standard 4A – “… how environmental education guidelines and environmental literacy…” What are these guidelines?

Standard 4: I'm sure standards is the best word to use here, but it isimportant to remember not all states call them "standards." For example, inNew Hampshire they are "Frameworks." Our preservice faculty understand the relationship though and would have no problem interpreting this the way it's written.

A footnote citing the Guidelines has been provided.

The writing team decided to keep the wording.

Standard V: Instruction

5B and 5C are somewhat redundant as written. The titles are clear: 5B is instructional strategies and planning and 5C is delivery of instruction. However, in 5B it is said that “candidates know and employ strategies”. Isn’t that what 5C is referring to…delivery of instruction? I would change wording of 5B to …”candidates know and design/plan/etc. instructional strategies…”

What about the assessment of instructional materials? Are they effective – NAAEE guidelines for materials?

Standard 5 seems to overlap significantly with Standard 3: "Candidates apply this knowledge to


This has now been included.

The issue of overlap has been addressed.

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Comment Action by Writing Teamcreate appropriate learning environments." This is especially true of 5B "instructional strategies that meet the needs of diverse learners.." I think this needs to be in both sections, but is there a way to rephrase it to be more specific to the bigger standard? The more specific to each standard (learning theory vs. instructional planning), thestronger the standard.

Standard VI: Assessment

Well worded

Standard VII: Professionalism

I think this standard will be problematic for institutions. What evidence will be accepted/expected for institutions to show satisfaction/completion of this standard? How does an institution show that candidates demonstrate the value of engaging in EE? Is this standard met if an institution/candidates meet all the other standards? How is the evidence for this standard different from what is expected in the other standards?

Professionalism – this might be a challenge for initial preparation. Seems to be more appropriate for after they receive their initial license.

Standard 7B: I think it's important to add "balanced" or "unbiased" to theprofessional responsibilities. We want this as clear as possible and that's,in my opinion, one of the largest misconceptions about our field.

The rubric provides greater explanation.

The writing team felt that expecting a level of professionalism from candidates was appropriate even at the initial preparation level.

This is included in the standards elsewhere.

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Appendix DEvidence for Meeting Standards from the Program Report for the

Preparation of Environmental Educators

#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge. NAAEE standards addressed in this entry could include but are not limited to Standards 1 and 2. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in environmental education. NAAEE standards addressed in this entry could include but are not limited to Standards 1 and 2. Examples of assessments include comprehensive examinations, GPAs or grades,14 portfolio tasks,15 and products/performances that show analysis of environmental issues and civic engagement.


#3 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates can effectively plan instruction. NAAEE standards that could be addressed in this assessment include but are not limited to Standards 3-6. Examples of assessments include the evaluation of candidates’ abilities to develop lesson or unit plans, review of environmental education instructional materials, individualized educational plans, learner needs assessments, intervention plans, and reflections.


#4 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. NAAEE standards that could be addressed in this assessment include but are not limited to Standards 3-7. The assessment used in student teaching or an internship should be submitted.

The assessment should include evidence of candidate reflection.


#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning. NAAEE standards that could be addressed in this assessment include but are not limited to Standards 3-6. Examples of assessments include

14 If grades are used as the assessment or included in the assessment, provide information on the criteria for those grades and describe how they align with the specialty standards.15 For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a collection of candidate work—and the artifacts included are discrete items. In this case, some of the artifacts included in the portfolio may be considered individual assessments.

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those based on teacher work samples, portfolio tasks, case studies, action research reports, follow-up studies, and employer surveys.

The assessment should include evidence of candidate impact on student learning, including use of assessment products and communication of assessment results.


#6 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Additional assessment that addresses NAAEE standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, evaluations of professional development experiences, memberships in professional organizations, conference participation, philosophy statements, case studies, and environmental issue analysis and civic engagement products.


#7 (Optional): Additional assessment that addresses NAAEE standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, evaluations of professional development experiences, memberships in professional organizations, conference participation, philosophy statements, case studies, and environmental issues analysis and civic engagement products.


#8 (Optional): Additional assessment that addresses NAAEE standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, evaluations of professional development experiences, memberships in professional organizations, conference participation, philosophy statements, case studies, and environmental issues analysis and civic engagement products.


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Appendix EReviewer Application Form

NAAEE Reviewer ApplicationFor National Council for Accreditation of Teacher Education Submissions

Name

Organization

Position

Address

City State Zip

Phone Fax

Cell Email

NAAEE Membership

Check one: □ My NAAEE membership expires (date)

□ I am an NAAEE Life Member

How many years have you been an NAAEE member?

Educational Degrees and FieldsCheck all that apply: □ PhD □ EdD □ Other (list)

___________________________________

Degree Title: (If appropriate) Specialization:

Environmental Education ExperienceNumber of years in EE in each area: ______ PreK-12 classroom ______ Higher Education ______ Teacher education ______ Nonformal Education ______ Other (Describe) _______________________________

Technology ExperienceDescribe the software with which you are most familiar and how you’ve used it.

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Evaluation and Assessment Experience Brief description of your evaluation and assessment experience, including total number of years you have done evaluation and assessment:

Yes/No Types of Evaluation and Assessment Experience

Description

Masters Thesis

Doctoral Dissertation

Program/Review Site Visit

Program Review/Off-site

Contract/Consulting Work

Grants/Funded Research

On Professional Bodies

On Professional Teams

Other (e.g., unfunded)

Other

NCATE Experience

NCATE Compiler experience? □ Yes □ No If yes, briefly describe:

NCATE Reviewer for another subject? □ Yes □ No If yes, which subject(s):

Other experience with or knowledge about NCATE standards:

NAAEE Guidelines ExperienceHave you been trained in NAAEE’s Guidelines for Excellence in the Preparation and

Professional Development of Environmental Educators? □ Yes □ No If yes, when?

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Other experience with or knowledge about NAAEE’s Guidelines for Excellence in the Preparation and Professional Development of Environmental Educators:

Reason(s) for volunteering to serve as a reviewer

________________________________________________________________________

________________________________________________________________________

Other Professional Affiliations: ________________________________________________________________________

________________________________________________________________________

Writing Sample: Please submit a professional writing sample of no more than two pages.

Professional Reference: Please provide a letter of professional reference from your supervisor attesting to your writing skills, ability to meet deadlines, ability to work well as a team, expertise in computer technology, and knowledge and experience in environmental education. If not currently employed, please submit a letter from another source with the same information, describing how that person is able to judge your skills.

Commitment Agreement

I understand that, as an NAAEE/NCATE Reviewer, I will be expected to attend a training and review session on the NAAEE/NCATE EE Standards, do at least one review per year, and commit to a three-year term as a reviewer.

Signature______________________________________ Date_____________________________

Return this application to Sue Bumpous, Program and Communication Manager, NAAEE, 2000 P ST. NW Suite 540, Washington DC 20036, [email protected]

Required Attachments: ResumeWriting SampleLetter from Supervisor or equivalent

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Documents

1kgilbert/educ5165-731/Readings/EE Stan… · Web viewThe key word is initial – what can we really expect a teacher to demonstrate after their initial preparation and what would