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Sustaining Service-Learning Through Partnerships

Sustaining Service-Learning Through Partnerships. Susan Abravanel YSA Texas Service-Learning Institute June 16, 2011. Getting to Know You!. Your name Grade Level you teach Experience with Service-Learning Positive/Negative – or no experience with community partners Burning Question.

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Sustaining Service-Learning Through Partnerships

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  1. Sustaining Service-Learning Through Partnerships Susan Abravanel YSA Texas Service-Learning InstituteJune 16, 2011

  2. Getting to Know You! • Your name • Grade Level you teach • Experience with Service-Learning • Positive/Negative – or no experience with community partners • Burning Question

  3. YSA (Youth Service America) Improving communities by increasing the number and the diversity of young people, ages 5-25, serving in substantive roles. Student Achievement Workforce Readiness Stronger Communities

  4. School’s Focus: Engaging to Educate Youth CommunityNeed Teaching and Learning Service-Learning ? StudentAchievement

  5. Community Focus: Engaging Youth to Solve Problems CommunityNeed Teaching and Learning ? Service-Learning StrongerCommunities

  6. Engaging and Educating Youthto Solve Community Problems CommunityNeed Teaching and Learning Semester of ServiceService-Learning ! StrongerCommunities StudentAchievement

  7. YSA’s Semester of Service “Recent research has shown that projects must be of sufficient duration, typically at least a semester of 70 hours long to have an impact on students…” Billig (2007)Unpacking What Works in Service Learning

  8. Your School-Community Partnership • How might a partnershipbenefit you? • Whatchallenges have you encountered in finding and working with partners?

  9. K-12 Service-Learning Standards for Quality Practice Partnerships: Service-learning partnerships are collaborative, mutually beneficial, and address community needs.

  10. An effective partnership is not: one-sided – benefitting only the young person or only the community

  11. Identifying Community Resources How do we find out who are our potential project partners in the community? How do we build a successful and sustainable school-community partnership?

  12. Building a Relationship: • What do you want to know about the prospective partner? • What are the stages in the development of the relationship? • What are the “deal breakers”?

  13. What’s my “bottom line”? Teacher CBO Partner Student Funder • Identify your individual “bottom line” – what one outcome would you need from a “successful” service-learning experience? • What do you want to know about “the other”? • How will you accommodate everyone’s “bottom line”?

  14. Partnership Resources Semester of Service Strategy Guide Pages 32-40 www.YSA.org/resources

  15. Building Community Through Service-Learning www.ecs.org/clearinghouse/44/03/4403.pdf

  16. Community Standards for Service-Learning Commitment Communication Compatibility

  17. Commitment: “There are, of course, many service-learning professionals who are committed to the idea of service-learning. That commitment, however, has been mostly to the institution and the student, and not so much to the community and its organizations, at least based on what we have learned in this project. We are talking here about developing a serious commitment to the community and its development, which is significantly different. How might a full commitment to the community make service-learning look different? First, there will be a commitment to developing longer-term service-learning. Short-term service-learning creates problems for many agencies. . . .”

  18. Compatibility: “The concept of mutuality of fit emphasizes that service-learning cannot be just about the student, even when there is pressure to serve students first. In cases where the student has an interest in fitting the service-learning work into his or her own professional or personal development, it is all the more important that the organization, the student, and the teacher be clear about their expectations and motivations . . . To insist on things being set up a certain way only for the student’s gain is exploitative of the community agency and its constituency. “

  19. Your questions? www.YSA.org/Semester sabravanel@ysa.org

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