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ESF Action Plan Progress Report

ESF Action Plan Progress Report. Presented March 22 nd for the Post- SEdA Session. Hanover School Division’s Education for Sustainable Futures Action Plan Developed October 2010. Hecla Team: Randy Dueck , Russ Dirks, Angela Bertinak-Schinkel , Lorraine Kehler , Rod Kehler

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ESF Action Plan Progress Report

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  1. ESF Action Plan Progress Report Presented March 22nd for the Post-SEdA Session

  2. Hanover School Division’s Education for Sustainable Futures Action PlanDeveloped October 2010 Hecla Team: Randy Dueck, Russ Dirks, Angela Bertinak-Schinkel, Lorraine Kehler, Rod Kehler Context: The aim of the ESF team was to build upon the efforts of earlier teams to further develop education for sustainable development in HSD. Our over arching goal is to affect systemic change in all aspects of divisional life so that we model what we teach and teach what we are modeling. We envision a reorienting of our heads, hearts and hands to engage our students, our coworkers and our communities as citizens with sustainable futures. The following goals represent the ideas of the team as we were challenged by various Sustainability Education Academy (SEdA) presenters and our own team members.

  3. Goal #1 Make meaningful community connections  Local • Connections to community services • Adult education opportunities • Education nurtures community links • Learning occurs outside of traditional learning settings • Communities are richly engaged in the education process • Relationships fostered between school, community, and business • Community values the learning the students are doing • Awareness of social justice issues and opportunities for action Global • Students make real contributions globally • Awareness of social justice issues • Learning from other cultures via internet, generate sister village communities

  4. Goal #2 Increase engagement through authentic student learning • ESF Fair • Connections to the curricular outcomes • Students assess the school and community for ESF • Sustainable futures – varied modes for presentations • Regular assessment of plans with community involvement • Extra-curricular green clubs • Learning process in which students are engaged makes a difference now. • Teaching students employable skills • Moving from an education for industrial revolution to an education for a sustainable future

  5. Goal #3 Enable operations and facilities to reflect goals for sustainability • Energy upgrades to divisional buildings (wind turbines, solar panels, geo-thermal, etc) • Technology – skype, pod casts, etc • Outdoor classrooms • Community gardens • Water eco systems • Playground improvements • Composting stations at schools • Reduce the amount of garbage generated in all facilities • Walking school bus (ASRTS) • Maximize technology in teaching practices • Review transportation practices (bio diesel fuel, etc) • Use of technology to audit energy, water and waste

  6. Action Plan Context: Targeted action is required to begin meeting the goals that reflect an education for sustainable futures. The following three action plan initiatives will build on work already accomplished in the past and enable the networking of staff and students, together with our communities, to accomplish the task. Each action item includes a target date, lead personnel, and specific examples for action related to the corresponding goals listed above.

  7. Action Plan #1 By May 2012 A list of community partners, both locally and globally, will be identified, contacted, and invited to become part of the community of formal and informal educators and facilitators. Russ Dirks (CST) and other divisional staff • Active and Safe Routes to School (Woodlawn School will pilot a two year project – Rod Kehler) • Kleefeld Landfill site development • Ducks Unlimited • Fort Whyte Alive • Oak Hammock Marsh • City of Steinbach • Seine-Rat River Conservation District • Hanover Municipality • Social responsibility trips coordinated with NGO’s and charitable organizations (Hope for the Nations, World Vision, etc.) • Southeast Transition Initiative

  8. ASRT • Woodlawn School • Landmark Collegiate and Landmark Elementary • Niverville Collegiate and Niverville Elementary

  9. Action Plan #1 By May 2012 A list of community partners, both locally and globally, will be identified, contacted, and invited to become part of the community of formal and informal educators and facilitators. Russ Dirks (CST) and other divisional staff • Active and Safe Routes to School (Woodlawn School will pilot a two year project – Rod Kehler) • Kleefeld Landfill site development • Ducks Unlimited • Fort Whyte Alive • Oak Hammock Marsh • City of Steinbach • Seine-Rat River Conservation District • Hanover Municipality • Social responsibility trips coordinated with NGO’s and charitable organizations (Hope for the Nations, World Vision, etc.) • Southeast Transition Initiative

  10. Redevelopment of an Old Landfill • Leased to SRCD • HSD - Bus Access and curriculum development • Environment Canada – Building Canada’s first solar powered weather station wowlegazpi.com

  11. Action Plan #1 By May 2012 A list of community partners, both locally and globally, will be identified, contacted, and invited to become part of the community of formal and informal educators and facilitators. Russ Dirks (CST) and other divisional staff • Active and Safe Routes to School (Woodlawn School will pilot a two year project – Rod Kehler) • Kleefeld Landfill site development • Ducks Unlimited • Fort Whyte Alive • Oak Hammock Marsh • City of Steinbach • Seine-Rat River Conservation District • Hanover Municipality • Social responsibility trips coordinated with NGO’s and charitable organizations (Hope for the Nations, World Vision, etc.) • Southeast Transition Initiative

  12. Ducks Unlimited • World Wetlands Day – February 2012 • Building a more direct link to HSD gr8lakescamper.blogspot.com/2011_03_01_archiv...

  13. Action Plan #1 By May 2012 A list of community partners, both locally and globally, will be identified, contacted, and invited to become part of the community of formal and informal educators and facilitators. Russ Dirks (CST) and other divisional staff • Active and Safe Routes to School (Woodlawn School will pilot a two year project – Rod Kehler) • Kleefeld Landfill site development • Ducks Unlimited • Fort Whyte Alive • Oak Hammock Marsh • City of Steinbach • Seine-Rat River Conservation District • Hanover Municipality • Social responsibility trips coordinated with NGO’s and charitable organizations (Hope for the Nations, World Vision, etc.) • Southeast Transition Initiative

  14. Connection with NGO’s • Utooni Development Organization • Hope for the Nations • Local Food Banks

  15. We Schools in Action Hanover Schools are in for the fall of 2011

  16. Action Plan #1 By May 2012 A list of community partners, both locally and globally, will be identified, contacted, and invited to become part of the community of formal and informal educators and facilitators. Russ Dirks (CST) and other divisional staff • Active and Safe Routes to School (Woodlawn School will pilot a two year project – Rod Kehler) • Kleefeld Landfill site development • Ducks Unlimited • Fort Whyte Alive • Oak Hammock Marsh • City of Steinbach • Seine-Rat River Conservation District • Hanover Municipality • Social responsibility trips coordinated with NGO’s and charitable organizations (Hope for the Nations, World Vision, etc.) • Southeast Transition Initiative

  17. Action Plan #2A By January30, 2011 Divisional leaders (teachers and students) within our schools will be established. Russ Dirks – HSD CST, and school administrators • Divisional leaders will be in contact with CST • Resources and project opportunities will be funneled through divisional leaders and administrators • Opportunities to share specific school initiatives with other divisional leaders will be given • Divisional leaders and administrators help their schools to achieve the Eco-Globe Schools Awareness level (or better) for 2010-2011

  18. Eco-Globe Recognition • For 2010, Landmark Collegiate is at the action level. • All schools have been challenged to achieve the awareness level.

  19. Action Plan #2B By January 30, 2012 The Curriculum Support Teacher (CST) assists and supports administration, teaching staff and support staff to develop strategies and implementation of education for sustainable futures in all aspects of divisional life. Russ Dirks (CST) • Consultation with Superintendents to advance the values and vision for HSD • Build capacity in teaching staff and students by giving clarification and assistance to infuse current curricular outcomes with ESF learning outcomes (knowledge, skills and values) • Assist schools to assess current actions and future initiatives to determine progress • Providing students and staff opportunities to showcase ESF initiatives – ESF Fair, website • Enable student voice to further develop vision and action

  20. Building Capacity CST gets into classes to encourage and to help make connections PD day sessions with the CST

  21. Action Plan #2B By January 30, 2012 The Curriculum Support Teacher (CST) assists and supports administration, teaching staff and support staff to develop strategies and implementation of education for sustainable futures in all aspects of divisional life. Russ Dirks (CST) • Consultation with Superintendents to advance the values and vision for HSD • Build capacity in teaching staff and students by giving clarification and assistance to infuse current curricular outcomes with ESF learning outcomes (knowledge, skills and values) • Assist schools to assess current actions and future initiatives to determine progress • Providing students and staff opportunities to showcase ESF initiatives – ESF Fair, website • Enable student voice to further develop vision and action

  22. Student Voice • Chuck Hopkins session with Superintendent’s Student Advisory Council • Joshua Silu Mukusya session • “What did you do in school today?” Survey • Local school surveys and student Initiatives “CAKE”

  23. Students are dreaming…

  24. Action #3 By May 2012 A waste, water, and energy audit will be conducted as part of a school pilot to establish baseline data and real-time monitoring Divisional personnel – Phil Guenther, Bob Proulx, IT Dept. and Russ Dirks (CST) • Pilot projects in specific schools • Analysis of areas where reductions are possible and what actions would be required for reduction • School yard project plans (outdoor learning projects) related to reduction • Purchase of equipment required in audit process. • Transportation and Maintenance involvement (HEC)

  25. Waste Reduction Pilot – Landmark Elementary School Can we produce less landfill waste?

  26. School –wide Initiatives: Waste Reduction Week

  27. Think About Where Garbage Goes When it Leaves Your Classroom…

  28. Think about the word… “Land…fill”

  29. Let’s Talk About It

  30. Should Everything Go Into the Garbage When We’re Done With It?

  31. What Could We Do With It?

  32. At LES the“Waste Reduction Week” changed into a waste reduction pilot program.

  33. We Took A Closer Look at Our Garbage

  34. Green Teams

  35. Changes were made in classrooms…

  36. And In the Hallways…

  37. Even the Staffroom Was Not Immune

  38. We Informed…

  39. We Found a Way to Make the Change

  40. …At LES 75% reduction in garbage waste

  41. At our session with Chuck Hopkins on October 8th…

  42. …It was a challenge to think differently.

  43. What would have been garbage…

  44. …was put in an industrial/agricultural composting site…

  45. …And after a few weeks of heating up in a windrow…

  46. All of this “garbage” …

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