Figure 1. Framework for Systems-Oriented Evaluation – Alaska How can the Alaska E2E grant improve professional development related to implementing the Alaska Seas and Watersheds Curriculum within the Dillingham School District which is consistent with implementing the Alaska Natural Resource and Environmental Literacy Plan?
Points of Systemic Influence
Groups that will change system
Teachers K-8 3-tiers:
- Teachers who attend 2-hour in-service
- educators* who attend 1-credit course
- teacher leaders who participate in 2-credit course.
*There may be home school parents.
Baseline Understanding What’s happening now
Some teachers know about the Alaska Seas and Watersheds (ASW) curriculum and use it in their classroom, but it is rarely taught school- wide or connected with the local community partners.
Things you’d like to try out which will change the system
1. Dillingham teachers help choose activities from the ASW curriculum that align with their district science standards.
2. A 2-hour in-service plus university 1 and 2-credit courses on teaching About Seas and Watersheds are provided to the District beginning in January, 2015, are provided.
3. Kits are developed that enhance using the curriculum activities.
4. Teachers identify a local community partner to enhance implementing the celebration.
5. Teachers brainstorm careers and jobs as well as local stewardship projects with community partners.
When enough has changed to shift the system to the new paradigm
1. At least ½ teachers in the Dillingham elementary and middle school take the 1-credit course and teach ASW activities in alignment with district science standards.
2. Three teacher-leaders take the 2-credit course and work on customizing and localizing activities from the ASW curriculum.
3. Kits are distributed to teachers/schools that have taken the course.
4. Teachers that have taken the course use the kits in the spring to celebrate Alaska Seas and Rivers Week.
5. Teachers express desire to celebrate Alaska seas and watersheds (their local environment) annually.
6. Teachers choose and engage their students in a community stewardship project as part of the spring celebration.
7. Teachers connect students with potential ocean-related careers.
School Principals
Some may know about the curriculum, but every teacher in their school does not use it. Principals do not encourage every teacher to use the curriculum and celebrate school-wide
1. The principals at the Dillingham elementary and middle schools are invited to attend and support attendance by their teachers to the university credit course on the curriculum in January 2015.
2. They are also asked to welcome the group or introduce the course instructors.
Superintendent
May be aware of the Alaska Seas and Watersheds (ASW) Curriculum, but does not encourage its implementation.
1. Superintendent is invited to attend the university credit course on the curriculum
2. Is asked to network with and recognize participating partners by phone, letter or on the web site.
3. Discusses with principals how to integrate ASW activities into the district standards.
Community Partners – organizations, businesses, industry, tribes, and government agencies
A few community partners may be invited into the classroom occasionally to enhance teaching about Alaska ocean and watershed environments. .
1. Two community partners are selected to work with elementary and middle school teachers to help plan the school and community- wide celebration for the spring.
2. Community partners are invited to attend the January 2015 workshop.
1. Each principal attends the credit course and supports planning of the spring celebration.
2. Principals support their teachers to attend the credit courses.
3. Principals introduce instructors at the course or do the welcome.
1. The school principals were invited but did not attend credit course. The elementary principal supported planning for the spring celebration.
2. The principals supported their teachers’ participation in the in-service and the credit course.
3. Principals were not available to welcome the group to the course or introduce the instructors
1. Principals enlist and support every teacher in their school to participate (as described above) in learning and celebrating Alaska’s Seas and Watersheds as a school-wide effort each year.
2. Principals support new teachers in training or mentoring to learn about the Alaska Seas and Watersheds activities and annual celebration.
1. The Superintendent attends the university credit course and/ or welcomes the participants or instructors at the course.
2. Networks with and recognizes participating partners by phone, letter or on the district web site.
3. Works with principals and teachers to integrate Alaska Seas and Watersheds celebration and kits into the district standards.
1. Two community partners attend the January 2015 workshops.
2. Community partners assist with the spring celebration and offer experts, field trips or participate in other learning experiences, such as stewardship projects.
3. Partners provide opportunities for students to learn about jobs and careers related to Alaska’s Seas and Watersheds.
CLEARING Spring 2018
1. The Superintendent was invited to attend the course, but did not attend or welcome participants.
2. The elementary principal could not identify any existing community partners. No recognition occurred for local partners.
3. Integration of ASW activities and alignment with District standards was accomplished at the individual teacher level. An opportunity to revise the District curriculum framework will be available in two years.
1. The Alaska Seas and Watersheds activities and celebration are integrated into the district science standards
2. Kits are maintained by the district and used routinely by the teachers.
3. Supports continued training and mentoring of teachers new to the district on the ASW activities and kits.
4. Maintains and enhances partnerships in the community as participants in the Seas and Watersheds celebration annually.
1. More than 2 community partners worked on the spring celebration, but did not attend the January in- service or course.
2. One community partner provided a field trip for the professional development course and assisted with field trip planning. One community partner assisted with field trips. One community partner received pass- through grant funds to pay for field trip transportation.
3. Several community partners participated in a Career Day so students could learn about ocean-related careers and jobs.
www.clearingmagazine.org
1. Community partner participation is central to teaching about Alaska Seas and Watersheds and a diverse set of partners participate each year during the celebration. In addition, some partners host field trips and/ or stewardship projects for classes annually.
2. Partners offer students information on jobs or careers and internships and/ or local hire opportunities.
Interventions and/or Tipping Point Reached?
1. 9 elementary teachers (out of 18 classroom teachers total) and 1 middle school science teacher (out of 2) participated in the credit course.
2. Eight took the 2-credit course and were most active in customizing and localizing ASW activities.
3. Kits were assembled and made available for check- out in the Dillingham elementary school. The single middle school teacher organized her own supplies and equipment needed for instruction of ASW units
4. All of the Dillingham elementary teachers celebrated Sea Week and took their students on field trips in the spring. The field equipment kit was used by all grades. The middle school teacher taught a Seas and Watershed unit, and was planning a fall field trip for all of the 7th
grade students.
5. All teachers responded to a question in the post- course survey that they intended to celebrate Sea Week next year.
6. A community stewardship project was not chosen or implemented in 2015.
7. An elementary school Career Day was held featuring ocean-related careers.
What you want each group to do in the future
1. Every classroom in Dillingham’s elementary and middle school teachers activities from the ASW curriculum and celebrates local marine and aquatic environments as an entire school each spring along with community partners. (Note: This has been repeated the last two years after the grant project was completed.)
2. Students are taken on relevant field trips to enhance learning.
3. Students understand that marine environment-related jobs and/or careers are given internship opportunities locally.
4. New teachers are mentored and trained by teachers trained to implement Alaska Seas and Rivers activities and the spring celebration.
5. Teachers and students choose and engage in a community stewardship project annually.
Trying Out Interventions Tipping Point Evaluation Sustainable Adaptive Balancing
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