• Younger students or those who do not have time for deeper involvement could start out with a demonstra- tion wind or solar project for initial exposure to these technologies.
• If you have a group of older motivated students, they may be interested in expanding their influence by reaching out to parents and other school community leaders to advo- cate for a larger scope, such as powering the school with an on-site solar energy system.
• If they are able to build a lot of community support, then students may choose a more ambitious goal like champi- oning their school district’s commitment to 100% clean energy.
Overcoming financial barriers At a time when many budgets are tight, you may be won- dering whether your school or district can afford to make this change for a better future. The good news is that there are many options that can reduce, or even eliminate, finan- cial barriers, making this a positive economic, educational, and environmental decision. Some approaches include the following: • Traditional financing through bonds and capital bud- gets (funds earmarked for facilities maintenance and construction)
• Third-party ownership of solar energy systems that mini- mize or avoid upfront capital investment by schools
• Energy savings performance contracts that use future energy savings to pay for facility upgrades
• State, provincial, or national government incentives through tax credits, deductions, grants, loans, or rebates
• Utility incentives for energy efficiency and bond funding
• Revenue generation from selling excess clean energy back into the local power grid
Building a team
There are many ways to spark interest and maintain momen- tum to switch schools to clean energy. The first step you can take to get the ball rolling in your community is to talk to other teachers, parents, administrators, and students about the idea. Inspire others to join by sharing your vision for a clean energy campaign and the numerous benefits of re-powering your school with clean energy. Oftentimes, a champion will be needed to lead the effort.
Educators have the commitment, knowledge, and relation- ships to mobilize the school or district for change, but if you do not have the bandwidth, you can find others to take charge. You may have a very dedicated student who would like this leadership opportunity. In many cases, an active school par- ent or community member may step up with the passion and time to mobilize the effort. Once the initiative is underway, a team representing
different stakeholders and talents can be created. The team can then decide on a goal which could range from a demonstration project for solar energy to 100% clean energy for a school or district. The team can work together to generate support for the campaign, reach out to decision
Science teacher leads the charge to power department with solar
The science department at West Bloomfield High School is now powered by solar energy thanks to the dedication of teacher Josh Barclay and his students. The school first received a grant from the Ecology Center for a 3.4 kilowatt (kW) solar array in 2011. While it generated enough energy to power one classroom, students in the E.A.R.T.H. (Envi- ronmentally Aware, Ready To Help) Club wanted to do more. Over the next few years, Josh’s students researched what it would take to power the entire science department. They calculated that they could power all science classrooms with a 20 kW solar power system and upgraded LED bulbs. In 2017, Josh and his students embarked on the solar campaign that they dubbed 20kW by 2020 to raise $20,000 to lease a 20 kW solar system that the school would own in about five years. The students conducted bagel sales, LED sales, hosted a crowd-funding campaign, and were awarded several grants. Josh and the students made presentations to the school board, and once financing was in place, they were given permission to proceed. The students helped install the system in 2018, and now they monitor its energy performance.
“From conception to installation to operation, our solar
energy system has been a fantastic tool to teach real-world science,” says Joshua.
Student with solar panel at West Bloomfield High School
makers for their approval, and ultimately help to support implementation of the clean energy transformation. The process may take some time, but the reward of protecting both the environment and health of current students and future generations is worth the effort.
Teachers can be great catalysts Any teacher can be a great catalyst for students to become agents for changing energy usage in their school buildings. Science teacher Josh Barclay has developed seven tips for
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