Baseline EfS Survey (School Level)

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GreenFutures (www.philasd.org/greenfutures) is a five-year sustainability plan that was created by District staff and stakeholders with a common goal: to make public schools great and green. This plan is an offshoot of Action Plan 3.0 and it aims to make every school a green school that will better serve our students and communities. GreenFutures is made up of five sections: Education for Sustainability (EfS) [http://bit.ly/EfS_Definition], Consumption & Waste, Energy & Efficiencies, School Greenscapes and Healthy Schools, Healthy Living.

As the District strives to support learning for sustainability for all segments of the school community, including students, teachers, staff, administration, families and the community, it is just as important to encourage these groups to take action that furthers sustainability in ways that are relevant and appropriate to their roles.

Email *

This survey was created to help determine what schools are doing as we begin the work of the GreenFutures plan, specifically in the EfS section.

The GreenFutures EfS Mission Statement consists of three goals:

1. Integrate K12 curriculum, instruction and assessment with EfS standards.

2. Cultivate administrative practices and policies that support EfS throughout the District.

3. Strengthen and expand school, family and community engagement so as to enrich EfS.

Thank you for taking a few minutes out of your schedules to answer the following questions.

First Name *

Last Name *

E-mail Address *

Title/Positon

School Name *

Please check the appropriate boxes that apply to your school regarding EfS Curriculum Integration:

My school has formally adopted Education for Sustainability Standards or Environmental Literacy Guidelines.

Our operating curriculum is continually documented, mapped and updated regularly by our faculty and administrators.

EfS Standards have been aligned with our curriculum and other frameworks and standards (i.e., PA Common Core Standards, Next Generation Science Standards)

I don't know

Please check the appropriate box that applies to your school's "State of Change" for EfS:

No interest: We are not intending to make a change in the next few years.

Pre-Contemplation: We are not intending to make a change in the next six months; we are not necessarily opposed to the idea, we are just not ready to start.

Contemplation/Deliberation: We are thinking about making a change in the next six months; we are still ambivalent about the risks vs the benefits of the effort required.

Preparation/Planning and Design: We intend to make a change in the near future. We are convinced that the potential benefits outweigh the risks.

Actions are being taken/changes are happening: We are implementing changes in our curriculum and instructional practices to incorporate EfS across the disciplines and grade levels; not everyone is involved yet

Changes are maintained over time and EfS is the “new normal”: We are moving toward full participation of the faculty; we see evidence of EfS enduring understandings, standards and performance indicators in courses, units of study, assessments, performance criteria, lessons and student work; we are continually collaborating to improve and expand the work we are doing in EfS; We monitor our progress, we analyze student work for evidence of EfS and we improve our practice over time; it just gets better and better.

Clear selection

My school uses one or more of the following Instructional Practices that support EfS (Please check all that apply)

A Constructivist Approach

Learner-Centered Activities

Authentic Instruction and Assessment

Differentiated

Interdisciplinary

Writing Process

Inquiry-Based Approach

Project-Based Approach

Applied Learning Methods

Placed-Based Instruction

Reflective Practice

Cooperative or Collaborative Learning

Service Learning

Interactive Media and Technology

Other:

My school uses one or more of the following Placed Based Education practices that support EfS. (Please check all that apply).

Students investigate local natural ecological processes and systems

Students monitor and conserve energy usage

Students monitor, reduce/eliminate waste

Students monitor and conserve water usage

Students design, develop and maintain the growth and health of the garden

Students participate in Farm/garden to school programs

Students study the local food system and preparation

Students design, develop and maintain a composting system

Students develop and track local sustainable community indicators

Students test, monitor and continuously improve water, soil and air quality

Students replace invasive species with native species

Students conduct school community asset mapping

Students design and conduct Interviews with, and/or social histories of, people in the community

Students regularly leave the classroom as part of their school day

Students regularly leave the classroom as part of their school week

Students regularly spend time outdoors enjoying physical activity

Other:

If "Other" was selected, please describe the practice(s) below.

My school provides one or more of the following Student Leadership opportunities that support EfS (Please check all that apply):

There is currently a way to solicit feedback and input from students regarding curricular effectiveness.

There is currently a way to solicit feedback and input from students regarding school policies, plans, operations and implementation.

Students are regularly involved through the curriculum (formal and informal) in project-based learning opportunities that allow them to make authentic contributions to sustainable school and community development.

My school has a strategic plan, policies and practices in place to drive, monitor and evaluate short and long term sustainability education and green building, operations and maintenance efforts?

Yes

I don't know

Clear selection

Please check the appropriate boxes that apply to your school regarding Human Resources, Faculty and Staff Support Systems for EfS:

Our hiring policies and practices are aligned with our strategic goal to educate for sustainability including greening our school buildings, grounds and operations

We consistently orient new faculty, staff and administrators to EfS through professional development, peer coaching, critical friends, PLCs and/or peer mentoring

Faculty, staff and administrator performance assessments, grants and other incentives are aligned with the strategic goal to green the buildings and educate for sustainability

Educators, staff and administrators are regularly provided opportunities to build capacity, and develop knowledge and competencies in sustainability education and green building practices through professional development, coaching, professional learning communities, conferences, etc.

Time is allocated on a regular basis for teachers to collaborate, to plan and document curriculum units and maps, to share, to analyze student work, and to reflect on and improve their practices in EfS through professional learning communities, critical friends, department/grade level planning time, etc.

Please check the current leadership model for EfS in your school:

The school leadership teams that oversee curriculum and instruction embrace EfS and include the implementation of EfS as a strategic goal.

Someone on staff (educator, instructional specialist, administrator, facilities or sustainability staff member) is tasked by administration to coordinate/champion sustainability-related curriculum efforts

The work being done in EfS is lead informally at the moment by passionate faculty and/or staff members faculty and/or staff members

No one is leading the implementation of EfS in our schools, yet…

Please check the level to which your school partners with local community-based groups to provide service learning opportunities, project based and place based learning opportunities, internships and mentorships for our students

1 being low and 5 being high

Clear selection

Please check the level to which your school community, including students, learns and works with local community-based groups on collaborative sustainable community development projects and/or joint green team initiatives.

1 being low and 5 being high

Clear selection

Please check the level to which your school authentically integrates parents, community members, volunteers, other district staff/departments into sustainability education curriculum efforts.

1 being low and 5 being high

Clear selection

Please check the level to which your students, schools and the community work together to track our Sustainable Community Indicators to monitor our progress.

1 being low and 5 being high

Clear selection

Please describe any other efforts you know about to green your schools and educate for sustainability in your schools:

Adapted from a survey created by The Cloud Institute with input from John Henry from NJ School Boards Association and Jenny Wiedower from USGBC’s Center for Green Schools.

A copy of your responses will be emailed to the address you provided.

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