Monday, July 9, 2012

Register Today for Free GoLEAD (formerly PYLI) Youth Leadership Development Training Sessions!

[Announcement from he-sl listserv]


generationOn is pleased to announce two FREE training opportunities this summer! Join the network of goLEAD (formerly PYLI) trainers who offer youth leadership development and service-learning opportunities to young people around the globe. By attending one of the two summer training sessions you will learn how to host a successful Institute for youth in your local community and receive all necessary program guides.

Become a goLEAD Trainer by attending either of the following training sessions:
   • July 19 and 20, 2012 in New York, NY
   • August 16 and 17, 2012 in Nashville, TN

Space is limited and online registration is required. Please visit http://www.generationon.org/orgs/golead-training-registration to complete your registration!

*********************

What is goLEAD?

generationOn inspires, equips, and mobilizes youth to take action that changes the world and themselves through service. Our signature youth leadership institute, goLEAD (generationOn Leadership, Education, and Development), inspires both adults and young people to engage in meaningful service-learning and leadership skill building to effect real community change.

goLEAD is a proven youth leadership development and service-learning model with nearly two decades of success and hundreds of dedicated adults who continue to provide leadership training to youth in their local communities. Join this network of caring adults today and provide youth in your programs with an inspiring and educational opportunity to improve their leadership skills. Beginning with its roots as the Points of Light Youth Leadership Institute (PYLI), goLEAD maintains the same quality of leadership training while adding new educational and inspirational curriculum components including technology, STEM, and global awareness.

There are three major program elements in goLEAD. This includes teaching the curriculum, planning and implementing a service-learning project and reflecting on the achievements of program participants. After attending a training session, Trainers return to their home communities where they host goLEAD Institutes for youth. Institutes may be an intensive week long program or may take place over the course of a semester or academic year. Each Trainer is required to host at least one goLEAD Institute per year to maintain certification.

What is generationOn?
GenerationOn, an enterprise of Points of Light, is the global youth service movement igniting the power of all kids to make their mark on the world. GenerationOn has brought the nation’s leading youth service organizations and programs under one umbrella including New York-based Children for Children, The League, Learning to Give, Points of Light Institute’s Kids Care Clubs, HandsOn Schools and HandsOn Network’s youth-driven programs. By partnering with teachers, parents, schools, community organizations and businesses, generationOn gives kids the opportunity to see firsthand the issues in their communities and the tools

Friday, July 6, 2012

NSIP Inclusion Weekly: Creating Effective Partnerships

[Announcement from he-sl listserv]


One of the National Service Inclusion Project’s (NSIP) longstanding goals has been to assist organizations on how to create partnerships, both within and among states, which contribute toward inclusive and self-sustaining National Service programs. Many state commissions, having collaborated with organizations like university centers for excellence in disability, vocational rehabilitation agencies, independent living centers, family groups, and more, have created measured inroads and opportunities for people with and without disabilities to participate in service and grow in post service endeavors. Engaging in this process of creating and maintaining effective partnerships will not only help programs accomplish their goals but also measure the effectiveness of their collaborative work.

Adapting information from the Centers for Disease Control (CDC) (http://www.cdc.gov/vaccines/events/niiw/index.html), NSIP has created a helpful workbook that helps you build and maintain effective partnerships, available for download here: http://serviceandinclusion.org/index.php?page=iw#partner. It is part of a larger training module aimed at maximizing disability inclusion in your state. Among its materials are four steps to creating and maintaining effective partnerships:
-Identify the Right Partners: Evaluate both what you would like to accomplish through partnerships and what organizations are available.
-Establishing Partnerships: Identify who and how you will collaborate as well as the scope of the partnership.
-Working with Partners: Create clear pathways of your mutual plans and how said plans will be implemented in a way that benefits the partnership.
-Assessing and Strengthening Your Partnership: Identify whether or not the collaboration is having the intended result you expected and how to improve upon it.

Many of the questions and tools involved in reviewing these steps asks you to assess not only what your goals are, but what you expect to accomplish as a result of those goals. Reviewing these goals can be particularly helpful when measuring the outcomes of both your work within the program and your work with partners.

We would like to hear from you. If you have created a state inclusion team or partnerships, how has collaborating changed your program for the better? How have you been able to measure change in your program?

Please email your responses to nsip@umb.edu. NSIP will take your responses and publish them in a subsequent Inclusion Weekly. Discussion of your team’s efforts and experiences could be very helpful for others in the field. We look forward to hearing from you.

Lastly, we would also like to encourage you to reach out to NSIP on creating an inclusion team in your state and/or for any questions about creating effective partnerships. Here is a link to our Train-the-Trainer Manual on collaborations: http://serviceandinclusion.org/ttt/node/214.

Yours in service,
Chad

Find NSIP Online-

The National Service Inclusion Project (NSIP) is a training and technical assistance provider on disability inclusion, under a cooperative agreement (#08TAHMA001) from Corporation for National and Community Service (CNCS). NSIP partners with the Association on University Centers on Disability, National Council on Independent Living, Association on Higher Education and Disability and National Down Syndrome Congress to build connections between disability organizations and all CNCS grantees, including national directs, to increase the participation of people with disabilities in national service.

Trust Your Students, They Will Shine: New in Community Works Journal



Yes, there is still time
to register!


LIMITED Space Remains,
Don't Miss These Events!



only 5 spaces remain!
CWI's Summer WEST
Institute on Service-Learning

July 30-August 3, 2012
Los Angeles, California
at Loyola Marymount University
register online l more info
tel: 909-480-3966 l email


only 3 spaces remain!
CWI's Summer EAST
Institute on Service-Learning

July 16-20, 2012
at Shelburne Farms, Vermont

register online l more info
tel: 909-480-3966 l email

TRAINING & PLANNING
CURRICULUM TOOLS
REFLECTION & INSPIRATION
CONNECTIONS


CWI ALUMNI TESTIMONIALS

“I can't over state the importance
of this event to my vision and
enthusiasm.”
Julie Metzler, Director
Community Arts and
Service-Learning
Kansas City Art Institute


“I loved the week! CWI’s Institute
allows for personal and professional
growth...."
Dan Gaudiano
High School Science Teacher
Punahou School, Hawaii


“You make the five day
commitment worth it!
Leitzel Schoen,
S-L Coordinator
Westminster School
Atlanta, Georgia


“I feel empowered! Thank you!
Kathleen Harte, Teacher
The Gillispie School
La Jolla, California


“This Institute has made me
appreciate who I am and who
I want to be as an educator
and learner.
Krista Zielinski, Spanish Teacher
Wells Memorial School
New Hampshire


“I felt reaffirmed...Thank you for a
stimulating, thoughtful, and useful
week. I learned a lot, met wonderful
people, and had time to think and
plan. I was inspired!”
Chris Tananone
Global Issues/Service Coordinator
International School of Bangkok

“Thank you! The Institute exceeded
my expectations and fed my spirit in
a way that will accelerate my impact.
It offered a rare opportunity to connect
to other educators and look at purpose
and intention on a deeper level.
Paula Cohen, Teacher
Orville Wright Middle School
Los Angeles, California



CWI's Summer Institutes 2012

Don't wait, space is limited!
summer institute information
NEW! from Community Works Journal SUMMER 2012
the Online Magazine for K-16 and Community Educators

We are pleased to share with you several brand new online articles.

Steve Colangeli, a veteran high school science teacher and faculty member  with CWI's Summer EAST reflects on approaching alternative education through his school garden and food related curriculum. And Donna Andrews, a former  K-12 teacher and now a professor at California State University, Stanislaus, speaks eloquently of her experiences mentoring a new teacher, an experience that led to exciting new curriculum opportunities for both of their classrooms.

Brief excerpts are included below, with the full article link provided. Be sure to visit www.communityworksjournal.org for many more educator contributed pieces just like these. And, with summer the perfect time to do a little writing yourself, we remind you that we welcome unsolicited submissions.

Subscribe to Community Works Journal for regular online updates. Be sure to check out our summer professional development events link below.

Happy Summer,

Joe Brooks, Publisher
Community Works Journal


FEATURED ARTICLE
Trust Your Students, They Will Shine
By STEVEN COLANGELI
One of my students who comes from a tough home life, and has a tough exterior became the sweetest most engaging person when teaching elementary students about the respiratory system or how to plant lettuce seeds. Elementary students would hang on her every word and she had them laughing out loud with their full attention. It was as if she was a different person and so the culture of our program during these projects took on an amazingly positive vibe that is difficult to adequately explain or describe. read more


EVENTS-PROFESSIONAL DEVELOPMENT
Don't Miss these Summer PD Opportunities!
There is still time to register for CWI's annual series of unique professional development events. Among the events being offered are CWI's Summer EAST and WEST Institutes on Service-Learning and our partner Shelburne Farm's Education for Sustainability Institute. All events are appropriate for K-16 and community educators and administrators. Join with educators from around the world for a week of intense exploration, learning , and practical application. read more


FEATURED ARTICLE
Mentoring a New Teacher without a Magic Filing Cabinet
By DONNA ANDREWS, Ph.D.
I remember the day I met Emily like it was yesterday. I was helping out in the guidance office before the start of the school year, completely overwhelmed with last minute schedule changes for students, and the scheduling server was down. In desperation, I had decided to build a schedule the old fashioned way with paper and pencil when Emily walked into the office. I could tell she was very sweet and extremely anxious about teaching geometry for the first time. read more


OF PLACE AND EDUCATION
Burning Brush: Playing with Fire
By DAVID SOBEL
The glad animal play of childhood, the complete immersive quality, is one of the elixirs of life and also one of the indispensable proteins that build a sturdy adult soul. Middle childhood offers a window of opportunity to have these experiences, and if a child misses that opportunity, the quality of immersion is less accessible later in life. When, as adults, we sink into a novel or get lost in creative work or tussle with new ideas or improvise on the job, we’re using the skills that were roughed in during childhood play. read more



HOW TO LOVE EDUCATION AGAIN

Small Versus Large Schools: The Truth About Equity,
Cost, and Diversity of Programming

By STUART R. GRAUER, Ed.D.
Why do we keep the focus on building gigantic schools when we now have over 30 years of promising small schools data? Here is one big reason the data are ignored: cultural expectations about high school are deeply embedded. Powerful and often compelling myths about “real” schooling tend to govern our collective assumptions about normalcy, and these myths have silently, steadfastly advanced the move to larger, more consolidated schools. read more

GO TO: communityworksjournal.org for more l subscribe for updates

copyright 1995-2012, all rights reserved, Community Works Institute (CWI)
The properly credited re-publication of articles is welcomed.
more information

Job Posting: Director of Community-Based Learning and Research at University of Washington Bothell

[Announcement from he-sl listserv]


Hi Everyone,

The Office of Community-Based Learning and Research at the University of Washington Bothell is hiring a director.  See the full job description and how to apply below.

We appreciate your support in forwarding this on to your networks!

All the best,
Kaelyn Caldwell
Community-Based Learning Coordinator
University of Washington Bothell
(425)352-3437

DIRECTOR, COMMUNITY BASED LEARNING & RESEARCH

Req #:   85510
Department:      UW BOTHELL - Community-Based Learning and Research
Job Location:      UW Bothell
Posting Date:     06/29/2012
Closing Info:       To ensure consideration, Apply By  07/20/2012
Salary:   Salary and benefits are competitive. Salary is commensurate with qualifications and experience.

The University of Washington (UW) is proud to be one of the nation’s premier educational and research institutions. Our people are the most important asset in our pursuit of achieving excellence in education, research, and community service. Our staff not only enjoys outstanding benefits and professional growth opportunities, but also an environment noted for diversity, community involvement, intellectual excitement, artistic pursuits, and natural beauty.

At UW Bothell, our Community-Based Learning and Research (CBLR) program has an outstanding opportunity for a Director.  The Director reports to the Associate Vice Chancellor for Undergraduate Learning and is responsible for implementing the mission, vision, and goals of the Community-Based Learning and Research (CBLR) program and ensuring a continuous and stable foundation of financial support for ongoing success.

The UW Bothell, which is increasing its enrollment toward 6,000 students, is currently seeking to hire a Director of Community-Based Learning and Research (CBLR) in order to expand its community-based work as part of the University’s 21st Century Campus Initiative.  The Director will then be involved in hiring a second permanent staff position, the Community Partnerships Coordinator.  Building on seven years of momentum, the Director and the Coordinator will have the opportunity to shape new directions for the CBLR program in collaboration with community partners, faculty, staff, students, and administration.

The Director is responsible for implementing the mission, vision, and goals of the CBLR program and ensuring a continuous and stable foundation of financial support for ongoing success. Community-Based Learning and Research, an academic learning experience combining service with structured preparation and reflection opportunities, holds as its mission the advancement of mutually beneficial relationships between the university and the extra-campus community.  At the University of Washington Bothell, the campus envisions that all persons will be civically and collaboratively engaged and educated for local and global equity, stewardship, and justice.


Strategic Planning:
  In collaboration with key stakeholders, develop the overall strategic direction for CBLR and oversee the implementation of the mission, vision, and goals for the CBLR program.
  Institutionalize community-based learning as a key feature of the University of Washington Bothell and ensure links to other campus initiatives.
  Work with University of Washington Bothell Advancement colleagues to secure financial support to further expand the work and staffing of CBLR.
  Develop a local, regional, and national presence.  Support internal and external coalition building.

Campus Leadership:
  Oversee efforts to develop and sustain community and organizational partnerships in ways that facilitate socially just institutional relationships.
  Develop and administer trainings on best practices for the campus community.
  Steer and provide administrative support for the CBLR Faculty Fellows.
  Develop and support faculty initiatives related to CBLR, including CBLR research projects, and maintain familiarity with current research and projects in the field.
  Report and advocate CBLR efforts to administrators and other stakeholders.

Financial Oversight, Data Management, Staff Supervision:
  Oversee and manage the CBLR operations and gift/grant budgets.
  Collaborate with University institutional research to administer and report CBLR assessment data.
  Provide general direction to the Community Partnerships Coordinator and supervise the work of AmeriCorps/VISTA volunteers and student hourly staff.  

As a UW employee, you will enjoy generous benefits and work/life programs. For a complete description of our benefits for this position, please visit our website, click here.
Requirements:
     Master's degree.
     Five years’ experience coordinating community-based learning in settings related to higher education.
     A demonstrated commitment to civic engagement, social justice efforts, and a willingness to approach CBLR from a critical perspective.  


Equivalent education/experience will substitute for all minimum qualifications except when there are legal requirements, such as a license/certification/registration.
Desired:
Ph.D. or equivalent.  Experience working across two or more sectors of community-based learning (e.g., higher education, non-profit and community-based organizations, secondary schools, etc.). Experience conducting research on and/or assessment of community-based learning and research efforts.  

Condition of Employment:

A satisfactory outcome from criminal background verification is required prior to hire.

Application Process

Part of the application process for this position includes completing an online cover letter assessment, as well as the Employment Eligibility Assessment to obtain additional information that will be used in the evaluation process.  The assessment(s) will appear on your screen for you to complete as soon as you select "Apply to this Position" on this job announcement. Once you begin the assessment, it must be completed at that time. If you select to take it later, it will appear on your "My Jobs" page to take when you are ready. Please note that your application will not be reviewed and you will not be considered for this position until the assessment is complete.

The University of Washington is a leader in environmental stewardship & sustainability, and committed to becoming climate neutral. The University of Washington is a leader in environmental stewardship & sustainability, and committed to becoming climate neutral.

The University of Washington is an equal opportunity, affirmative action employer. To request disability accommodation in the application process, contact the Disability Services Office at 206-543-6450 / 206-543-6452 (tty) or dso@uw.edu.