E3WA Exec Summary 2009
- 1. Antonio machado Link for Learning. Join schools, campuses, and community resources for student achievement and a sustainable future. Make your way to the sector, region or initiative that best suits your time, your interests, and your hopes for the future—and join with others to create a new system of learning and quality of life across our state and beyond. Take the Next Step Reach Out Build Support Connect Up Get Together Lead the Change. Turn school sites, campuses, businesses, and public places into learning laboratories and sustainability models. Learn Green E3 Executive Map to a Healthy and Prosperous Future for All Traveler, there is no path. Paths are made by walking.” ◗ Develop early childhood environmental and sustainability education guidelines, programs, and professional development for providers/caregivers and licensors. ◗ Fund “No Child Left Inside” grants programs to help all children discover, explore, and learn in the natural world. ◗ Expand opportunities for students from middle school through college in field- and community-based action and research projects dealing with real-world issues. ◗ Provide professional development in environmental and sustainability education including field experiences, to student teachers, principals, and superintendents. ◗ Through media and social marketing, introduce the public to quality outdoor experiences, service projects, and other ways to enjoy and sustain our communities and natural places. ◗ Create incentives through school, work, community, and media for students and adults to make healthy life- style choices for themselves, the economy, and the environment. No Person Left Inside! Give everybody safe and appealing ways to explore and find a sense of place in their social and natural communities. ◗ Support each student’s background and learning both in and out of school– from classroom to home and world and back again —by including community-based educators and programs in the curriculum. ◗ Coordinate nonformal education providers (outdoor learning centers, aquariums, zoos, museums, and other community-based programs) to align their programs and resources with school districts’ curriculum framework, including state learning standards. ◗ Promote partnerships between schools/school districts and nonformal providers of environmental and sustainability education. ◗ Expand opportunities for students from middle school through college to participate in field- and community-based learning through local sustainability initiatives, research, service projects, and internships with public and private organizations. ◗ With help from public and private sectors, match curriculum and learning objectives with real-world issues. ◗ Partner schools with businesses, agencies, colleges and others by organizing teams of students and professionals that advance sustainability measures in schools, campuses, and neighborhoods. ◗ Develop friendly E3 competitions with incentives and awards for localities involved in sustainability programs. ◗ Promote model sites and programs. ◗ Create sustainability teams of site representatives (such as a school’s students, faculty, staff, facility managers , and trustees) to develop programs for everybody to learn and play a role in “greening up” their site. ◗ Empower teams to evaluate site design and operation from a seventh-generation perspective and make recommendations for renovations, new construction, and maintenance. ◗ Quantify the amount of organizational capacity, training, and other program resources needed to provide lifelong environmental and sustainability learning to Washington residents. ◗ Develop consortiums across the state to invest in regional leadership and develop local funding strategies in order to ensure implementation of E3 plans. ◗ Create a public/ private program to fund priority recommendations in E3 state, sector, and regional plans, and expand environmental and sustainability education. ◗ Evaluate the impact of funded programs on student and adult learning as shown by changes in behavior that foster healthier, more sustainable communities, economies, and our natural environment. ◗ Create a sector for foundations and corporate donors to advance E3 goals and address needs unique to systemic-change programs. ◗ Continue to demonstrate respect for diversity and commitment to our individual and collective well-being. ◗ Hold frequent statewide, regional, and sector meetings to further relationships and achievements of “learning communities” for E3 plan implementation, evaluation, and revision. ◗ Maintain a dynamic E3 website with interactive, state-of-the-art content; tools for project management and social networking, and links to increase outreach and promote partner resources. ◗ Make the E3 Resource Center the online destination for information on environmental and sustainability education and opportunities to participate. ◗ In all sectors and regions, support E3 coordinators who demonstrate cultural competency and management skills. ◗ Embark on a marketing campaign to promote E3 participation and support. The Buck Starts Here. Garner the funds necessary to provide equitable, adequate coverage and meaningful impact of education for sustainable communities. Act Locally—Share Globally. Through networking and technology, create a system of inclusive leadership and diverse partnerships to achieve education for sustainable communities. MY COMMUN BEYOND|E3 I N SEHOLD|E3 AND MY FAM E 3 & ME | MYPERS ONAC TIONS| Education, tribal, business, governmental, community and other leaders invite you to join E3 for a new system of education and quality of life across our state and beyond. Together We Must Act Endorsed By: E3 Washington state, sector, and regional leaders, and growing numbers of individuals like you and organizations at www.e3washington.org. Education Environment Economy Future
- 2. Executive Map to a Healthy, Prosperous & Sustainable Future AStrategicGuideforCreatingaStatewide SystemofEducationforSustainableCommunities Education Environment Economy Our E3 StoryFrom 2006 through 2008, E3 Washington convened action-oriented summits to create a dynamic system of education for sustainable communities. Participants were asked, “How can E3 Washington embody our common aspirations for the future, and result in recommendations that are politically and institutionally powerful?” The E3 process itself—guided by the principles of inclusion and respect for diversity—embraced a systems approach as people reached across their differences to work together, to build trust, and to define the educational path to a healthy, prosperous future for all. E3 Washington began with diverse representatives from 12 sectors of society where sustainability learning is already taking place: ◗ Early childhood education ◗ K-12 teacher education ◗ Higher education ◗ Tribal education ◗ Media and communications ◗ Environmental, nature, and outdoor learning centers ◗ Environmental justice and public health ◗ Zoos, museums, and aquariums ◗ Youth and families ◗ Governments and utilities ◗ Business, community, and adult education ◗ Agricultural education These representatives assessed current learning opportunities: what works, what doesn’t, and how to improve. Then E3 brought together leaders from education, business, tribal, civic, military, faith-based, environmental, and other groups in 18 regions of the state: They created a vision of a sustainable future for Washington, and set educational goals and strategies to achieve that vision. And finally, four statewide roundtables comprised of tribes, state agencies, businesses, and youth added their perspectives. This Executive Map summarizes the E3 plan, with comprehensive details in its clickable companion, the E3 Washington Atlas of Education for Sustainable Communities. Education Environment Economy www.eeaw.org and www.e3washington.org ©2009E3Washington A Vision for Sustainable Communities Through E3 Washington, more than 5,000 residents— as diverse as our state’s landscapes—created a common vision for healthy, prosperous future in 2025 and beyond. We can help achieve this vision through E3 Washington. Together we can strengthen communities as we: Respect one another in all our diversity. Live, work, shop, eat, and play—conscious of our impact on economic, social, and ecological systems. Get to know our neighbors while expanding our social networks through technology. Broaden inter- generational connection and activity. Bolster community-wide well-being by strengthening local businesses. Use “green” design to ensure healthy homes, workplaces, neighborhoods, and public spaces. Together we can maintain our natural resources as we: Conserve water and energy, and reduct pollution and waste. Increase awareness of food sources, buy locally, and encourage healthy growing practices. Increase density of new housing and business while preserving land for agriculture, forests, parks, and wilderness. Develop green energy technology and economical delivery systems. Utilize natural resources in a balanced manner to meet current and future needs. Together we can shift to long-term, prosperous economies as we: Provide essential goods and services through local commercial centers easily accessed by residents. Bring new jobs to rural areas through technology, recreation, and nature tourism. Make informed personal and collective choices for durable, healthy products and services. Provide incentives to encourage green industries and business practices. Increase our contribu- tions to the global workplace by supporting creativity and entrepreneurial endeavors. MY COMMUNITY |SCHOOL,WORKP LACE,NEIGHBORHO OD &BEYOND|E3 IN MYHO USEHOLD|E 3 AND MY F A MILYCHOIC ES| E 3 & ME | MYPERS ONALAC TIONS| Educating people tothriveand contribute Educationfor SustainableCommunities Imagine… Learningthatpreparesall youngpeopleandequipsall adultstolivelivesthatare healthy,fulfilling,and productive.Learningwhere allstudentsareco-creatorsof theirowneducationtogether withteachers,faculty,and mentors—intheclassroom andbeyond.Learningthat emphasizestheroleand responsibilitythateachofus hastogrow,change,and contributetothewell-being ofourcommunity,economy, andenvironment. Picture… Real-worldeducation thatdevelopsthewhole person:mindandbody, heartandsoul.Real- worldeducationthat resultsinenhanced academicachievementand skilldevelopmentforthe 21stcentury.Real-world educationthatrestores ourrelationshiptonature andtooneanother. Unite… Togetherbecausethis increasinglyinterdependent worldrequiresanewlevel ofrespectandcooperation. Togetherbecauseour strengthliesinthediversity ofourpeopleand professional,cultural,and regionalcommunities. Togetherbecauseonly life-longlearningwill prepareandinspireusto develophealthy,vibrant communities. Create… Thefuturebyrecognizing currentprogramsthatillustrate aspectsofanewsystemthat willconnectourschools, colleges,businesses, neighborhoodsandbeyond. Thefuturebyreplicatingand expandingthoseprograms, andresearchingandrewarding newapproachestolearning. Thefuturewhereeveryone, everywherebenefitsfrom constantlyimproving educationforsustainable communities. CommunityContributor ◗ Leadsahealthy, responsiblelifestyle ◗ Supportswell-beingofothers ◗ Contributestimeandresources GlobalCitizen ◗ Understandshownatural andhumansystemsinteract ◗ Respectsinterdependence oflifeonearth ◗ Solvesproblems collaboratively Co-CreatorofTomorrow ◗ Embracesdiversity, change,and communication ◗ Chooseslife- affirmingvalues ◗ Pursuesinnovative productivity Thereisnogreaterwarmth thanthatreflectedin theeyesofourchildrenasthey discoverthegreatwonders ofourplanet Anew systemfora newworld Sustainable developmentis developmentthatmeets theneedsofthepresent withoutcompromising theabilityoffuture generationstomeet theirownneeds. WorldCommissiononEnvironment andDevelopment,1987 BillyFrank,Jr. LifelongLearner ◗ Welcomes newideas ◗ Seeksnew knowledge ◗ Makesinformed decisions Itisaneconomicnecessitythatwechange ourentireeducationsystem.”WashingtonLearns