ERIC ED461538: Peer Consultant Initiative Handbook. 1st Edition.

229 Pages·1995·4.1 MB·English

by  ERIC

DOCUMENT RESUME
ED 461 538 SO 027 667
Toole, Pamela, Ed.; Gorak, Kathleen, Ed.; Warnes, Rebecca,
AUTHOR
Ed.
Peer Consultant Initiative Handbook. 1st Edition.
TITLE
Minnesota Univ., St. Paul. National Information Center for
INSTITUTION
Service-Learning.
Kellogg Foundation, Battle Creek, Mich.
SPONS AGENCY
PUB DATE 1995-00-00
NOTE
229p.; Bibliography and "A Multicultural Perspective on
Service Learning" (Section G) not available from ERIC.
AVAILABLE FROM Peer Consultant Initiative, National Service Learning
Cooperative/Clearinghouse, University of Minnesota, College
of Education, R-290 Vocational and Technical Education
Building, 1954 Buford Avenue, St. Paul, MN 55108-6197
($29.95 plus $5 for shipping and handling) .
Tel:
800-808-7378 (Toll Free).
Non-Classroom
Guides
Collected Works
General (020)
PUB TYPE
(055)
LANGUAGE
MF01/PC10 Plus Postage.
EDRS PRICE
*Citizenship Education; Elementary Secondary Education;
DESCRIPTORS
Instructional Materials; Peer Influence; Peer Relationship;
*Peer Teaching; *Public Service; *School Community Programs;
*School Community Relationship; *Service Learning; Student
Participation
ABSTRACT
This handbook was developed for those selected as part of
the Kellogg Peer Consultant Initiative which seeks to promote the inclusion
of service-learning into core academic curricula. Consultants provide teacher
education programs and technical support to those educators developing new
programs or strengthening existing programs. The manual is divided into four
sections. Essays include: "An Overview of the Peer Consultant Initiative"
(Joel Longie); "The Role of the Peer Consultants" (Becky Warnes); "The Role
of the Youth Peer Consultants" (Becky Warnes); "The Art of Presenting"
(Carolyn Elliot); "Consulting and Facilitation Skills" (James Toole; Pamela
Toole; Stella Raudenbausch); "Service-Learning and the Power of
Participation: Schools, Communities, and Learning" (Robert Shumer) ;
"A
Multicultural Perspective on Service-Learning"; "Culture and Context in
Service-Learning Education: A Native American Perspective" (McClellan Hall;
John Guffey); "Service-Learning with Students with Disabilities" (Maryland
"Service-Learning: An Educational Process for
Student Service Alliance) ;
Teaching and Learning" (Carol Kinsley); "Definition of Service-Learning";
"Alternative Program Models" (James Toole; Pamela Toole); "Joining Together
with Community Partners" (Ingrid Sausjord) ;
"Preparation for
Service-Learning" (Marty Duckenfield; Jan Wright); "Curriculum Integration of
(Marty Duckenfield; Jan Wright); "Developing a Community
Service Learning'
Service-Learning Unit" (Carol Kinsley);
"Reflection" (Harry C. Silcox);
"Celebration" (Harry C. Silcox); "Framing Assessment and Evaluation for
Effective Programs" (Kate McPherson; Lynn Campbell; Steve Schuman); and
"Organizational Issues: Liability, Transportation, and Scheduling" (James
"Questions Most Commonly Asked of a Regional Resource
Toole; Pamela Toole) ;
Person" (Kate McPherson); "Sample Training Agendas"; and "Forms." (EH)
Reproductions supplied by EDRS are the best that can be made
from the original document.
row-
1 st Edition
U.S. DEPARTMENT OF EDUCATION
01 lice ot Educational Researcn and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
XThis document has been reproduced as
received from the person or organization
originating it.
o Minor changes have been made to improve
reproduction quality.
o Points of view or opinions stated I n this docu-
ment do not necessarily represent official
OERI position or poficy
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
S
Edited by
Pamela Toole
Kathleen Gorak
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Rebecca Warnes
'
National Information Center
for Service Learning
1954 Buford Ave., Room R290
St. Paul, MN 55108-6197
1-800-808-SERVE
AVAILABLE
BEST COPY
2
National Information Center for Service-Learning
University of Minnesota
College of Education
R-290 Vocational and Technical Education Building
1954 Buford Avenue
St. Paul, MN 55108
1-800-808-SERV
E-Mail: servegomaroon.tc.umn.edu
March, 1995
Dear Peer Consultant:
The Kellogg
Congratulations once again on your selection as a Peer Consultant!
of service-learning into
Peer Consultant Initiative seeks to promote the inclusion
of consultants providing teacher
core academic curricula through a system
education programs and teclmical support to those educators developing new
programs or strengthening existing programs.
aS they:
This handbook is intended as a resource to Peer Consultants
share key concepts of service-learning (including preparation, curriculum
integration, and reflection)
assist educators in developing quality programs and build staff and community
support
collaborate with partners and SEA's to develop linkages with education reform
initiatives.
(SL) and
There are just a few notes as you use the manual. First, service-learning
community service-learning (CSL) are used interchangeably throughout this
manual. Secondly, bibliographies specific to modules have been left with those
this
modules. A more general bibliography can be found in the Resource section of
handbook. Finally, this is the 1st Edition "of the Peer Consultant Initiative
Handbook We anticipate future revisions of the handbook based on the feedback
support their efforts (note
we receive from Peer Consultants using it as a resource to
the Feedback Form at the end of the manual).
Best wishes as you serve as Peer Consultants with this exciting initiative!
Acknowledgements
The Peer Consultant Initiative and this manual were made possible by a
grant from the W.K.Kellogg Foundation.
The W.K. Kellogg Foundation was established in 1930 to "help people to
help themselves." As a private grantmaking organization, it provides
seed money to organizations and institutions that have identified prob-
lems and designed constructive action prograins aimed at solutions.
Most foundation grants are awarded in the areas of youth, leadership,
philanthropy and volunteerism, community-based health services, high-
er education, foods systems, rural development, groundwater resources
in Great Lakes area, and economic development in Michigan.
Programming priorities concentrate grants in the United States, Latin
America and the Caribbean, and southern Africa.
Acknowledgements
We would like to acknowledge the following people for their
contributions to this manual:
Donna Power, Close Up Foundation; Carol Kinsley and Lisa La Plante,
Community Service-Learning Center; Ingrid Sausjord, Constitutional
Rights Foundation; Roger Miller, East Bay Conservation Corp;
Stella Raudenbush and Denise Walker, Michigan K-12 Service Learning
Center; Marty Duckenfield and Jan Wright, National Dropout
Prevention Center; Mac Hall and John Guffey, National Indian Youth
Leadership Project; Harry Silcox and Lorraine Parrillo, Pennsylvania
Institute for Environmental and Community Service-Learning;
Kate McPherson, Project Service leadership;Tim Stanton and
Megan Swezey, Haas Center for Public Policy, Stanford University;
Byrd Jones and Bob Maloy, University of Massachusetts; Rob Shumer,
Director, Rebecca Warnes, Kathi Gorak, and Lindy Howe, National
Information Center for Service-Learning; Jim Kielsmeier, Director,
Joel Longie, Pam Toole, Jim Toole, and Carla Gennrich, National Youth
Leadership Council; Gary Leske, Sandy Johnson, and Bonnie Henderson,
Center for E-Veriential Education and Service-Learning at the
UniversiV of Minnesota; Nancy Murphy & Ruby Anderson, The
Corporation for National Service, which is the funding agent for the
National Service-Learning Cooperative in which all the above people
and organizations are Partners.
The following State Education Agency participants in the Kellogg Peer
Consultant Initiative have also contributed their time, effort, and ideas:
Barbara Gomez, Council of Chief State School Officers; Carolyn Elliot,
Arkansas Department of Education; Wade Brynelson, Bernadette Chi,
and Kathy Yeates, California Department of Education;
Joseph P. Herrity, Iowa Department of Education; Kathy Brill,Marldand
Student Service Alliance; Diane Dana, Massachusetts Department of
Education; Brenda Parker, Michigan Community Service Commission;
Elaine Gordon, Michigan Department of Education; Thomas Strom,
Minnesota Department of Education; Stanley Hansen, New York State
Education Department; Mary Kathryn Gibson, South Carolina
Department of Education; Priscilla Scheldt, Office of Superintendent
of Public Instruction, State of Washington.
Contents
Peer Consultant Initiative
An Overview of the Peer Consultant Initiative
A
Joel Longie
The Role of the Peer Consultants
Becky Warnes
The Role of'the Youth Peer Consultants
Becky Warnes
The Knowledge and Skills Necessary for
an Effective Peer Consultant
The Art of Presenting
Carolyn Elliot
Consulting and Facilitation Skills
James Toole, Pamela Toole, & Stella Raudenbausch
Service-Learning and the Power of Participation:
Schools, Communities, and Learning
Robert Shumer
A Multicultural Perspective on Service-Learning
Culture and Context in Service-Learning Education:
A Native American Perspective
McClellan Hall & John Guffey
Service-Learning with Students with Disabilities
Maryland Student Service Alliance
Key Components of Service-Learning Programs
Training Ideas Suggested)
(with
Service-Learning: An Educational Process
for Teaching and Learning
Carol Kinsley
Definition of Service-Learning
Contents, cont'd.
Alternative Program Models
James Toole & Pamela Toole
Joining Together with Community Partners
Ingrid Sausjord
Preparation for Service-Learning
Marty Duckenfield & Jan Wright
0
Curriculum Integration of Service-Learning
Marty Duckenfield & Jan Wright
Developing a Community Service-Learning Unit
Carol Kinsley.
Reflection
Harry C. Silcox
Celebration
Harry C. Silcox
Framing Assessment & Evaluation for
Effective Programs
Kate McPhearson, Lynn Campbell, & Steve Schuman
Organizational Issues:
Liability, Transportation & Scheduling
James Toole & Pamela Toole
Resources
Questions Most Commonly Asked of a Regional
Resource Person
Kate McPherson
Sample Training Agendas
V
Forms
Bibliography
An Overview of the Peer
Consultant Initiative
Joel Longie
Within this past decade, an unprecedented number of school and
community-based service and service-learning programs have multiplied
across the nation. Educational leaders have endorsed service-learning
for its potential to improve the overall learning process for students by
actively engaging them in meaningful service projects that relate
directly to their academic studies. Improved school climate, community
and school linkages, and strengthened learner outcomes have fueled the
interest for developing service-learning programs. The movement has
been supported on the federal level through funding from the
Corporation on National Service. This heightened interest,however, has
not increased the understanding about service-learning as a vehicle for
school change, either at the state or local levels.
In order to build a greater understanding for the pedagogy of service-
learning and to advance it as an educational methodology, knowledge
about service-learning as a teaching, learning, and youth development
strategy must be increased. It is also important for state education
agency staff to advance policy development for service-learning and to
create strong linkages to schools and education reform efforts.
The WK. Kellogg Foundation has joined forces with the national
service-learning movement by providing fiscal support for implement-
ing a peer consultant initiative through the National Service-Learning
Cooperative, its regional partners, State Education Agencies, and the
Council of Chief State School Officers (CCSS0s). This new effort will
positively affect service4earning on a national level by creating a net-
work of experienced professionals actively working with practitioners
new to service-learning, thereby expanding the field. Peer consulting is
a process in which more skilled and experienced educators will assist
schools who are in the early stages of developing serVice-learning
projects.
Teachers and other practitioners of service-learning are often isolated
from one another and from sources of support. They need connections
to peers who are experienced in service-learning instruction and who
can share ideas and resources. The service-learning field is, in essence,
just blossoming and in need of greater interaction between teachers.
Beginning practitioners need to learn how to develop, maintain, and
improve solid programs. They need nuts and bolts information, ideas,
guides, and curricula. They will also benefit from ongoing technical
assistance by peers and professionals in the field. A peer with advanced
training or expertise can serve as a mentor for a teacher with less expe-
rience with service-learning.
Peer consultants are identified by regional partners of the National
Service-Learning Cooperative. Classroom teachers will constitute the
majority of individuals who will serve as peer consultants. However,
administrators, youth development specialists, and others, including
youth, will also serve. Once identified and oriented, their names and
profiles will be kept in the database of the Learn and Serve America
Clearinghouse. This manual has been developed as part of a compre-
hensive training effort provided to all who serve as peer consultants.
The young people in this project will also fulfill a need by serving as
catalysts in advancing the service-learning movement. Young people are
the leaders of tomorrow and are willing to take part in shaping their
future. They will serve as peer consultants and work with both adults
and other youth.
Implementation of this program will allow states to meet the critical
needs of teachers new to service-learning and to create a network of
practitioners who have experience implementing service-learning pro-
grams. This project will also add depth to the field by creating a nation-
al network of teachers, administrators, and other practitioners who are
trained and prepared to assist others. Consultants will facilitate the
infusion of service-learning into core academic curricula, while
ensuring the development of quality programming.
This project can also provide concrete evidence that service-learning,
when used as an educational, methodology can assist school reform
efforts and link schools and communities. There is a developing body of
research on both the effects of service-learning on the individual and on
the institution. The Clearinghouse will lead the way collecting and shar-
ing the research with practitioners and policy-makers nationwide. The
proof will be in the practice of service-learning and the long range
investment in adopting it as a viable educational methodology.
An Overview of the Peer Consultant Initiative
The Role of the
Adult Peer Consultants
Becky Warnes
The purpose of the Peer Consultant Initiative is to promote the infusion
of service-learning into core academic curricula by developing a system
of peer consultants. Peer consultants, regarded as experts in the field of
service-learning, will assist practitioners develop and strengthen service-
learning in their classrooms, school districts, and communities. While
each consulting relationship will be unique, all will be responsive to the
educator and school district seeking assistance.
During the first year, the Peer Consultant Initiative will support 240
consultants, half of which will be youth, in 6 regions across the country.
New consultants will be added in the second and third year, although
most should be identified by the second year. The program will involve
eight State Departments of Education (SEA) each year, expanding to
24 SEAs by year three.
Summary of Peer Consultant Network
Number of Number of
Total
Number of
Youth
Adult
Consultants
Consultants Consultants
240
YEAR I (6 Regions)
120 120
480
240
240
YEAR 11 (8 Regions)
640
320
YEAR HI ( 8 Regions)
320
The Peer Consultant Initiative promotes a celebration of diversity and a
philosophy of inclusion in regard to race, color, creed, religion, national
origin, sex, age, marital status, disability, public assistance status, or
sexual orientation.