Kate Flick Attends Green Schools Conference

Green Schools Conference

After attending the 2^nd Annual Green Schools National Conference from February 27-29, 2012, Kate came back with some great ideas. 

At a breakfast session with the Environmental Protection Agency (EPA) in which the EPA was reaching out to hear schools’ and environmental health communities’ perspectives on environmental health in schools, Kate wanted to learn how to involve students in the process of improving schools’ environmental health. 

“Check out the Council of Educational Facility Planners International (CEFPI).”

The annual competition challenges middle school students to design a sustainable school while also providing standards-based curriculum to use to direct the process.  Every team submits a built project/scale model using recycled materials and a video or PowerPoint presentation and narrative that documents the planning process and rationale for the team’s design.  Through project-based “hands-on” learning, students explore real world problems relevant to their lives and offer solutions, bridging the gap between conceptual theory and real life skills.  They learn how math, science, technology, engineering, history and art are all part of the design process.

Video: http://www.youtube.com/watch?v=WSKPgy2c4d0&feature=player_embedded

Barb Worth of CEFPI says, “Our program/curriculum is geared to middle schools, simply because they are so disengaged in learning and middle school is the time to catch that—project-based learning seems to be a good answer to that and we have seen amazing results. “

Mark and Kate Sorenson, founders of the S.T.A.R. school –standing for Service to All Relations—spoke about their school which focuses on staying  rooted in the tribe’s cultural heritage.  It is located on the SW edge of Navajo Nation in Arizona.  The school was started on the idea that schools themselves are Anglo institutions and there are alternative structures to learning that can integrate more indigenous values into education—from things like what they teach and how they teach it, to something as simple as using circles instead of rows. 

Project-based learning, student choice, small group instruction, sovereignty through service, outdoor education, and cultural rootings make up the base of their academic curriculum which meets both state and cultural standards.  Students from this school have had great success in high school as well as colleges and universities.  One of the most interesting and successful components of the school was using video for place-based education with media literacy.  For example, this video about a kindergarten class visiting a corn field to make Nitsidigo'i', Kneel Down Bread, a traditional Dine' Heritage Food was made completely by 7^th and 8^th graders Kira Butler, Joshua Gregg, and Keanu Jones.  Videos from these middle school classes have been featured in multiple film festivals including Venice Film Festival, AZ Student Film Festival, Cine Las Americas in Austin, TX, Flagstaff Mountain Film Festival, among others. 

http://www.youtube.com/watch?v=_ig9C41ZJnw&feature=channel

The Third Teacher Plus team was using design thinking (creative problem solving à tangible solution) to engage a different kind of learning ecology.  The thinking process started from the student, asking who is the person that’s learning, how can an environment facilitate them to be a change agent, and how can he or she solve the problem on the ground.  They said that this perspective required a few shifts in how we’re thinking about education, starting with education.

From	→	To
Education		Learning
Sustainability		Regenerative
Object		Ecology
Humanity		Life

They are partnering with the American Indian Institute for Innovation to increase the number of American Indian students in Science Technology Engineering and Math.  They plan to make sure that these subjects remain culturally relevant while also ensuring American Indian communities have young professionals that can help meet their needs.   They are proposing to build the site in the Black Hills. 

Summer Employment with the US Forest Service

Here are three more opportunities for student summer employment with the US Forest Service—these are in the U.P. of Michigan, Watersmeet and Ironwood:

The recreation department will be hiring 2 (two) GS-02/03/04 Forestry Aid or Technician position at Sylvania  and 1 (one) Forestry Tech position for Developed Recreation on the Watersmeet/Iron River Ranger District, Watersmeet, Michigan. 

The student will check visitor use of recreation facilities and note compliance with rules and regulations for campfires, sanitation, campsites, party size, etc.  Maintain wilderness area, facilities and trails using traditional tools such as crosscut saws, axes and hand tools.  Will perform trail and recreation area maintenance and cleanup.  Routinely inspect recreation facilities to ensure they are safe for public use.

The GS-04 position requires two years of education beyond the high school level with courses related to the position OR 1 year of experience which included at least 6 months of specialized experience.  Combinations of education and experience may be used to qualify.  To qualify for this program, students must be returning to school in the fall.

To be hired under the Student Temporary Employment Program, the student must meet the qualification requirements and the general eligibility requirement listed on the FS-6100-5 form, block #14.  Graduate students can be considered.  The Student Temporary Employment Program (STEP) provides work experience to students in any occupational field, whether or not related to the student’s academic major.

Nominations must be made without regard to race, color, religion, national origin, sex, age, disability or political or personal favoritism.

The student will need to submit the attached Student Employment Program form (FS-6100-5), an official transcript and resume (with specific dates of employment, duties and responsibilities), which will be used to rate the applicants so that selection of the most qualified student can be made.  Incomplete applications or requisitions will not be considered.  Education will not be counted if the student’s transcript is not included in the application package.  On the FS-6100-5, please also complete Block 4 on page 1 with your school’s current mailing address.

Please send the completed FS-6100-5 form(s), transcripts and resumes to the Ottawa National Forest Supervisor’s Office at E6248 US Hwy-2, Ironwood, Michigan 49938, ATTENTION:  Nancy Miskovich by Friday, March 30, 2012.

If you would like more information, please contact Mike Dockry: mdockry@menominee.edu