teacher orientation fall 2014

TEACHER ORIENTATIONFALL 2014

WELCOME• Name•What do you teach and

where?•What are you excited about

in implementing GC?•What is one thing you hope

to learn today?

AGENDA1. Welcome2. Overview3. Curriculum4. Roles5. Resources6. Civics Day 7. Logistics

OVERVIEW

Organization• Need• Mission• History and Progress• Students Served

Program• Elements• Approach• Project Example

WHAT IS GENERATION CITIZEN?

NEEDOur Democracy is broken. Why?

CITIZENS DO NOT PARTICIPATE.Over 80 million eligible voters did not participate in the 2012 Presidential election. This is greater than the number of people who voted for President Obama.CIVICS EDUCATION IS OFTEN INEFFECTIVE.In many schools, civics education is either an exercise in rote memorization, or it simply does not exist. According to the National Assessment of Educational Progress (NAEP), American students test worse in civics and history than any other subject.CIVICS EDUCATION IS UNEQUAL.African-American and Hispanic students are far more likely to experience heavily fact-based civics instruction that starts and ends inside the classroom, while their whiter, wealthier peers participate in engaging debates and out-of-classroom extensions of their learning.

WHAT IS GENERATION CITIZEN?MISSIONGeneration Citizen works to ensure that every student in the US receives an effective action civics education, which provides them with the knowledge and skills necessary to participate in our democracy as active citizens.

HISTORY AND PROGRESS

PROJECTED

STUDENTS SERVED

2014-15

2013-14

2012-13

2011-12

2010-11

2009-10

2008-09

8,100

7,375

6,000

4,000

1,850

1,000

To fulfill our mission, we partner college students with classroom teachers to teach an action-civics course in which teens solve problems they face in their own communities.

HOW DOES IT WORK?

ADVOCACY HOURGLASSPROGRAM ELEMENTS

CORE• 1-2 Democracy Coaches• Twice per week• Student-driven • Emphasis on small group work• Structured approach to advocacy• Civics Day

ENRICHMENT• Summer fellowship program for students (Community Change Fellowship)

Focus Issue

Community Issues

Root Cause

Goal

Targets

Tactics

MUNI SAFETYPAUL REVERE MIDDLE SCHOOL, SF

Focus Issue

Community Issues

Root Cause

Goal

Targets

Tactics

Lack of security at the back doors of buses

Student safety getting to and from school

Safety on the 14L and 8x Muni bus lines

Increase security at the back doors of the 14L and 8x Muni bus lines

Gathering petition signatures, e-mails, calls and letters to the SFMTA, meeting with SFTMA Director, testifying in front of the SFMTA Citizens’ Advisory Council

SFMTA Director, SFMTA Citizens’ Advisory Council, Muni bus riders, Paul Revere parents and students

CURRICULUM• Framework• Lesson Structure • Student Handbook• Staying on Track• What Does Success Look Like?

CURRICULUM FRAMEWORK

TIMING

Week of 9/22• Lessons 0 & 1Week of 9/29• Lessons 2 & 3Week of 10/06• Lessons 4 & 5Week of 10/13• Lessons 6 & 7Week of 10/20• Lesson 8 & 910/27 – Dec• Action• Civics Day (12/5)• Reflection

LESSON STRUCTURE

ELEMENTS TO NOTE• Student handbooks • Objectives• Materials• Do Now• Tips Sidebar • Glossary• Exit Tickets

STUDENT HANDBOOK

STUDENT HANDBOOK

TACTIC TOOLKIT

STAYING ON TRACKLesson 2: Community Issues

“Students are regularly throwing away good food and producing excess waste during lunch period.”

“Global warming.”“Declining whale populations in Japan.”

Lesson 5: Root Cause & Goal

Lesson 6: Identifying Decision-makers and Influencers (Targets)

UNIT 3: Taking Action

STAYING ON TRACKLesson 2: Community Issues

“Students are regularly throwing away good food and producing excess waste during lunch period.”

“Global warming.”“Declining whale populations in Japan.”

Lesson 5: Root Cause & Goal

Lesson 6: Identifying Decision-makers and Influencers (Targets)

UNIT 3: Taking Action

STAYING ON TRACKLesson 2: Community Issues

“Students are regularly throwing away good food and producing excess waste during lunch period.”

“Global warming.”“Declining whale populations in Japan.”

Lesson 5: Root Cause & Goal

“Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.”

“Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.”

Lesson 6: Identifying Decision-makers and Influencers (Targets)

UNIT 3: Taking Action

STAYING ON TRACKLesson 2: Community Issues

“Students are regularly throwing away good food and producing excess waste during lunch period.”

“Global warming.”“Declining whale populations in Japan.”

Lesson 5: Root Cause & Goal

“Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.”

“Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.”

Lesson 6: Identifying Decision-makers and Influencers (Targets)

UNIT 3: Taking Action

STAYING ON TRACKLesson 2: Community Issues

“Students are regularly throwing away good food and producing excess waste during lunch period.”

“Global warming.”“Declining whale populations in Japan.”

Lesson 5: Root Cause & Goal

“Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.”

“Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.”

Lesson 6: Identifying Decision-makers and Influencers (Targets)

“We should write letters to Obama telling him about global warming and asking for his help. We should also involve the mayor somehow.”

“We will approach the School Board and request that they review their food supplier’s packaging policies. We will also hold meetings with our Principal, to ask him to increase recycling receptacles on campus. Lastly, we will petition our Cafeteria Supervisor to help us start a Food Sharing Table during lunch, where students can drop off unwanted to food that can be picked up by others or donated to our afterschool program.”

UNIT 3: Taking Action

STAYING ON TRACKLesson 2: Community Issues

“Students are regularly throwing away good food and producing excess waste during lunch period.”

“Global warming.”“Declining whale populations in Japan.”

Lesson 5: Root Cause & Goal

“Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.”

“Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.”

Lesson 6: Identifying Decision-makers and Influencers (Targets)

“We should write letters to Obama telling him about global warming and asking for his help. We should also involve the mayor somehow.”

“We will approach the School Board and request that they review their food supplier’s packaging policies. We will also hold meetings with our Principal, to ask him to increase recycling receptacles on campus. Lastly, we will petition our Cafeteria Supervisor to help us start a Food Sharing Table during lunch, where students can drop off unwanted to food that can be picked up by others or donated to our afterschool program.”

UNIT 3: Taking Action

STAYING ON TRACKLesson 2: Community Issues

“Students are regularly throwing away good food and producing excess waste during lunch period.”

“Global warming.”“Declining whale populations in Japan.”

Lesson 5: Root Cause & Goal

“Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.”

“Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.”

Lesson 6: Identifying Decision-makers and Influencers (Targets)

“We should write letters to Obama telling him about global warming and asking for his help. We should also involve the mayor somehow.”

“We will approach the School Board and request that they review their food supplier’s packaging policies. We will also hold meetings with our Principal, to ask him to increase recycling receptacles on campus. Lastly, we will petition our Cafeteria Supervisor to help us start a Food Sharing Table during lunch, where students can drop off unwanted to food that can be picked up by others or donated to our afterschool program.”

UNIT 3: Taking Action

It is November 10. During GC, students are in their work groups, accomplishing the tactics on their group work plan that is aligned with the class work plan.

It is November 10. During GC, ten students are working on a letter to the School Board. The other students are waiting for that group to finish so they can bring that letter to the School Board.

STAYING ON TRACKLesson 2: Community Issues

“Students are regularly throwing away good food and producing excess waste during lunch period.”

“Global warming.”“Declining whale populations in Japan.”

Lesson 5: Root Cause & Goal

“Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.”

“Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.”

Lesson 6: Identifying Decision-makers and Influencers (Targets)

“We should write letters to Obama telling him about global warming and asking for his help. We should also involve the mayor somehow.”

“We will approach the School Board and request that they review their food supplier’s packaging policies. We will also hold meetings with our Principal, to ask him to increase recycling receptacles on campus. Lastly, we will petition our Cafeteria Supervisor to help us start a Food Sharing Table during lunch, where students can drop off unwanted to food that can be picked up by others or donated to our afterschool program.”

UNIT 3: Taking Action

It is November 10. During GC, students are in their work groups, accomplishing the tactics on their group work plan that is aligned with the class work plan.

It is November 10. During GC, ten students are working on a letter to the School Board. The other students are waiting for that group to finish so they can bring that letter to the School Board.

WHAT DOES SUCCESS LOOK LIKE?

Influence in-process legislation or the budget at the state or local level

Influence how departments or schools

solicit youth input

Influence how departments or schools

use resources

Introduce analogous legislation at the state

or local level

ROLES• What about working with college students makes you excited? • What makes you nervous?• Teacher and Democracy Coach Roles• Timeline• Support• Working with College Students• Best Practices

TEACHER & DEMOCRACY COACH ROLES

DEMOCRACY COACH TEACHER

Initial conversation and observation-only class before the program starts to learn teacher preferences/expectations and classroom norms.

Prepares lesson plans, background research, and resources for each class.

Checks in with DC about their prep at a set weekly time (by phone or in person, once per week).

In general, leads lessons and activities.

Participates in discussions and activities. Jumps in to probe students, provide context/connections, and make sure all students are engaged.

Motivates students through relationships and role modeling.

Manages classroom. Maintains a controlled environment. Holds student accountable to rules and participation.

TIMELINE

SUPPORT FROM GC STAFF

GC SUPPORT FOR DCs• Day-long initial training• Weekly on-campus meetings• Weekly check-ins with veteran DCs and/or GC staff• Classroom observations

GC SUPPORT FOR TEACHERS• Initial orientation• Scheduled check-ins twice/semester• As-needed support from GC staff• Resources: • Roles and responsibilities chart• DC-Teacher introductory conversation

template • Teacher best practices• Teacher checklist• Classroom case studies

WORKING WITH COLLEGE STUDENTS

BENEFITSA college student brings…• Motivation from a near-peer mentor• Added capacity for outside research and resources• College-going culture• A new face with new, diverse experiences to share• Connections to other classes and the larger GC movement

KEEP IN MINDA college student is…• New to the classroom• New to the specific needs of your students• New to the community• New to the professional world• Volunteering with GC while taking classes, and often working as well

How can you support DCs?

BEST PRACTICES

RESOURCES• Resource List

RESOURCE LIST

CIVICS DAY• Details• Awards

CIVICS DAY DETAILS

WHATStudent representatives from each class present their work to other students, community members, and public officials. This is an opportunity to celebrate their work and to gain feedback to further their efforts.WHEREDavid Brower Center (Berkeley)WHENFriday, December 5th 10am to 2pmAGENDA9:30am Arrival and Setup10:00am Welcome10:30am Judging Rotations12:00pm Lunch1:00pm Awards and Speeches

CIVICS DAY!Friday, December 5th 10am – 2pmDavid Brower Center (Berkeley)

CIVICS DAY!Friday, December 5th 10am – 2pmDavid Brower Center (Berkeley)

GRASSROOTS CHANGE Students can clearly and compellingly articulate why their focus issue matters to them and matters to their community.

SYSTEMIC IMPACT Students can provide logical and evidence-based reasoning to explain how their project goal addresses the systemic root cause(s) of their issue.

COLLABORATION AND DIVERSITY Students have engaged a variety of local community members in their work and can clearly explain why each has a stake in the issue.

ACTION Students have utilized a variety of tactics to engage their targets and have shown considerable thoughtfulness and attention to quality in completing their tactics.

OPEN-MINDEDNESS Students can thoughtfully reflect on the GC process and connect their GC experiences with future implications and possibilities.

CIVICS DAY AWARDS

LOGISTICS• Student Surveys• Visitors and Ongoing Communication

STUDENT SURVEYS

PURPOSE• Monitoring program quality• Research and evaluation• Gauge progress on civic skills, knowledge, and confidence

PROCESS1. Consent Forms. At the start of the semester, teachers will be

provided with a parent letter stating the purpose of the project, how their student will be involved, and how the data will be used, along with the forms. GC Staff will collect on Friday, September 26th.

2. First Survey. Teachers should have students complete the first survey prior to the first GC lesson. GC Staff will collect on Friday, September 26th.

3. Second Survey. Teachers should have students complete the second survey as soon as possible after Civics Day.

VISITORS & ONGOING COMMUNICATIONCLASSROOM OBSERVATIONS• 2-3 times/semester• GC staff and college Chapter Directors• Rubric-based• Assess DCs on: • Classroom Relationships• Preparation• Effective Instruction• Student Engagement• Advocacy

• One-week notification• Opportunity to share feedback

VISITORS• Guest speakers• Donors• Media• One-week notification• With some of these visitors,

we may not have as much notice

STAFF CONTACT• Initial conversations• Mid-semester conversations• End-of-semester surveys• Questions or concerns? Contact us:• Caitlin

(619) 249-8777

cpaul@generationcitizen.org

www.generationcitizen.org