Administrative Procedure 216: Environmental Education and Management

Legal References

Related References

1. Environmental Education

2. Rationale

3. Three Goals of Environmental Education and Management

4. Implementation Strategies and Actions – Board Responsibilities

4.1 Teaching and Learning

• • • • • use relevant curriculum resource documents to support implementation of revised curricula, as appropriate; and
        • support staff and students in linking environmental knowledge and related skills and activities to the teachings of diverse communities, including First Nation, Metis, and Inuit peoples, and to principles of responsible citizenship.

• • • • • foster collaborative opportunities for educators to develop and share activities, integrated approaches, and action research projects related to environmental education; and
        • encourage innovative interdisciplinary programs that focus on the environment and include field components.

4.2 Student Engagement and Community Connections

• • • • • encourage environmental learning for all students inside and outside the classroom; and
        • support students as they develop skills and act as decision makers to effect positive environmental change.

• • • • • offer community-linked experiences and programs, such as a Specialist High Skills Major focused on environmental issues, or cooperative education and work experience opportunities that are relevant to environmental education;
        • encourage the parent involvement committee to provide advice on the implementation of environmental education;
        • share information about local resources that support environmental awareness and protection, energy conservation, waste management,
          protection of the biosphere, and outdoor education; and
        • share links and partnerships with community organizations to help extend engagement in and responsibility for environmental education to the broader community.

4.3 Environmental Leadership

• • • • • develop and implement a plan for integrating sustainable environmental practices into each of the board’s operational services (i.e. financial, purchasing, custodial, facility operations, etc.); and
        • encourage all school board personnel, the parent involvement committee, students, parents, and school councils to adopt and promote environmentally appropriate practices.

• • • • • implement strategies, programs, and procedures to protect and conserve the environment, while ensuring that schools and workplace environments are safe and healthy; and
        • develop environmentally responsible purchasing practices, while considering quality, price, and service.

5. Implementation Strategies and Actions – School Responsibilities

5.1 Teaching and Learning

• • • • • provide opportunities for students to acquire knowledge and skills related to environmental education in all subject areas, and encourage them to apply their knowledge and skills to environmental issues (e.g., loss of biodiversity, climate change, waste reduction, energy conservation) through action-based projects; and
        • challenge students to develop skills in systems thinking and futures thinking that they will need to become discerning, active citizens.

• • • • • develop learning opportunities that will help students understand the underlying causes, the multiple dimensions, and the dynamic nature of environmental issues; and
        • develop strategies to share effective practices about pedagogical strategies that support learning and teaching about the environment.

5.2 Student Engagement and Community Connections

• • • • • engage student leaders in the design and delivery of environmental education;
        • encourage students to enrich their learning by using information technology to access resources, connect with others, and create communities that focus on environmental issues;
        • encourage action research that promotes partnerships and the innovative implementation of environmental education concepts and principles;
        • create opportunities for students to address environmental issues in their homes, in their local communities, or at the global level;
        • work with their school councils in promoting environmental education; and
        • encourage students to plan environmental education activities for all students.
        • encourage all students to participate in environmental education activities on school grounds.

• • • • • work with parents, the school council, community groups, and other education stakeholders to promote environmental awareness and foster appropriate environmentally responsible practices;
        • enrich and complement students’ classroom learning by organizing out of-classroom experiences and activities; and
        • encourage students to consider ways of completing their community service requirements that involve addressing environmental issues in their communities, in a manner consistent with school board procedures.

5.3 Environmental Leadership

• • • • • encourage staff to adopt environmentally responsible management practices that are consistent with board procedures and consider the advice of members of the school community on these matters;
        • encourage staff to develop knowledge and skills related to environmental education and responsible environmental practices and encourage mentoring opportunities; and
        • facilitate the sharing of staff expertise and knowledge through existing networks.

• • • • • plan an environmentally responsible approach to managing resources and operations.

6. Further References

• Waste Minimization Guideline (March 2013 – Form 216D)
• Energy Conservation Guidelines (March 2013 – Form 216C)
• School Environmental Framework (2013 – Form 216A)