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National Environmental Education Advancement Project  

State-Level Capacity Building for Environmental Education: Next Steps

A Concept Paper for Consideration by the EE Community and Its Supporters

Introduction

This concept paper is the result of several discussions among state and national EE leaders regarding the status and future of capacity building programs. The need for a paper describing capacity building, the status and benefits of capacity building programs, and current needs and strategies first emerged during the Long Range Strategic Planning initiative of the North American Association for Environmental Education (NAAEE) in 1996. Both the NAAEE Affiliates Committee and the State Capacity Building Commission provided the opportunity to reflect on how capacity building benefits the field of environmental education through the NAAEE Long Range Planning Process. Later in June, 1997, a group of 30 state and national EE leaders met to discuss capacity building and strategies for increasing synergy and funding for capacity building programs. Once again, the need for a white paper was identified. In August, 1997 an outline and timeline for a white paper was developed at the annual meeting of the NAAEE State Capacity Building Commission.

Sections of the paper include: (a) Why have state and local EE capacity building?; (b) What is EE capacity building?; (c) How is capacity building achieved?; (d) Benefits of EE capacity building programs; (e) Overview of organizations with state EE capacity building programs; (f) A Three-Pronged Strategy for Increasing the Impact and Reach of EE Capacity Building Programs into the Next Millenium; and (g) Implications of increased support for EE capacity building programs. This draft of the concept paper will be distributed to state and national EE leaders for comments and changes. After revision, the paper will be published in order to attract and provide coordination to state and national partners. It will also be used to identify priorities for grant seeking.

Since the authority for education policy and funding rests at the state and local level, effective action to achieve comprehensive EE programs will come at the hands of EE leaders at the state and local level. In their 1996 report to the United States Congress, the National Environmental Education Advisory Council stated: "much work still needs to be done at the national, state, and local levels to institutionalize environmental education (EE) and make it a nationwide priority". Furthermore, the Council claimed, "Many experts believe the most effective way to enhance state and local capacity to implement effective programs is to support the development of comprehensive state environmental education programs" .

In order to achieve comprehensive EE programs and ultimately environmental literacy, state environmental education (EE) leaders need from national organizations, funding sponsors, and EE leaders in other states, a much higher level of resources and assistance than they are currently receiving. Environmental education is being provided in a variety of ways to a diverse audience. Capacity building will help provide and coordinate services to the EE leaders developing or strengthening a comprehensive EE delivery system at the state and local level. Capacity building efforts also provide necessary training and information about materials and resources.

Even in states that have a strong track record of accomplishment, the need to ensure effective implementation of EE is great. Components that are part of the state of Wisconsin’s EE program are a case in point. Wisconsin’s legislature mandated that every school district develop a curriculum plan for environmental education by 1990 and an administrative rule was passed in 1985 requiring teacher candidates to demonstrate competencies in EE content and methodologies. Yet, according to a study by the Wisconsin Center for EE, seven years after the curriculum requirement passed 50% of Wisconsin’s schools did not have such a plan in operation. In addition, 50% of teachers who should have received preservice EE report not receiving this education at all. Other states with exemplary EE legislation and programs such as Arizona and Florida experienced the reduction of EE funding and policy supported programs since 1992. These states did not have the opportunity to implement important elements of their state EE program, or achieve widespread environmental literacy in their citizens.

EE leaders at the state level need assistance with organizational and communications skills in order to fully institutionalize EE. Additionally, the leadership skills provided through capacity building programs help EE supporters better define the distinction between environmental education and environmental advocacy or activism, thus protecting the reputation of EE by ensuring quality programs and providing qualified spokespeople.

What is State Capacity Building for EE?

EE capacity building is the development of effective organizations and individual leaders in order to achieve, implement, and maintain comprehensive EE programs at the state and local level. EE capacity building programs leverage national, state, and local resources in support of specific EE initiatives. They also enhance networking and communication among existing EE providers, and focus resources on the needs of state and local EE leaders who are the key "change agents" for achieving comprehensive EE programs. Thus, capacity building entails a two-way flow of resources and communication between local, state, regional and national EE leaders at varying levels of program implementation. The ultimate goal of capacity building is to develop widespread environmental literacy. This is accomplished by developing a supportive infrastructure and delivery systems for environmental education providers: teachers, school administrators, university professors, nonformal center educators (museums, nature centers, zoos, etc.), EE personnel in state and local agencies, and others environmental educators.

There are many options and as many successful variations of state-level "comprehensive EE programs". There are also several proven strategic options from which various statewide organizations have customized their approach to achieving comprehensive EE programming.

In order to achieve environmental literacy and stewardship, fully implemented state-level comprehensive EE programs are necessary. The following listing represents some of the possible components of a comprehensive EE program at the state level.

1. Strategic Planning
1. State EE Master Plan
2. State Association Strategic Plan
3. Organizational Development
2. Professional Development
1. Coordinated Statewide Teacher Inservice EE Training
2. EE Preservice Teacher Training
3. EE Provider Training
4. Leadership Training
5. Statewide Annual EE Conference
3. EE Curriculum Initiatives:
1. EE Integration re: Education Reform
2. State By-Law or Requirement for K-12 EE Instruction
3. EE Program Correlations to State Content Standards
4. EE Curriculum Guide Providing Direction to School Districts at the Local Level
5. State-Specific Curriculum Materials and Guides
4. EE Quality Assurance
1. Environmental Literacy Assessment
2. EE Standards and Program Assessment Evaluation
3. EE Awards/Recognition Program
5. Model EE Schools
1. School Teams
2. Teacher/Administrator Training
3. Community Involvement
6. State Supported EE Grants Program
1. Block Grants
2. Proposal Review/Selection Process
3. Policy Development

7. Representative State EE Board/Advisory Council
8. EE Offices
1. State EE Office in Education or Natural Resource Agencies
2. State-Level EE Centers and/or Regional Offices
3. State EE Association Office
9. State-Wide EE Staff
1. Director/staff of State-wide EE Centers
2. EE Specialists in State Departments of Education and Natural Resources/Environmental Quality
3. EE Program Coordinators
4. University Faculty and Staff w/EE Outreach Responsibilities
10. Information Clearinghouse:
1. Comprehensive Database
2. EE Resource Guide and Systems
3. Statewide Newsletter
4. Statewide Communications System
11. Interagency State EE Committee
12. State EE Association
13. Local EE Networks

14. Leverage Resources through Partnership Development (public/private grants and donations)
15. State Government/Public:
1. Legislative Appropriations/General Revenue
2. License Plate Fees
3. Resource User Fees,
4. Polluter Fines
5. Taxes/Surcharges
6. Lotteries,
16. EE Trust Fund for raising dollars and supporting EE programs with both public and private funds
17. Federal Agency Funding
1. Grant Programs
2. Contractual Services
18. Service Contracts/Revenue
19. Membership Dues, Events, Fees

The following table demonstrates how components work together. This table is by no means exhaustive. A fourth column listing the possible parties responsible for achieving each of the components will be added to this table. The table itself is an important tool for the EE community to consider, debate, and come to consensus on, and regularly update.

Implementing the Components of a State-Level Comprehensive EE Program

(Table Continued)

The table above updates a diagram of the components of a comprehensive environmental education program originally developed in 1993. This table is an attempt to provide a model or structure by which states can compare and gauge their capacity building progress. The order in which these initiatives are achieved varies from state-to-state, as does the combination of components. According to a survey of the 50 states by the National EE Advancement Project, twelve reported having 8 to 12 of these and other components of a comprehensive EE program in place, while 32 states are actively pursuing at least one of the components of a comprehensive EE program (Kirk, Wilke, and Ruskey, 1997). Thus, some states have achieved the majority of components listed above but the majority of states have recently begun the process to achieve a comprehensive EE program.

Achieving comprehensive, state EE capacity building programs is a challenge that has been addressed according to the unique set of circumstances in each state. If the components listed above are relatively common goals or objectives for achieving comprehensive EE programs, the pathways or strategies to reach them are extremely varied. Some states have achieved success through pursuing legislation. For example: Arizona, Wisconsin, Maryland, Pennsylvania and Florida all achieved grants programs through the legislature. Other states tapped into the education reform process in order to incorporate environmental education into content standards and essential skills. This administrative approach is currently a popular strategy for strengthening EE programs through the curriculum. Administrative strategies are also useful for achieving other components such as preservice teacher training requirements. Some states have a decentralized school system and utilize networking strategies. Coalitions and task forces are particularly applicable for achieving initiatives such as promotional projects or EE master plans as was the experience in Colorado, Washington, Alabama and other states. In Kentucky, EE leaders established a network of EE resource schools with trained teams that each hold district-wide workshops and are identifying a responsive contact person in every single Kentucky school. Avenues or strategies for achieving the components of a comprehensive EE program are often creative and there is no limit to the possibilities.

The training and networking provided by capacity building support services enable EE leaders to hone their skills and exchange strategies for securing EE initiatives. Once a component of, or a comprehensive state-level EE program has been achieved, assuring its successful implementation will also require a highly skilled and coordinated group of EE leaders and organizations¾ precisely what capacity building programs are designed to do!

Benefits of EE Capacity Building Programs

Capacity building efforts are critical to achieving widespread environmental literacy. They focus on the development of comprehensive state level EE programs by assisting individual EE practitioners, state EE associations and/or EE coalitions, the EE field as a whole, and the general public. While primarily focused on strengthening state-level EE programs, individual participants feel that they have become better, and more informed EE leaders as a result of their participation in capacity building programs. There are also beneficial by products for national EE organizations and the EE field as a whole.

The following is a list of benefits identified by state and national EE leaders through a mail-in survey, and personal feedback obtained during the NAAEE Affiliate and NEEAP workshops/meetings at the 1997 NAAEE Conference in Vancouver, British Columbia.

 State-Level Benefits

For state EE associations and EE 2000 coalitions, capacity building programs:

Þ provide a coordinated/systematic approach at the state-level for strengthening EE. Efforts such as NEEAP's EE 2000 program for achieving comprehensive EE programs, the Model State Environmental Education Legislation developed by the Council of State Governments, the Pew Charitable Trust funded Education and Environment Roundtable and the focus of NAAEE Affiliates on strategic planning are examples of national initiatives that provide state EE leaders with a framework for assessing and improving their statewide EE program and/or EE association/organization.

Þ provide the incentive for bringing together a broad base of stakeholders to determine a common vision and plan for EE. The application process for EE 2000 challenged state EE leaders to bring together a broad cross-section of education, natural resource, and business interests along with other key EE stakeholders to set a vision and goals for achieving comprehensive EE programs. Without the incentives of funding, networking, training, and follow-up, provided by capacity building programs, state EE leaders would not have initiated this planning or begun the process to achieve priority goals.

Þ enhance credibility within states when applicants are selected to take part in a nationally coordinated effort. State EE leaders working to achieve EE initiatives such as a center for EE, incorporation of EE into state education standards, or EE legislation receive increased attention when their effort is part of a national program. As members of an EE 2000 coalition, or representatives to national meetings/training of NEEAP, NAAEE Affiliates or the Roundtable, EE leaders have more credibility with business leaders, agency executives, funders, education administrators, and elected officials. They also receive more media attention when they can relate their state or local project to nationally organized programs for achieving environmental literacy.

Þ provide advice and ideas that work. EE capacity building programs act as a conduit between people that have questions and those that have the expertise, programs, models and resources to enhance EE. For example, the National EE Advancement Project provides a clearinghouse for information on all of the components in the model of a comprehensive EE program and the skills needed for achieving these components. Likewise, the staff of NAAEE specialize in resources for state associations, and organizations such as the Education and Environment Roundtable, West Ed, and the University of Northern Illinois/NAAEE (Guidelines for Excellence in EE) provides resources that link efforts of education reform and environmental education initiatives.

Þ provide funding to support the organizational/administrative needs of state efforts and to leverage additional resources. The start-up or seed funding provided by programs such as the National EE Advancement Project or through the U.S. EPA's Office of Environmental Education enables state-level EE organizations to conduct meetings, publish materials, disseminate information, and cover other basic organizing expenses. A funding commitment from outside the state challenges potential in-state funders to provide support for capacity building efforts as well as specific EE initiatives such as a statewide environmental literacy assessment, or a series of EE and education reform training workshops for nonformal educators.

Benefits for EE Professionals

For teachers, school administrators, university professors, board members of state EE associations, state agency personnel, nonformal educators, and other EE practitioners, capacity building programs:

Þ provide advanced professional development in areas of strategic importance. Through the NEEAP/NAAEE Spring Leadership Clinic, and meetings of the Roundtable, EE leaders are provided with the opportunity to learn about and discuss strategies for: increasing pre-service teacher training, incorporating EE into curriculum guidelines, developing model school programs, establishing and enhancing electronic networks, creating state centers for EE, training nonformal educators in EE content/methods/innovations, and more.

Þ train EE professionals in skills that help to advance EE statewide and directly assist them in their places of work. Most EE practitioners have never before been trained in basic organizational skills such as fundraising, meeting/facilitation, coalition building, board development, membership retention and recruitment, marketing and promotion, and organizational management. Participants at the training clinics and workshops of NEEAP and NAAEE "soak-up" sessions which provide concepts, tips, and formats for being more efficient and effective as EE organizers and administrators.

Þ provide opportunities to meet, learn from, and develop ongoing working relationships with peers. By holding relatively intimate (20-120 people) clinics, meetings, and workshops, national capacity building programs provide those individuals who have made a commitment to work for EE the opportunity to develop strong relationships with their colleagues at the state and national level. Capacity building sessions provide EE leaders who often work in isolation at their jobs and in small volunteer capacity building groups with a support network, as well as a wealth of practical information and exchange.

Benefits for the EE Field as a Whole

For national EE organizations and for the advancement of the field of environmental education nationally, capacity building programs:

Þ provide avenues for helping the field further programs and achieve stated priorities. The National EE Advisory Council (1996) identified the following priority needs among others for the field of EE: (1) increasing in-service and pre-service EE teacher training; (2) integrating environmental education into education reform and improvement; (3) targeting new audiences such as Native Americans, senior citizens, culturally diverse, low-income, and physically challenged audiences; (4) improving access to materials and information on programs; (5) identifying gaps in EE materials and programs and providing materials where needed; (6) encouraging and supporting environmental careers; and (7) leveraging public/private resources and strengthening long-term cross-sector partnerships. State and local EE leaders are central to the successful implementation of these objectives and other national initiatives such as the National EE and Training Foundation's "Foundations for the Future" program which seeks, in addition to other objectives, to develop a public communications program about EE. Because of the successful partnerships that have been initiated between state leaders and national organizations such as U.S. EPA, NEETF, EETAP, NAAEE, and NEEAP, these priorities and the strategic plans of state capacity building organizations are mutually supportive.

Þ foster leadership at all levels. Through networking, consultation and training, state EE leaders are becoming more well-rounded and effective leaders overall. In turn, the components of comprehensive EE programs that they are achieving (such as state EE grant programs and teacher training) are resulting in additional leadership development at the state and local level. Furthermore, through capacity building programs, staff and volunteers within national EE organizations are much more "grounded" in the needs of state EE leaders, the implementation of EE programs, and the status of the efforts/organizations to strengthen EE at the state and local levels. As a result, they are better able to provide appropriate services and support and to be effective representatives for those working to strengthen EE at the state and local level.

Þ help to buffer EE naysayers. The more the field of EE is strengthened, the less vulnerable it will be to those who would rather undermine EE than work to constructively improve the field. Until comprehensive EE programs are in place and implemented, state and local EE leaders need to become better promoters of EE and regularly provide examples of how exemplary EE programs address the needs of their state/communities. One current initiative of the National EE Advancement project is the "EE Works for Wisconsin!" campaign, a systematic effort to educate the media and key decision makers about the history, description, and contributions of EE in the state. This project is designed to be a prototype that other states can quickly and easily adapt for their own use. It is intended to complement the "Foundations for the Future" project of NEETF and other EE public awareness campaigns.

Overview of Organizations Supporting State EE Capacity Building Programs

The effort to develop an infrastructure to support EE programs, or capacity building for EE, has been taking place ever since the field was established approximately 30 years ago. Nationally centralized EE organizations such as the North American Association for Environmental Education (NAAEE), Project Learning Tree (PLT), Council for Environmental Education, Project WILD (WILD), and others have provided EE practitioners with high quality materials and training, as well as networking and professional development opportunities. These organizations have developed active EE constituencies that are both knowledgeable and committed to strengthening EE. Many of these same EE leaders were responsible for achieving state-level EE legislation, funding, staffing, and teacher training programs during the 1980's.

Several states had already begun capacity-building initiatives with varying levels of success during this decade. Through a varied mix of legislative initiatives; non-governmental organizations, and leadership networks or coalitions, and at times one or two key individuals, made initial forays into state capacity building. Their results or levels of accomplishment were also mixed. In some states, virtually no planning was occurring. In others, it was a resurrection of sorts from much earlier efforts (Colorado had developed a statewide EE master plan as far back as 1972, but it was virtually forgotten until a loose-knit group of leaders began serious discussions in 1986 about the idea of organizing a public/private EE coalition.) Other states, such as California, had extremely sophisticated and well-funded initiatives through their state department of education. Some focused their efforts on pulling together and establishing services for EE providers, while others emphasized teacher associations and teacher training programs. Some employed lobbying activities, while others very consciously avoided lobbying. Evolving out of these early efforts were many of the component strategies mentioned earlier, such as pre and in-service teacher training programs and requirements, state and regional offices of EE, EE curriculum frameworks and guidelines, environmental literacy assessments, EE grant programs, dedicated sources of funding, EE positions in state education and natural resource agencies etc.

Recognizing the need to capture the "best practices" that were evolving in the states, the National EE Advancement Project (NEEAP) was established with support from the National Wildlife Federation in 1991 to research successful strategies for achieving EE initiatives and to provide recommendations for how national partners could support state efforts to achieve EE initiatives. While NEEAP was developing organizing resources such as a book, video, fact sheets, newsletter, and training workshops, other organizations were also taking notice. National organizations such as NAAEE, PLT, WILD, World Wildlife Fund, National Wildlife Federation, U.S. Environmental Protection Agency, National Environmental Education Training Foundation, USDA Forest Service, National Fish and Wildlife Foundation, and the National Association of Conservation Districts, were already establishing partnerships and beginning to provide funding to help develop the growing state-capacity building "phenomenon."

After developing an organizational model and pilot program for "comprehensive EE programs"

(1993-1995), NEEAP initiated "EE 2000", a program aimed at helping states to achieve an effective and sustainable EE infrastructure. NEEAP is working intensively with twelve states, providing leadership and organizational development, strategic planning and plan implementation, fundraising, networking, and EE promotion, and with fourteen other states who receive limited services.

Meanwhile, another capacity building initiative was underway within NAAEE. Several of the state leaders had begun discussions and comparing notes during annual conferences, and were soon proposing the formation of a network group of State Affiliates with representation on the NAAEE Board. NAAEE staff time was dedicated to supporting this committee. The Affiliates Committee has since succeeded in providing strategic planning support to state EE associations, producing an affiliates handbook, providing policy and budget recommendations to the NAAEE Board, and coordinating the Spring Leadership Clinic together with NEEAP.

The EE and Training Partnership (EETAP), managed by NAAEE and funded by the U.S. Environmental Protection Agency, provides support both to NEEAP and the NAAEE Affiliates for state capacity building in EE. As a consortium, EETAP has facilitated synergy among partner organizations including NEEAP, NAAEE, PLT, WILD, Project WET, University of Michigan, University of Illinois, West Ed, and Ohio State University. The partners listed above with extensive membership lists are working to more closely coordinate EE contacts in key states.

A fourth capacity building initiative is the Environment and Education Roundtable. This effort, funded by the Pew Charitable Trusts, provides a forum for state education agency personnel with EE responsibilities. Established in 1995, the Roundtable is working to assist eight participating state education agencies improve learning by integrating EE in K-12 curricula and systemic reform efforts.

The state capacity building issue was also a focal point of NAAEE’s long-range strategic planning process during 1995-96. An outgrowth of that planning is the formation of a State Capacity Building Commission. The Commission's role is to promote synergy and coordination among all of the state and national partners that are NAAEE members including those mentioned above. Long-term members of NAAEE as well as new state and national partners are part of the State Capacity Building Commission.

In sum, the national organizations that have as their central mission or a major initiative to provide capacity building services to states include the National EE Advancement Project, North American Association for Environmental Education, EE and Training Partnership, and the Education and Environment Roundtable. These organizations have established an excellent working relationship with state EE leaders, each other and additional state and national partner organizations. They are working to build effective and sustainable statewide EE organizations. EE capacity building programs are also vastly increasing the amount of networking and exchange taking place among local and national organizations and individuals. The strengthening of relationships between EE leaders at all levels is the greatest guarantee of sustainability.

EE Capacity Building Programs into the Next

State-level environmental education leaders have been steadily building capacity for EE for the past 20 years. Research has shown that the programs and support provided (since the early 1990's) by national partners such as those described in the previous section have significantly bolstered state-wide efforts. As a result EE organizations and grassroots networks for environmental education have been expanded and strengthened. Strategic plans for strengthening state-level EE programs have been developed and implemented and specific EE initiatives have been achieved in many states. All of these efforts have resulted in increased support and resources for EE practitioners at both the state and local level.

Environmental education leaders and organizations have every reason to recognize and celebrate the organizational accomplishments achieved to date. What was once a widespread desire to strengthen environmental education at the state-level is today a capacity building movement within the field of environmental education with trained EE leaders, organizations, and a nation-wide momentum. Yet, however impressive these achievements, much more needs to be done to sustain this momentum and to finish the job of fully institutionalizing environmental education. Environmental literacy leading to the equitable resolution of environmental issues and stewardship of our precious natural resources will never be realized unless we can complete the process of fully integrating EE into our formal and nonformal systems of education. The following strategies provide necessary next steps toward this overarching goal.

Leadership and Organizational Development Strategies

1. Continue tracking the progress of capacity building efforts and the status of comprehensive EE programs.
2. Continue supporting the development of EE leaders and sustainable state-level EE organizations.
3. Provide paid staff support and office space in each state to provide administrative, fundraising, communication and monitoring assistance to the EE capacity building effort.
4. Support EE capacity building initiatives that reach local-level EE leaders directly.

Promotional Strategies

1. Continue to provide training in promotional skills for environmental education professionals and follow-up support to increase positive media coverage.
2. Create a promotional video and workshop module about EE and provide outreach to a wide audience.
3. Create a national media message and media campaign positively highlighting EE.
4. Continue to research and track the sources of EE criticism.

Central Support Strategies

1. Create a national field operation for EE capacity building.
2. Establish a training institute and research center for EE capacity building.
3. Facilitate grassroots access and use of nationally produced documents and training opportunities related to capacity building.

Further description of each of these strategies is provided below:

Description of Leadership and Organizational Development Strategies

1. Continue tracking the progress of capacity building efforts and the status of comprehensive EE programs.

Two graduate level research assistants are needed over the next 4 years to continue tracking the status of comprehensive EE programs in all 50 states, assessing the impact of capacity building services, and conducting survey's and site visitations to ascertain EE organizational change and improvement.

2. Continue supporting the development of EE leaders and sustainable state-level EE organizations.

A critical step at this juncture of EE capacity building is the development of sustainable EE organizations and individual EE leaders to run them. The majority of states (12 NEEAP EE 2000 states and 14 EE 2000 Associates, as well as the majority of NAAEE Affiliate organizations) have developed action plans and have begun implementing these. The "what" or goals and strategies in each state plan are unique to the conditions and opportunities available there. On the other hand, "how" state EE organizations and leaders achieve goals and objectives is virtually universal; state EE leaders have in common the need for skill development, resources, networking, and reinforcement provided from both inside and outside of the state. This strategy can be achieved through continued leadership and organizational development training, mentoring between states, and on-site as well as long distance follow-up from staff in national organizations.

3. Provide paid staff support and office space in each state to provide administrative, fundraising, communication and monitoring assistance to the EE capacity building effort.

Qualified professionals to staff EE organizations is one key strategy; it will greatly facilitate the success of other strategies listed in this document. A phased-in approach is recommended prioritizing EE Associations in the 12 EE 2000 states by 1999, the 14 EE 2000 Associate states by 2000, and remaining state EE organizations by the year 2002. In addition to providing organizational and administrative assistance to the EE association, these positions would include responsibility for orchestrating and coordinating efforts with other organizations and key stakeholders to achieve statewide EE initiatives. Outside funding to support the full-time positions is needed during the first year, but then this could be gradually reduced during the next two years. By the fourth year states would be responsible for sustaining the position.

4. Support EE capacity building initiatives that reach local-level EE leaders directly.

State and local level EE practitioners (teachers, nature and outdoor center personnel, state and local agency representatives, university professors, etc.) and their students are the bottom line benefactors of state and national capacity building programs. In addition to providing centralized services at the state-level, a successful EE capacity building program will support a decentralized, local-level approach as well. Regional approaches such as the draft "Rocky Mountain States Proposal" should be supported. This program would provide among other components:

• multi-state workshops designed to provide training and create localized networks of environmental educators.
• State conferences and clinics modeled on the NEEAP/NAAEE Leadership Clinics for supporting the development of local level EE leaders and organizations.
• Newsletters w/regional and state news, activities, and resources.
• Regional mentoring providing an opportunity for adjacent states to exchange face-to-face on their home turf.

Related initiatives that address this need are the "EE Works for Wisconsin!" promotional effort and the Illinois "Tools for Non-Formal In-Service Providers". Both of these state level capacity building programs reach local-level EE leaders directly. Both programs are in a pilot stage and require additional support to be fully disseminated.

Description of Promotional Strategies

1. Continue to provide training in promotional skills for environmental education professionals and follow-up support for increasing positive media coverage.

A detailed proposal is currently under development which addresses this and the following three strategies. Media and promotional training opportunities have been made available at the past two Leadership Clinics and NAAEE conferences. However, there is a need to identify individuals with a strong interest in mass communication/public awareness and to provide them with in-state training and follow-up. A train-the-trainer model is recommended resulting in several workshops per each of the key states identified to participate in this strategy. The goal of this strategy is to increase the comfort level and skills of EE leaders in working with the media to achieve positive coverage of EE in local communities. Within two years, a significant increase in the number of stories favorable to EE is expected.

2. Create a promotional video and workshop module about EE and provide outreach to a wide audience.

Based on the "EE Information Kit" produced by the National Association of Conservation Districts for the EE and Training Partnership, this introductory video and workshop (reproducible outline, overheads, handouts, activities) will be invaluable for educating target audiences and stakeholders about EE. This strategy is designed to be a tool to assist state and local EE leaders in their outreach and coalition building efforts. This project would also be helpful on the national level. Audiences ranging from media representatives, to school teacher and administrator organizations, to business and corporations, to environmental issue groups could become informed or better acquainted with the history, goals, and case studies of EE, along with the missions of leading national EE organizations, and examples of state-level EE programs. Discussion topics such as "Criticisms of EE: Justified or Not?" could be included in the workshop module.

3. Create a national media message and media campaign positively highlighting EE.

With the assistance of media experts, national and state EE leaders would create one or several media messages. A traveling "dog and pony show" would combine nationally recognized speakers/personalities supportive of EE with local EE leaders in leading media markets and targeted regions and states. Meetings and interviews would be arranged and positive coverage of EE in major dailies would be combined with positive local level stories/case studies in a concerted promotional push for environmental education.

4. Continue to research and track the sources of EE criticism and stories appearing in local venues.

A few organizations are currently tracking articles and sources of EE criticism. The Center for Commercial Free Public Education has the most developed system for regularly tracking this information. In addition, all partner organizations networks should continue to be alerted to look out for negative local coverage and report such coverage to organizations such as NEEAP and the Center for Commercial Free Public Education.

 

Description of Central Support Strategies

1. Create a national field operation for EE capacity building.

Eventually, a field structure is required for any concerted national campaign with the intention of raising awareness and making institutional change. Such an effort should be organized to provide consistent and high quality organizational services and a strategy for achieving common/publicized national goals. A field structure would entail a central office w/outreach staff responsible for specific regions of the country, and field staff in selected states. Given the leadership already in place at the state and national level for capacity building, an effective field structure could be established with the addition of an Outreach and Field Manager, and two Outreach Associates. This strategy working in concert with the strategy to hire state EE association staff would result in a much higher level of capacity building activity than is currently possible given limited levels of organizational staff resources at both the state and local level. Mobile peer consultants are also recommended. A core group of EE leaders will be trained this year to assist state peers with organizational needs. Support is needed to provide travel and stipends for the EE 2000 Lead Team to provide their services intrastate.

One of the objectives of the field team would be to involve environmental, business, education and other groups in specific actions to influence local and state boards of education elected officials, school and university administrators, and other decision makers to implement appropriate components of Comprehensive EE Programs.

2. Facilitate grassroots access to pertinent documents and training opportunities. This strategy focuses on disseminating as broadly as possible, EE capacity building documents and training such as the following:

• NAAEE's "Guidelines for Excellence" (materials, teacher, and learner)
• Illinois EE Advancement Consortium's "Tools for Non-Formal In-Service Providers"
• State Education and Environment Roundtable Model Schools study
• "Environmental Literacy in the United States" report by Volk and McBeth
• National EE and Training Foundation's "Report Card: Environmental Attitudes and Knowledge in America"

The strategy includes developing funding and avenues (electronic, loan system, etc.) for cataloging and distributing strategic and informative state and national resources as broadly as possible.

1. Establish a training institute and research center for EE capacity building.

EE practitioners themselves are the best resources available to advance EE programs. The expertise of those that have achieved components of a comprehensive EE program, developed innovative programs, or have mastered an organizational/leadership development skill would be combined with that of professional organizational consultants. Workshop modules/teams would be developed and made available to state EE associations and other organizations upon request. Possible modules include:

• Developing Sustainable Organizations to Enhance and Maintain EE Programs
• "EE Works for Your State!" Promotional Materials and Strategies
• Fundraising Plans and Strategies
• Strategies for Achieving Preservice EE Requirements and Programs
• Strategies for Coordination of Teacher EE In-Service Programs
• Strategic Plan Management and Implementation
• Linking EE and Education Reform
• Tools for Non-Formal In-Service Providers
• Providing Consistency and Quality in EE: the NCEET Toolbox
• Diversifying State and Local EE Organizations and the Audiences Served
• Building Coalitions and Increasing Networking for EE
• Computer Networks to Enhance Capacity Building Objectives

Development of these modules would also strengthen and update existing consultant/speakers bureaus. In addition to serving a organizing and training function, the capacity building institute would have a research component for related evaluation projects. A Training Institute Coordinator, Research Specialist and support staff would be required to implement this strategy. Combined responsibilities would include developing modules, advertising services of the institute, coordinating in-state workshops, and evaluating the success of the workshops.

 

Implications of Increased Support for EE Capacity Building Programs

The results of existing capacity building efforts are noteworthy, but the potential is much greater. Through a concerted effort by state and national partners, EE organizations can advance to higher levels of professionalism with paid staff. In addition, the organizational and strategic needs of state and local EE advancement efforts would be met by the services of a fully-staffed and cutting-edge capacity building training institute. The networking and synergy already begun through existing programs would continue to be nurtured and strengthened as current and non-traditional EE stakeholders become part of capacity building in the states and the EE infrastructure that develops as a result.

A rare "window of opportunity" is currently open to assist states in building sustainable EE organizations for achieving and maintaining comprehensive EE programs. State EE leaders have demonstrated their commitment, expertise, and excitement in taking the lead to forge comprehensive EE programs. A network of national and state organizations, led by those that have an established track record and effective working relationship with state and local EE leaders, is in position to coordinate the staff support, skill development, strategic consulting, seed funding, and networking these state EE leaders have requested. The next step is to seek specific commitments and support from current partners and invite new partners to join in supporting this effort to build comprehensive EE programs at the state level and improve the environmental literacy of the citizens of this country.

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