— and Service Learning is integral to the school’s values and operations — the program and approaches fit comfortably into the broader vision of supporting an ongoing Service Learning culture within our school

— goals for Service Learning — framework, procedures, and organization of Service Learning — teachers are able to link the Service Learning goals of the school in relation to professional expectations — structures allow discussion and feedback from critical personnel

— across schools/divisions — grades/Teams/Leaders — teacher advisors — students and parents — with our collaborative/partnerships

— appropriate training — the skills, or specific skill set, to developmentally guide and lead others in Service Learning — a variety of opportunities for leadership

— units K-12 are integrated with Service Learning — the five stages are taught and assessed for understanding — units are evaluated and reviewed for horizontal and vertical alignment — teachers are held accountable for planning, implementing, celebrating, and feedback of Service Learning by their supervisors

— training or support for our leaders and faculty members to assist in the development of Service Learning knowledge, skills and understandings — all faculty are trained in Service Learning protocols and procedures and how to integrate the five stages model of Service Learning

— budget to support Service Learning curriculum integration and Service activities/projects — resources to support Service Learning activities, projects, and classroom integration — personnel to assist with the coordination, organization and evaluation of program

— faculty time to explore collaboratives/partners to find authentic links to the school curriculum. — faculty time to develop authentic units linked to Service Learning — student/Parent time to understand the collaboratives/ partners and opportunities — student time to participate in Service Learning activities

— there is a wide range of collaboratives/partnerships to allow for curriculum links, student interests, voice and choice — opportunities to interact with diverse backgrounds and experiences — collaboratives/partnership needs are assessed and reviewed annually — effective communication and feedback protocols and procedures in place to support mutual understanding and effectiveness — collaboratives/partnerships are reciprocal over time

— relationship with collaboratives/partners is evaluated annually with a long-term perspective — handbook is reviewed/updated each year — policy and procedures are designed to ensure long-term development and continuity of program (details outlined in the action plan) — there is a long-term commitment to resources- both staffing and finances — program decision-making is strategically driven to support the program

— authenticated needs of the community through investigation — integration in the current curriculum through 5 stages: Investigation, Planning and Preparation, Action, Reflection and Demonstration/Communication — student mentorship and leadership is integral — constantly evaluate with continual growth and improvement at the forefront