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The outcome of the LSSI is the institutionalization of place-based education in partner schools and the implementation of watershed stewardship projects by schools and community partners, thereby enhancing the health of the Great Lakes through public engagement in local stewardship efforts, with a goal of long-term sustainability.
The first phase of this initiative (December 2007-April 2008) focused on establishing the regional infrastructure, developing an understanding of the culture of partner schools and their communities, and fostering broad-based community support for the LSSI. Members of the leadership team were in place at the beginning of the grant period and representatives from partner schools and community organizations were recruited to participate on the advisory board. The first meeting of the advisory board was held in January 2008 and focused on the development of the Request for Proposals (RFP) and evaluation rubric for sub-grants and to provide information about stakeholders in each community.
Meetings with school and community partners began in January 2008 to introduce the LSSI, place-based education, local resources for stewardship projects, and a process for identifying local stewardship needs to launch the planning of collaborative projects at each partner school. Teacher professional development workshops began in February 2008. The leadership team facilitated collaboration between teachers, community organizations, and local experts based on specific project interests. Teachers and students learned how to work effectively with a variety of community groups with different perspectives to seek consensus on how to address the community stewardship need. Issue-focused trainings were offered in the 2007 spring and summer to respond to the needs of a specific community and stewardship issue to assist in the development of a project plan and funding proposal, as well as eventual project implementation. Initial project proposals were submitted in April 2008. The leadership team assisted with project revisions, and final funding for projects was granted by May 2008.
Implementation of funded projects began in Fall 2008, and continued through the 2008-2009 school year. As a component of the stewardship projects, teachers conducted inquiry and field experiences throughout the year to explore watershed issues and foster greater connections between students and their home environments. The leadership team assessed project progress and offered individualized support for components of the stewardship projects, including assistance with class speakers, field trips, family programs, and additional professional development workshops. Students and teachers provided semi-annual project reports to their school board and local decision-making bodies and provided public presentations, community events, and other outreach in their communities.
In May 2009, a conference was held to bring together all school and community partners to share successes and challenges. School boards, city councils, planning commissions, and the media were invited to foster sustainability of the stewardship work in schools and communities. The leadership team, advisory board, and project leaders also convened at this time to strategize long-term sustainability of the LSSI and stewardship projects.
