The panel discussion focused on ways to strengthen environmental education in K-12 schools. To gain access to schools, providers should be persistent in contacting various stakeholders like principals, teachers, and parents. They should also share success stories and network with those they have previously worked with. To incentivize teacher professional development, providers should offer graduate credit or stipends funded by grants which align opportunities with grade-level standards. Developing true partnerships involves including pre-and post-engagement materials for teachers and planning visits around curriculum timing.

1. 2016 Firestarter Panel Discussion:
Strengthening EE in Schools
What can we do to ensure students have access to EE throughout their PreK-12 Experience?

2. Panelists:
Laura Arndt: McREL Green STEM and Former Elementary Teacher
Allen Cooper: National Wildlife Federation Eco-Schools Program
Julie North: Aurora Public Schools Sustainability
Sam Messier: Boulder Valley Public Schools Science Coordinator
Moderator: Beth Hanson, South Platte Park

3. Skip to 27:50 in the audio recording
As a provider, how do you get your toe in the door of
schools?
Be persistent. Try different entry points, such as: principal,
teachers, parents, central office in the district, or physically
go to the school. Use success stories and name drop when
you are making contact. Ask others who you have worked
with to connect you with coordinators and different schools.

4. How do you incentivize
professional development
opportunities for teachers?
Try to make it something
the teacher can earn graduate
credit for, which will move the
teacher up on the salary
schedule. Or, provide a stipend
through a grant through a
partner. In order to have them
actually implement the new
knowledge it helps to have the
opportunity already aligned with
the standards of the grade
and/or course before you bring it
to the teachers.
Skip to 33:25 in the audio recording

5. As a provider, do you need to be specific about which standards
your program meets or is it ok to generally state that it meets
standards?
Teachers need to know specifically which standards your programs
are meeting and this also can help clarify for the provider.
Additionally, as a provider know what standards your district is
focused on and show how your program relates to those.
Skip to 50:55 in the audio recording

6. Is it more appealing for a classroom teacher to have
the option for the provider to come into the
classroom?
Host
program in
classroom
Reduce
cost
Build
relationship
with school
Apply for
grants
together
Yes, it reduces cost which makes it easier for the teacher. Another way to
reduce cost for the teachers is by finding grants for the bus transportation
if is it going to be outside of the classroom. If you continue to bring your
program into a school and build relationships within the school, then
maybe down the road you can apply for a grant together to have the
program become a field trip.
Skip to 1:04:30 in the audio recording

7. Skip to 1:09:00 in the audio recording
How can we develop a true partnership between providers and
teachers, so that the teacher is involved in the program?
Include pre and post engagement for the teachers to utilize. By
including projects and readings for the teacher to use before
and after the program you will have more success getting the
teacher and class fully involved. Talk with the teachers ahead of
time about timing of curriculum and planning the visit around
that time.