Service-Learning Professional
Development Guidelines

What would it take for to ensure that every service-learning practitioner possesses the opportunity to engage in effective professional learning every day?

The Providers’ Network Professional Development Guidelines paint a detailed and practical three-part picture of what is needed.

The National Staff Development Council created a well-known set of professional development standards for any subject (available at www.nsdc.org). Their work divides standards into three categories: Context Standards, Process Standards, and Content Standards.

Following their example, the Providers’ Network seeks to create a set of professional development standards (which we call guidelines) designed exclusively for service-learning. We will use their broad framework but address each guideline to specific requirements of fostering quality service-learning professional development.

While there are multiple factors that influence the success or failure of professional development, we agree with the National Staff Development Council that there are three main types of variables.

Context Guidelines: The “When,” “Where,” and “Why” of Professional Development

“Context characteristics address the organization and the nature of the system in which change will occur. They are the underpinnings–the system foundation—upon which professional development occurs.” Without the right context, the likely impact of any service-learning professional development will be sporadic and weak.

Process Guidelines: The “How” of Professional Development

Process variables refer to how professional development activities are planned, organized, delivered, and followed up. They reflect what we know about good facilitation and how people learn new skills and knowledge.

Content Guidelines: The “What” of Professional Development

Content characteristics are primarily the new knowledge, skills, and understanding that are the foundation for quality service-learning practice. The eight standards for quality service-learning practice form the core of content variables.

Adapted from: Colorado Statewide Systemic Initiative for Mathematics and Science (1997). Professional Development Criteria: “A Study Guide for Effective Professional Development.

Inviting Your Feedback: We will upload the three different sections in stages. Now available is the Context Guidelines. We are inviting feedback from the service-learning field through August, 2010. Tell us what you like about the Guidelines and how they can be made even better and more useful. Offer Feedback.

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Think of a professional development initiative where you felt most alive, most stretched, most excited by what you were learning. Where were you, what was the content and characteristics that made this experience stand out among so many?

What are the current strengths of service-learning professional development in your school/ organization? What is it that you already do well?

If you wanted to improve the quality of professional development in our school/ organization, what would be three wishes that you have?

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If you have know of other resources that would be helpful, there is a place at the end of each Guideline to add to the references already listed.

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Overall Editors: Drs. James and Pamela Toole of Compass Institute and the University of Minnesota

• Context Guideline Editors: Jennifer Piscatelli, Terry Pickeral, and Lisa Guilfoile, National Center for Learning and Citizenship, Education Commission of the States
• Process Guideline Editors: Drs. James and Pamela Toole
• Content Guideline Editors: Dr. Shelley Billig, RMC Research Denver

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Context Guidelines: How do we build a supportive environment of leadership, policy and resources to support service-learning professional development? (11 Members)

Context characteristics address the environment (internally and externally) in which service-learning professional development will occur. It identifies the key elements required for professional development to be successful.

Process Guidelines: How do you design, deliver, and evaluate service-learning professional development? (18 Members)

Process variables refer to how professional development activities are planned, organized, delivered, and followed up. They reflect what we know about good facilitation and how people learn new skills and knowledge.

Content Guidelines: What is it service-learning practitioners should know and be able to do? (17 Members)

Content characteristics address the new knowledge, skills, and understanding that are the foundation for quality service-learning practice. The eight standards for quality service-learning practice form the core of content variables.

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