This document is the companion publication to "Excellence in Environmental Education: Guidelines for Learning (K-12)", published by the North American Association for Environmental Education (NAAEE) as part of the National Project for Excellence in Environmental Education. The Guidelines are organized into four strands, each of which represents a broad aspect of environmental education and the goal of environmental literacy. This guide provides an overview for becoming familiar with the four strands and a set of self assessment checklists for analyzing the degree to which various curricula and educational programs meet the Guidelines. The four strands include: (1) Questioning and Analysis Skills; (2) Knowledge of Environmental Processes and Systems; (3) Skills for Understanding and Addressing Environmental Issues; and (4) Personal and Civic Responsibility. The Guidelines describe a level of skill or knowledge appropriate for each of three grade levels--fourth, eighth, and twelfth. (CCM)

Excellence in Environmental Education--Guidelines for Learning (Pre K?12) (NAAEE, 2004) offers a vision of environmental education and promotes progress toward sustaining a healthy environment and quality of life. The Guidelines provide students, parents, educators, home schoolers, administrators, policy makers, and the public a set of common, voluntary guidelines for environmental education. The Guidelines support state and local environmental education efforts by: Setting expectations for performance and achievement in fourth, eighth, and twelfth grades; Suggesting a framework for effective and comprehensive environmental education programs; Demonstrating how environmental education can be used to meet standards set by the traditional disciplines and to give students opportunities to synthesize knowledge and experience across disciplines; Defining the aims of environmental education.

Excellence In Environmental Education: Guidelines for Learning (K-12) Executive Summary and Self Assessment Tool

Guidelines for the Preparation and Professional Development of Environmental Educators is a set of recommendations about the basic knowledge and abilities educators need to provide high-quality environmental education. The guidelines are designed to apply: (1) Within the context of pre-service teacher education programs and environmental education courses offered to students with varied backgrounds such as environmental studies, geography, liberal studies, or natural resources; (2) to the professional development of educators who will work in both formal and nonformal educational settings, offering programs at the pre-kindergarten through 12th grade levels; and (3) to full-time environmental educators as well as for those for whom environmental education is just one of their responsibilities. This document presents an ambitious overview of the abilities and knowledge of a well-prepared environmental educator. The guidelines provide a mechanism for gauging the quality of pre-service and in-service preparation programs and the abilities of environmental educators. Instead of offering fixed rules, these guidelines suggest a broad vision--a goal to work toward and a guide for professional and programmatic development. The guidelines are grounded in a common understanding of effective environmental education. For many environmental educators, that understanding is rooted in two founding documents of the field: the Belgrade Charter (UNESCO-UNEP, 1976) and the Tbilisi Declaration (UNESCO, 1978). This guide is organized around six themes. Each theme describes a skill area that must be included in the training of an environmental educator, and a sample format for the "Guidelines" is provided. Each theme is accompanied by references at the end, and appended are: The Executive Summary, Excellence in Environmental Education, and Guidelines for Learning (Pre K-12).