NORTH AMERICAN ASSOCIATION FOR ENVIRONMENTAL
EDUCATION
(NAAEE)
STANDARDS FOR THE INITIAL PREPARATION OF
ENVIRONMENTAL EDUCATORS
North American Association for Environmental Education
2000 P Street, NW Suite 540
Washington, D.C. 200036
www.naaee.org
For more information:
Bora Simmons
National Project for Excellence in Environmental Education
Institute for a Sustainable Environment
University of Oregon
Eugene, OR 97405
borasimmons@gmail.com
National Council for Accreditation of Teacher Education
November 2007
Copy of the standards and associated materials are available at www.naaee.org
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Table of Contents
Section 1. Title Page …………………………………………………………………………… 1
Wrtiting Team ………………………………………………………………………………….. 3
Section 2. Brief Introduction to the Program Standards ………………………………………… 4
A Brief History and Overview of Environmental Education Instruction …………………..... 4
Overview of the Standards …………………………………………………………………… 7
Section 3. Comparisons with Other NCATE Standards & Existing EE Standards……................. 8
Section 4. NAAEE Training and Assistance for Institutions and States………………….............. 8
Section 5. Analysis of Differences from Current Standards …………………………...............
9
Section 6. NAAEE’s Process for Developing the Standards …………………………….............. 9
A.1 Invite and respond to comments
A.2 Draw on standards development from the specialty field
A.3 Knowledge Base of Research and Practice
A.4 Processes to Develop Consensus for NAAEE Standards
Section 7. Standards for the Initial Preparation of Environmental Educators ……..................... 17
B.2 Curriculum, Faculty or Other Programmatic Standards
B.3 Standards Specify Positive Effects on P-12 Student Learning
B.4 Clear Distinctions on Types of Education Professional
B.5 Standards in Rubrics
B.6 Standards and Elements that Specifically Address Diversity and Technology
Section 8. NAAEE responsibilities under NCATE State Partnerships ………………................ 39
Section 9. Information on SPA procedures for selection, training, and evaluation of reviewers 41
Selected References …………………………………………………………………………… 41
Appendix A Comparison of Preparation Guidelines and INTASC Model Standards ……… 46
Appendix B Review Draft Invitation to Participate ………………………………………… 50
Appendix C Example Comments from Review of the 2005 Draft Document ……………… 52
Appendix D Evidence for Meeting Standards from the Program Report …………………… 61
Appendix E Reviewer Application ……………………………………………………........... 63
2
Writing Team Members
Bora Simmons (Chair)
National Project for Excellence in Environmental Education,
University of Oregon, Eugene, OR
Louise Fleming
Department of Educational Foundations, Ashland University,
Ashland, OH
Paulette Johnson
Department of Parks and Recreation, Slippery Rock University,
Slippery Rock, PA
Martha Kuntz
Department of Chemistry, Central Washington University,
Ellensburg, WA
Tom Marcinkowski
Department of Science and Math Education, Florida Institute of
Technology, Melbourne, FL
Kathy McGlauflin
American Forests Foundation, Washington, D.C.
Dan Sivek
College of Natural Resources, University of Wisconsin – Steven
Point, Stevens Point, WI
Al Stenstrup
Project Learning Tree, Washington, D.C.
Brenda Weiser
Environmental Institute of Houston, University of Houston – Clear
Lake, Houston, TX
Terry Wilson
Department of Curriculum and Instruction, Western Kentucky
University, Bowling Green, KY
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Section 2. Brief Introduction to the Program Standards
The North American Association for Environmental Education (NAAEE) is submitting its
Standards for the Initial Preparation of Environmental Educators to the Specialty Areas
Studies Board of NCATE for approval. These are new, research-based standards that have been
developed through a rigorous, multi-year process of critique and consensus. These standards
apply to the initial level of teacher preparation only.
A Brief History and Overview of Environmental Education Instruction
Although environmental education is a relatively new field, first formally defined in the late 1960s
(Stapp et. al., 1969), leaders "frequently acknowledge that the primary antecedents of
environmental education were nature study, conservation education, and outdoor education"
(Disinger, 2005). These educational movements first started to appear in schools in the late 1800s,
and continue to exist in today's schools both separately and in conjunction with environmental
education.
Wilbur Jackman's Nature Study in the Common Schools, published in 1891, is frequently cited as
the start of nature study education. Nature study focused on increasing students' awareness and
appreciation for nature, emphasized the use of discovery learning, and learning through direct
observation and experiences in and outside of the classroom (Swan, 1975 in Braus & Disinger,
1998).
The second antecedent to environmental education that evolved was conservation education.
Conservation education began as a direct response to the soil erosion and flooding disasters in the
United States of the 1930s and continues to reflect concerns about natural resources. In addition to
the increase in soil erosion and flooding, grasslands were being overgrazed, species of wildlife
were being reduced, and forests were being cleared for farming and lumber. Thus, the movement
focused on soil, water, and the management of the natural resources. State and federal natural
resource agencies continue to view this approach to teaching as important and have adopted
conservation education as a way to convey the significance of natural resource management. Not
only have national laws been formulated in support of conservation education, but many states
have also passed laws requiring conservation education to be taught in the schools (Braus &
Disinger, 1998).
The final educational movement, outdoor education, experienced growth in the United States
during the 1950s. Outdoor education responded to the concern that urban youth were not
experiencing direct contact with nature or the environment. Outdoor education is not, however, a
specific content area of study like nature education or conservation education. Instead, it is an
approach to teaching (Adkins & Simmons, 2002). By teaching outside, students have the
opportunity to get "in touch" with the natural environment. This educational movement "provided
important groundwork for the development of environmental education by emphasizing the use of
the outdoor world in education," state Braus and Disinger (1998).
By the late 1960s, increased public awareness regarding environmental problems began surfacing
and a new term, environmental education, was introduced (Disinger, 2005). There was an
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expressed need to go beyond education that focused on the conservation of natural resources and
teaching in the outdoors. There was recognition that informed decision-making and participation
in democratic action were important. Much of the work in environmental education has been
guided by the Belgrade Charter (UNESCO-UNEP, 1976) and the Tbilisi Declaration (UNESCO,
1978). These two documents furnish an internationally accepted blueprint for environmental
education. The Belgrade Charter was adopted by a United Nations conference and provides a
widely accepted goal statement for environmental education:
The goal of environmental education is to develop a world population that is aware
of, and concerned about, the environment and its associated problems, and which
has the knowledge, skills, attitudes, motivations, and commitment to work
individually and collectively toward solutions of current problems and the
prevention of new ones.
Two years later, at the world’s first intergovernmental conference on environmental education, the
Tbilisi Declaration was adopted. This declaration built on the Belgrade Charter and established
three broad goals for environmental education. These goals provide the foundation for much of
what has been done in the field since 1978:
• To foster clear awareness of, and concern about, economic, social, political and
ecological interdependence in urban and rural areas;
• To provide every person with opportunities to acquire the knowledge, values,
attitudes, commitment and skills needed to protect and improve the environment;
• To create new patterns of behavior of individuals, groups and society as a whole
towards the environment.
As the field has evolved, these principles have been researched, critiqued, revisited, and expanded.
They still stand as a strong foundation for an internationally shared view of the core concepts and
skills that environmentally literate citizens need. Since 1978, bodies such as the Brundtland
Commission (Brundtland, 1987), the United Nations Conference on Environment and
Development in Rio (UNCED, 1992), the International Conference on Environment and Society
in Thessaloniki (UNESCO, 1997), and the World Summit on Sustainable Development in
Johannesburg (United Nations, 2002) have influenced the work of many environmental educators.
By highlighting the importance of viewing the environment within the context of human
influences, this perspective has expanded the emphasis of environmental education by focusing
more attention on social equity, economics, culture, and political structure.
Much of the scholarly work in environmental education has focused on describing the precursors
of responsible environmental citizenship and environmental literacy—the types of knowledge,
skills and dispositions that describe the environmentally literate citizen. In 1993, NAAEE initiated
the National Project for Excellence in Environmental Education (www.naaee.org/npeee) in an
effort, in part, to grapple with describing environmental literacy as well as the need to address the
education reform agenda. Simmons (1995), as an initial step in the development of the National
Project for Excellence in Environmental Education, conducted a review of relevant environmental
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education literature concerning existing environmental education frameworks and/or models.
Seven major components of environmental literacy were identified: affect, ecological knowledge,
socio-political knowledge, knowledge of environmental issues, skills, environmentally responsible
behaviors, and determinants of environmentally responsible behaviors. These research-based
components were used as a starting point in the development of Excellence in Environmental
Education – Guidelines for Learning (Pre K-12) (NAAEE, 2004a), the field’s environmental
education student standards.
The National Project for Excellence in Environmental Education also tackled the development of a
set of Guidelines for the Preparation and Professional Development of Environmental Educators
(NAAEE, 2004b). The guidelines for teacher education and professional development in
environmental education are integrally related to the Guidelines for Learning (Pre K-12).
Describing what students should know and be able to do as environmentally literate citizens
determines, to some degree, what educators need to know and be able to do. But being an effective
environmental educator requires more than competency with a specific set of environmental
literacy-related knowledge and skills. It also requires that an educator has the ability and the
commitment to keep the whole picture in mind while guiding students toward environmental
literacy.
These research-based guidelines outline the abilities and understandings—or competencies—an
educator needs to implement environmental education successfully. Environmental education is, at
its heart, an integrative undertaking. Instructors teach across disciplines, drawing upon many of
the methods and content of natural and social sciences, arts, mathematics, and humanities to help
learners fully understand and address complex environmental issues. The learner is an active
participant in environmental education. If learning is to become a natural, valued part of life
beyond school, instruction should engage the learner in the process of building knowledge and
skills and be guided in part by the student’s interests. Environmental education is a comprehensive
and cohesive whole that draws on broader educational goals and instructional methods while also
utilizing outdoor education methods as well as those that help students develop citizenship skills
(Engleson, D. & Yockers, D. 1994).
For many, environmental education is rooted in the belief that humans can live compatibly with
nature and act equitably toward each other. Another fundamental belief is that people can make
informed decisions that consider future generations. Environmental education aims for an
effective, environmentally literate citizenry able to participate with creativity and responsibility in
a democratic society. Environmental education often begins close to home, encouraging learners
to understand and forge connections with their immediate surroundings. The environmental
awareness, knowledge, and skills needed for this localized learning provide a basis for moving out
into larger systems, broader issues, and a more sophisticated comprehension of causes,
connections, and consequences (NAAEE 2004a).
The ultimate goal of environmental education is the development of an environmentally literate
citizenry. Environmentally literate individuals understand environmental issues and how
environmental quality is impacted by human decisions. In addition, they use this knowledge to
make informed, well-reasoned choices that also take social and political considerations into
account (Volk, T. & McBeth, W. 2005).
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Overview of the Standards
Successful teachers of environmental education possess the competencies necessary to help all P12 students become environmentally literate citizens. The NAAEE Standards for the Initial
Preparation of Environmental Educators articulate seven, performance-based standards by
describing essential knowledge, skills and dispositions for the following areas:
Standard 1 – Nature of Environmental Education and Environmental Literacy emphasizes
content knowledge of the historical, theoretical, and research-based foundations of environmental
education.
Standard 2 – Environmental Literacy of Candidates focuses on the knowledge, skills and
dispositions of environmental literacy, the content knowledge necessary to successfully teach
environmental education.
Standard 3 – Learning Theories and Knowledge of Learners stresses knowledge of theories of
human development and learning, learning processes, and individual differences.
Standard 4 – Curriculum: Standards and Integration and Standard 5 – Instructional Planning
and Practice emphasize the knowledge, skills and dispositions of pedagogy and instructional
planning needed to design and deliver instruction that creates stimulating and motivating climates
for learning and promotes environmental literacy.
Standard 6 – Assessment centers on the knowledge, skills and commitment necessary to make
assessment integral to curriculum and instruction in environmental education, thereby fostering
continuous intellectual, social, emotional, and physical development of each student.
Standard 7 – Professional Growth in Environmental Education emphasizes professional and
ethical practice, the importance and benefits of belonging to a professional community, and
professional development as a life-long endeavor and an indispensable asset to becoming a
contributing member of the environmental education profession.
Institutions throughout the United States offer undergraduate and graduate level initial
certification and endorsement programs in environmental education teacher preparation (e.g.,
Pennsylvania, Kentucky). In addition, institutions throughout the United States offer
environmental education that is integrated into and integral to a variety of other specialty areas
(e.g., elementary education, science education, social studies education). Anecdotal evidence
collected from NAAEE members suggests that the number of initial preparation programs is
growing. However, because these standards are new, NAAEE has initiated a process of collecting
data on how environmental education is currently integrated into universities and teacher
education programs.
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Section 3. Comparisons with Other NCATE Approved Standards and Existing
Environmental Education Standards.
Environmental education is a distinct field with a rich history, theory and practice. It requires a set
of standards that articulate the specialized content, pedagogical and professional knowledge, skills
and dispositions that teachers of environmental education need to help all students learn and
become environmentally literate. Although there are natural and long-standing links to fields such
as science education and social studies education, the NAAEE Standards for the Initial
Preparation of Environmental Educators do not duplicate other existing NCATE-approved
standards. However, in writing standards that expressly address environmental education theory
and practice, the writing team has used existing NCATE standards as models. The writing team
felt that providing some consistency across standards might be beneficial to faculty and
institutions.
Over the past several years, the environmental education profession has developed expectations for what
P-12 students should know and be able to do as a result of environmental education instruction (NAAEE,
2004a) and what knowledge, skills, and dispositions environmental educators should demonstrate at the
onset of their careers (NAAEE, 2004b). Section 6 A.2 details an analysis of how these cornerstone
documents were used in the development of the Standards for the Initial Preparation of Environmental
Educators.
These standards align with NCATE Unit Standard 1 by describing the content, pedagogical, and
professional knowledge, skills, and dispositions necessary to help all students learn and become
environmentally literate citizens. Rubrics are provided that will assist reviewers in determining if
standards have been met and whether appropriate assessments have been used to gauge candidate
performance.
Section 4. NAAEE Training and Assistance for Institutions and States
As a membership organization, NAAEE sponsors a special interest group for higher education
faculty in environmental education and environmental studies. To support and grow these higher
education interests, a two-day, international research seminar and a workshop focusing on preservice environmental education are offered each year at the NAAEE annual conference. In
addition, a database of college/university environmental education programs and faculty is being
built. This database will facilitate networking and information sharing across faculty, institutions,
and states.
NAAEE participates in a national, grant funded environmental education training partnership titled
Environmental Education and Training Partnership (EETAP) that sponsors a number of preservice teacher education activities. Through EETAP, NAAEE has instituted a Pre-Service Task
Force composed of 22 environmental education and environmental studies faculty as well as other
college/university representatives. This task force is in the process of developing a higher
education strategic plan, NAAEE/NCATE-related policies, and resources designed to assist
faculty and institutions to meet the NAAEE standards. For example, the task force, using the
NAAEE standards as a foundation, will create outlines and reading lists for model pre-service
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environmental education courses. When developed, these resources will be made available to
higher education faculty and institutions through the NAAEE Web site as well as at the NAAEE
annual conference. In addition, NAAEE has instituted a pre-service mentor program. Through the
pre-service mentor program, expert faculty members are teamed up with faculty or institutions
needing assistance as they develop a standards-based environmental education program and
prepare for NCATE. When appropriate, NAAEE will also provide assistance to states developing
or revising environmental educator standards.
A full day workshop will be offered at the NAAEE annual conference for institutions. The
workshop, offered for the first time in November 2007, will provide an overview of the standards,
describe how supporting evidence should be provided, show participants how to complete their
application, and describe what to expect during the review process. Individualized assistance will
also be provided, along with an explanation of how institutions can take advantage of NAAEE’s
mentoring services. Additional resources designed to assist institutions with the completion of the
accreditation process are in development.
The NAAEE Pre Service Task Force is in the process of designing reviewer training. It is
anticipated that the first reviewer training will take place in 2008. In addition, the NAAEE Pre
Service Task Force has established criteria for reviewer selection (see Section 9).
Section 5. Analysis of Differences from Current Standards
N/A - These are new standards.
Section 6. NAAEE’s Process for Developing the Standards
A.1 Invite and respond to comments
In an effort to ensure that the NAAEE Standards for the Initial Preparation of Environmental
Educators reflect a widely shared understanding of environmental education as a field in general
as well as environmental literacy and environmental education teacher preparation specifically,
they were developed through a rigorous, nation-wide process of review and comment (see Section
6 A.4). A diverse writing team examined previous standards setting initiatives (see Section 6 A.2)
and reviewed relevant research-, theory-, and practice-based literature.
Recognizing that environmental education draws upon and cuts across varied education fields,
presentations were made at a range of state, regional, and national conferences (e.g., National
Association for Interpretation, Project Learning Tree, Council for Environmental Education,
NSTA, ASCD, NMSA, ACEI, ASTE, NSCC) to publicize the effort and to encourage
participation in the process. In each of these cases, the presentation provided background
information, an overview of the draft standards framework, and an invitation to comment. Hard
copies of the most current draft were made available to conference attendees. Whenever possible,
time was allotted during the presentation to review the document individually or in small groups
and to provide written as well as oral comments. Members of the ASCD Environmental
9
Education Network and NCSS Environmental Education Special Interest Group were also given
opportunities to comment on drafts of the standards.
In addition, members of the writing team presented a draft version of the NAAEE Standards for
the Initial Preparation of Environmental Educators at the SASB meeting in October 2006.
Feedback received from the SASB and NCATE staff has been incorporated into the current
document.
A.2 Draw on standards development from the specialty field
The environmental education profession has developed expectations for what P-12 students should know
and be able to do as a result of environmental education instruction (NAAEE, 2004a) and what
knowledge, skills, and dispositions environmental educators should demonstrate at the onset of their
careers (NAAEE, 2004b). Both of these foundational documents for environmental education were
developed through rigorous, highly participatory national efforts and used extensively in the development
of the Standards for the Initial Preparation of Environmental Educators.
P-12 Student Standards for Environmental Education
Excellence in Environmental Education – Guidelines for Learning (Pre K-12), first published in
1999 by NAAEE, provides explicit links between the standards-based core curriculum and
environmental education. The Guidelines for Learning (Pre K-12) (NAAEE, 2004a) was written
to provide students, parents, educators, policy makers, and the public with a set of common,
voluntary standards for environmental education. The standards 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 and curricula;

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; and

Defining the aims of environmental education.
They set a standard for high-quality environmental education in schools across the country, based
on what an environmentally literate person should know and be able to do (Simmons, 1995). They
draw on the best thinking in the field to outline the core ingredients for environmental education.
The Guidelines for Learning were developed using a national process of comment and review
(Simmons, 2005). By the time they were published, over 2500 teachers, school administrators,
environmental educators, scientists, and parents, as well as representatives from a variety of
professional organizations and government agencies had provided input. Existing environmental
education frameworks, definitions, models and research literature were used as a foundation for
this document (Simmons, 1995).
The standards are organized around the following four strands:
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Strand 1 – Questioning, Analysis and Interpretation Skills
Environmental literacy depends on learners' ability to ask questions, speculate, and hypothesize
about the world around them, seek information, and develop answers to their questions. Learners
must be familiar with inquiry, mastering fundamental skills needed to gather and organize
information, interpret and synthesize information, and develop and communicate explanations.
Strand 2 - Knowledge of Environmental Processes and Systems
An important component of environmental literacy is understanding the processes and systems
that comprise the environment, including human systems and influences. That understanding is
based on knowledge synthesized from across traditional disciplines. The understandings in this
section are grouped in four sub-categories:




2.1 - The Earth as a physical system;
2.2 - The living environment;
2.3 - Humans and their societies; and
2.4 - Environment and Society.
Strand 3 - Skills for Understanding and Addressing Environmental Issues
Skills and knowledge are refined and applied in the context of environmental issues. These
environmental issues are real-life dramas where differing viewpoints about environmental
problems and their potential solutions are played out. Environmental literacy includes the abilities
to define, learn about, evaluate, and act on environmental issues. In this section, the skills are
grouped in two sub-categories:


3.1 - Skills for analyzing and investigating environmental issues; and
3.2 - Decision-making and citizenship skills.
Strand 4 - Personal and Civic Responsibility
Environmentally literate citizens are willing and able to act on their own conclusions about what
should be done to ensure environmental quality. As learners develop and apply concept-based
learning and skills for inquiry, analysis, and actions, they also understand that what they do
individually and in groups can make a difference.
Competency Expectations for Environmental Educators
First published in 2000, Guidelines for the Preparation and Professional Development of
Environmental Educators (NAAEE, 2004b) represents a set of recommendations about the basic
knowledge and abilities educators need to provide high-quality environmental education. The
guidelines are designed to apply:
• 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;
• 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
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• To full-time environmental educators.
Guidelines for the Preparation and Professional Development of Environmental Educators
outlines the experiences and learning that will help educators deliver instruction that effectively
fosters environmental literacy. The guidelines were designed to provide a mechanism for gauging
the quality of pre-service and in-service preparation programs as well as the capabilities of
environmental educators. As with the Guidelines for Learning (Pre K-12) (NAAEE, 2004a), these
guidelines were developed through a process of review and comment (Simmons, 2005).
Substantial research related to the preparation of environmental educators was conducted. In
addition, the education literature was reviewed with particular attention paid to pre-service teacher
preparation. This research was used by the writing team as a springboard for developing the first
full outline of the guidelines. That outline, along with subsequent drafts, was sent out for national
review. Over the span of two years, over 750 individuals and organizations commented on the
draft guidelines. Comments were received from environmental educators representing a wide
variety of settings, including nonformal institutions, colleges and universities, government
agencies, and P-12 schools. Faculty with expertise in environmental studies, natural resources,
and teacher preparation from colleges and universities were particularly active in the review
process. The Professional Development Guidelines are organized around six themes:
Theme 1 - Environmental Literacy
Educators must be competent in the skills and understandings outlined in Excellence in
Environmental Education - Guidelines for Learning (Pre K-12).




Questioning, analysis and interpretation skills
Knowledge of environmental processes and systems
Skills for understanding and addressing environmental issues
Personal and civic responsibility
Theme 2 - Foundations of Environmental Education
Educators must have a basic understanding of the goals, theory, practice, and history of the field of
environmental education.



Fundamental characteristics and goals of environmental education
How environmental education is implemented
The evolution of the field.
Theme 3 - Professional Responsibilities of the Environmental Educator
Educators must understand and accept the responsibilities associated with practicing
environmental education.



Exemplary environmental education practice
Emphasis on education, not advocacy
Ongoing learning and professional development
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Theme 4 - Planning and Implementing Environmental Education Programs
Educators must combine the fundamental of high-quality education with the unique features of
environmental education to design and implement effective instruction.







Knowledge of learners
Knowledge of instructional methodologies
Planning for instruction
Knowledge of environmental education materials and resources
Technologies that assist learning
Settings for instruction
Curriculum planning
Theme 5 - Fostering Learning
Educators must enable learners to engage in open inquiry and investigation, especially when
considering environmental issues that are controversial and require students to seriously reflect on
their own and others' perspectives.



A climate for learning about and exploring the environment
An inclusive and collaborative learning environment
Flexible and responsive instruction
Theme 6 - Assessment and Evaluation
Environmental educators must possess the knowledge and commitment to make assessment and
evaluation integral to instruction and programs.



Learner outcomes
Assessment that is part of instruction
Improving instruction
Comparison of the NCATE Environmental Education Standards & Previously Developed
Environmental Education P-12 and Educator Standards
NAAEE Draft Program
Standards for the Initial
Preparation of
Environmental Educators
Standard 1: Nature of
Environmental Education &
Environmental Literacy
Standard 2: Environmental
Literacy of Candidates
Guidelines for Learning
(Pre K-12) (NAAEE,
2004a)
Guidelines for Preparation and
Professional Development
(NAAEE, 2004b)
Theme 2: Foundations of
Environmental Education
Strand 1: Questioning,
Analysis and Interpretation
Strand 2: Knowledge of
Environmental Processes
and Systems
Strand 3: Skills for
Theme 1: Environmental Literacy
13
NAAEE Draft Program
Standards for the Initial
Preparation of
Environmental Educators
Guidelines for Learning
(Pre K-12) (NAAEE,
2004a)
Guidelines for Preparation and
Professional Development
(NAAEE, 2004b)
Understanding and
Addressing Environmental
Issues
Strand 4: Personal and
Civic Responsibility
Standard 3: Learning
Theories & Knowledge of
Learners
Theme 4: Planning and
Implementing Environmental
Education Programs
Standard 4: Curriculum:
Standards & Integration
Theme 3: Professional
Responsibilities of the
Environmental Educator
Theme 4: Planning and
Implementing Environmental
Education Programs
Standard 5: Instructional
Planning & Practice
Theme 4: Planning and
Implementing Environmental
Education Programs
Theme 5: Fostering Learning
Standard 6: Assessment
Theme 6: Assessment and
Evaluation
Standard 7: Professional
Growth in Environmental
Education
Theme 3: Professional
Responsibilities of the
Environmental Educator
Relationship of Environmental Education Standards to INTASC
There are no INTASC model environmental education standards. The only existing national
standards for teacher preparation in environmental education are Guidelines for the Preparation
and Professional Development of Environmental Educators (NAAEE, 2004b). Given the
importance of INTASC, however, the writing team conducted a detailed analysis comparing the
INTASC’s Model Standards for Beginning Teacher Licensing, Assessment and Development: A
Resource for State Dialogue (1992) and the Guidelines for the Preparation and Professional
Development of Environmental Educators (NAAEE, 2004b). This analysis was integral to
development of the core set of competencies reflected in the NAAEE Standards for the Initial
Preparation of Environmental Educators (see Appendix A).
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A.3 Knowledge Base of Research and Practice
As discussed above, the initial work on the standards was based on two cornerstone sets of
standards, Excellence in Environmental Education – Guidelines for Learning (Pre K-12)
(NAAEE, 2004a) and Guidelines for the Preparation and Professional Development of
Environmental Educators (NAAEE, 2004b). Both of these documents were developed after a
rigorous examination of research and practice-based literature. At the onset of the development of
the NAAEE SPA standards, the writing team updated previous literature reviews. They conducted
targeted literature reviews at regular intervals throughout the process. Additionally, in an effort to
ensure that each standard is grounded in current literature, members of the environmental
education research community, and particularly members of the NAAEE Research Commission,
have been encouraged to recommend relevant research and practice-based citation as appropriate.
A.4 Processes to Develop Consensus for NAAEE Standards
In order to make certain that the NAAEE Standards for the Initial Preparation of Environmental
Educators reflect a widely shared understanding of environmental education teacher preparation,
these standards were developed through a nation-wide process of review and comment modeled
after the processes used in the development of the Guidelines for Learning (Pre K-12) and the
Guidelines for the Preparation and Professional Development of Environmental Educators.
A 10-person writing team comprised of environmental education professionals from diverse
backgrounds and organizational affiliations was formed by NAAEE in 2003. The writing team
took on the challenge of synthesizing expectations from the previous standards development
projects (NAAEE, 2004a and NAAEE, 2004b) and current environmental education research.
Based on this research, the team produced an initial framework in the spring of 2004. The writing
team identified a list of “key influentials” in environmental education (i.e., researchers, higher
education faculty, leaders) and asked them to provide feedback on this framework. Based on these
comments, the writing team produced a second full draft of the standards and submitted them to
the environmental education community for wide review in the fall of 2004. Copies of the draft
were distributed at the NAAEE conference. In addition, the draft, along with review instructions
and criteria (Appendix B), was posted on the NAAEE Web site and an invitation to comment was
distributed through state and national list serves. Following this same process, third (August 2005)
and fourth (April 2006) review drafts were developed by the writing team. At each key stage in
the process, verbatim comments from the previous review draft have been analyzed and
considered individually by the writing team when drafting the new version (see Appendix C for an
example of comments from the 2005 review draft).
In addition to posting review drafts on the NAAEE Web site, presentations were made at state,
regional, and national conferences (e.g., NAAEE, National Association for Interpretation, Project
Learning Tree, Council for Environmental Education, NSTA, ASCD, NMSA, ACEI, ASTE,
NCSS) to publicize the effort and to encourage participation. In each of these cases, the
presentation provided background information, an overview of the draft standards framework, and
an invitation to comment. Hard copies of the most current draft were made available to
conference attendees. Whenever possible, time was allotted during the presentation to review the
document individually or in small groups and to provide written as well as oral comments.
15
Any individual or organization wishing to participate in the process has been encouraged to do so
(that is, participation has not been restricted in any way). Efforts to publicize the process and the
availability of review drafts have been made continuously. Approximately 190 individuals and
organizations have participated in the development of these standards. Comments have been
received from classroom teachers, school administrators, state natural resource agency personnel,
nonformal environmental educators, and higher education faculty.
Environmental Education Standards Development Time Line
EVENT/TASK
DATE
NAAEE forms NCATE task force
NCATE task force organizational meeting in DeKalb, IL
Presentation of NCATE process to NAAEE membership
(e.g., membership newsletter, , www.naaee.org, electronic newsletter)
Standards writing team formed
Standards writing team meets in Washington, D.C.
First draft distributed to key influentials (e.g., researchers, EE leaders)
Second draft posted for comment on NAAEE website
Presentations made at NAAEE conference in Anchorage, AK
Standards writing team meets in Washington, D.C.
Presentation made at ASCD conference in Orlando, FL
Presentation made at National Association of Interpreters
regional conference
Presentation made at Project Learning Tree conference in Portland,
OR
Third draft posted for comment on NAAEE website
Presentation made at Utah Society for Environmental
Education conference
Presentation made at NAAEE conference in Albuquerque, NM
Writing team meets in Albuquerque, NM
Presentations made at NSTA regional conferences (IL and TN)
Writing team meets in Houston, TX
Fourth draft posted for comment on NAAEE website
Fall 2002
May 2003
October 2003
Presentation made at Council for Environmental Education
conference in New Orleans, LA
Presentation at NCATE meeting in Washington, D.C.
Presentation at NAAEE conference in Minneapolis, MN
Presentation at NCSS conference in Washington, DC
Discussion held at ASTE conference in Tampa, FL
Writing Team meeting in Washington, D.C.
June 2006
Presentation at ACEI meeting in Tampa, FL
May 2007
November 2003
January 2004
May 2004
October 2004
October 2004
January 2005
March 2005
March 2005
June 2005
August 2005
September 2005
October 2005
October 2005
November/December 2005
February 2006
April 2006
October 2006
October 2006
December 2006
January 2007
March 2007
16
Section 7. Standards for the Initial Preparation of Environmental Educators
STANDARD 1. Nature of Environmental Education and Environmental Literacy.
Candidates demonstrate knowledge of the evolution, purposes, defining characteristics, and
guiding principles of environmental education, as well as the fundamentals of environmental
literacy. They understand that environmental education is an evolving field. This knowledge
provides a solid foundation on which environmental educators can develop and continue to
improve their own practice. [Note: This standard relates to the ability of the candidates to define
environmental education and the components of environmental literacy. Standard 2 relates to the
degree to which the candidates are themselves environmentally literate.]
Supporting Explanation
Candidates understand that although environmental education is a relatively new field, first
formally defined in the late 1960s, its roots can be traced to nature study, conservation education
and outdoor education. These and other prior educational movements shaped the educational and
societal purposes of environmental education. In addition, they shaped the infrastructure for
environmental education, including national organizations, federal and state environmental
education agency programs, state education agency curriculum requirements, college and
university programs, and nonformal education programs (e.g., nature centers, zoos, camps,
resident outdoor education centers). Candidates understand the importance of the United Nation’s
environmental education program in the development of environmental education as a field,
starting with conferences in Stockholm (1972), Belgrade (1975), and continuing through Tbilisi
(1977), Rio de Janeiro (1992), Thessaloniki (1997), and Johannesburg (2002). Candidates
understand that the definition of environmental education has evolved over time and are able to
describe the differences and similarities among these definitions. Candidates understand the major
guiding principles and philosophical underpinnings of environmental education such as lifelong
learning, cultural sensitivity, community-based learning, interdisciplinary teaching, social and
environmental justice, and active learning as well as a focus on examining environmental
problems and their possible solutions across varying scales (e.g., local to global, present to future).
They understand the knowledge and skill components of environmental literacy and that
environmental literacy is predicated on the belief that if we educate our citizens so they are
capable of making quality decisions, they will do so when the time comes.
Attributes: K = Knowledge S = Skills D= Dispositions
Elements of
Attributes
Unacceptable
Standard
K
Evidence indicates that:
1.1 Candidates
demonstrate an
Candidates identify a
understanding of
limited number of
how environmental
educational movements
education has
that have contributed to
evolved over time
the development of
and continues to
environmental
change.
education.
Acceptable
Target1
Evidence indicates that:
Evidence indicates that:
Candidates describe indepth how selected
educational movements
have contributed to the
development of
environmental education.
Candidates analyze and
critique the influences
multiple educational
movements have had on
the development of
environmental
education.
1
The Target level is considered to be additive and encompasses all knowledge, skills and dispositions included in the
Acceptable level.
17
Elements of
Standard
1.2 Candidates
demonstrate an
understanding of
the defining
characteristics
and guiding
principles of
environmental
education.
Attributes
K
Unacceptable
Acceptable
Target1
Candidates name a
limited number of
examples of how
individuals,
governmental agencies,
and nongovernmental
organizations have
influenced the
development of
environmental
education.
Candidates describe
multiple examples of
how individuals,
government agencies,
and nongovernmental
organizations have
influenced the
development of
environmental education.
Candidates analyze
how individuals,
government agencies,
and nongovernmental
organizations have
influenced
environmental education
policy, research, theory,
and programming and
provide specific
examples to support the
analysis.
Candidates identify a
limited number of
professions and
programs that contribute
to the field of
environmental
education.
Candidates describe how
multiple professions and
types of programs
contribute to the field of
environmental education.
Evidence indicates that:
Evidence indicates that:
Candidates analyze and
compare the individual
and collective
contributions a wide
range of professions and
programs have made to
the field of
environmental education.
Evidence indicates that:
Candidates list a limited
number of established
goals and objectives of
environmental
education.
Candidates describe indepth established goals
and objectives of
environmental education.
Candidates analyze
established
environmental education
goals and objectives, and
use analysis results to
explain how they can be
integrated into
comprehensive,
interdisciplinary
programs.
Candidates identify a
limited number of the
widely recognized
guiding principles of
environmental
education.
Candidates describe
major guiding principles
of environmental
education, including the
importance of cultural
sensitivity, social and
environmental justice,
community-based
learning, and
interdisciplinary
teaching.
Candidates analyze how
major guiding principles
of environmental
education, including
cultural sensitivity,
social and environmental
justice, communitybased learning,
interdisciplinary
teaching, lifelong
learning, active learning,
and attention to scales
(e.g., temporal,
geographic) are
consistent with
environmental education
theory, and use analysis
results to critique
existing environmental
education programs.
18
Elements of
Standard
1.3 Candidates
demonstrate an
understanding of
the components of
environmental
literacy
Attributes
K
Unacceptable
Acceptable
Target1
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates identify a
limited number of
components of
environmental literacy.
Candidates describe indepth the major
components of
environmental literacy.
Candidates analyze the
relationships among the
major components of
environmental literacy
and use analysis results
to articulate specific
examples of how
environmental literacy
components can be
integrated into
comprehensive,
interdisciplinary
environmental education
programs.
STANDARD 2. Environmental Literacy of Candidates. Candidates demonstrate the
knowledge, skills, and dispositions associated with environmental literacy. They use technology as
a tool for collecting, analyzing and communicating information about the environment. [Note:
Standard 2 relates to the degree to which the candidates are themselves environmentally literate.
Standard 1 relates to the ability of the candidates to define environmental education and define the
components of environmental literacy.]
Supporting Explanation
Candidates are environmentally literate. They understand the major concepts and principles of
Earth as a physical system, the living environment, and human social systems (e.g., cultural,
economic, political systems). They understand and think in terms of systems bound together.
Candidates have developed a sophisticated set of inquiry and investigation skills that allow them
to solve novel environmental problems and determine the best set of actions, as well as to become
thoughtful, skillful, and active citizens in a democracy. Candidates are not only capable of taking
individual action, but of making well-informed public policy decisions collectively. As
environmentally literate citizens, candidates recognize that individuals are asked to make choices
on complex issues that affect their own lives, the lives of their families, their communities, and the
world beyond their shores. Candidates recognize that environmental decisions are made every
time people enter a store, turn on a water faucet, plant a butterfly garden, set the thermostat in their
homes or vote. They understand that when public policy is made, these decisions not only impact
the economy, jobs, and social equity, but the environment.
19
Attributes: K = Knowledge S = Skills D= Dispositions
Elements of
Attributes
Unacceptable
Standard
K,S
Evidence indicates that:
2.1 Candidates
demonstrate
Candidates demonstrate
environmental
a limited range of
inquiry skills, and
environmental inquiry
use technology as
skills.
a tool to answer
their own
questions.
2.2 Candidates
demonstrate an
understanding of
the processes and
systems that
comprise the
environment,
including Earth as
a physical system,
the living
environment, and
K
Acceptable
Target2
Evidence indicates that:
Evidence indicates that:
Candidates describe the
processes, assumptions,
and appropriate uses of
multiple methods of
environmental inquiry
required for
environmental literacy.
Candidates analyze
thoroughly the processes,
assumptions and uses of
a broad range of
environmental inquiry
methods and describe
how each contributes to
environmental literacy.
Candidates apply
environmental inquiry
skills to their own
questions (i.e.,
observing, asking
questions, designing
studies, collecting and
organizing data,
analyzing and
interpreting data, and
drawing conclusions).
They use technology as a
tool for information
collection, analysis and
communication.
Candidates select inquiry
methods that are
appropriate for different
kinds of environmental
conditions or questions
and engage in active
learning through
environmental inquiry,
using skills such as
observing, asking
questions, designing
studies, collecting and
organizing data,
analyzing and
interpreting data, and
drawing conclusions.
They use technology as a
tool for information
collection, analysis and
communication, and
transfer the knowledge
and skills gained through
their environmental
inquiries to novel
situations.
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates demonstrate
limited knowledge of
major concepts and
principles related to
Earth as a physical
system, the living
environment, and human
social systems and
influences.
Candidates demonstrate
in-depth knowledge of
Earth as a physical
system, including
processes that shape the
Earth; changes of matter;
and energy and its
transformations.
Candidates demonstrate
in-depth knowledge of
Earth as a physical
system, including
processes that shape the
Earth; changes of matter;
and energy and its
transformations, and
describe how Earth’s
2
The Target level is considered to be additive and encompasses all knowledge, skills and dispositions included in the
Acceptable level.
20
Elements of
Standard
human social
systems and
influences.
2.3 Candidates
identify, select and
investigate
environmental
issues and use
technology as a
tool when
conducting these
investigations.
Attributes
Unacceptable
Acceptable
Target2
physical systems relate
to one another.
K, S
Candidates demonstrate
in-depth knowledge of
living systems including
organisms, populations,
and communities;
heredity and evolution;
systems and connections;
and flow of matter and
energy.
Candidates demonstrate
in-depth knowledge of
living systems including
organisms, populations,
and communities;
heredity and evolution;
systems and connections;
and flow of matter and
energy, and describe
how these living systems
relate to one another.
Candidates demonstrate
in-depth knowledge of
human social, cultural,
political, and economic
systems. They describe
the interface of
environment and society
including; uses of land;
ecosystem alteration;
energy and resource
consumption.
Candidates demonstrate
in-depth knowledge of
the interface of
environment and society
including; consumerism;
uses of land; ecosystem
alteration; energy and
resource consumption;
and human population
growth. They analyze
and explain the roles that
social, economic,
political and cultural
systems play in issues
such as resource
depletion, environmental
degradation and
sustainability.
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates identify a
limited number of
problems and issues
related to the
environment.
Candidates describe a
range of socially
important environmental
problems and issues.
Candidates describe indepth a wide range of
socially important
environmental problems
and issues at the local,
regional and global
levels.
Candidates apply
environmental issue
investigation skills to
discrete environmental
problems and/or issues,
and use technology as a
tool for information
collection, analysis and
communication on a
limited basis.
Candidates apply
environmental issue
investigation skills to
selected environmental
problems and issues, and
use technology as a tool
for information
collection, analysis and
communication.
Candidates include
considerations of risks,
Candidates conduct indepth environmental
issue investigations
across a wide range of
environmental problems
and issues, and use
technology as a tool for
information collection,
analysis and
communication.
Candidates include
21
Elements of
Standard
2.4 Candidates
demonstrate an
understanding of
the importance of
exercising the
rights and
responsibilities of
environmental
citizenship.
2.5 Candidates
identify and
evaluate the need
for action on
specific
environmental
issues, identify
possible action
projects, and
evaluated
potential
outcomes of those
action projects.
Attributes
K, D
K, S
Unacceptable
Acceptable
Target2
costs, and benefits of
alternative solutions in
their analyses. They
relate analysis results to
their own beliefs, values
and goals.
considerations of risks,
costs, and benefits of
alternative solutions in
their analyses. They
relate analysis results to
their own beliefs, values
and goals. They transfer
the skills and knowledge
gained through their
previous analyses of
environmental problems
and issues to novel
situations.
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates identify a
limited number of
conflicts between
individual rights and
other societal interests
related to the
environment, and
describe few instances
where individuals put
civic obligations before
their personal interests
or desires.
Candidates describe
conflicts between
individual rights and
other societal interests
related to the
environment, and
explain, in-depth, at least
one example where
individuals put civic
obligations before their
personal interests or
desires.
Candidates analyze a
wide range of conflicts
between individual rights
and other societal
interests related to the
environment, and
describe in-depth,
examples at the local,
regional and global
levels where individuals
put civic obligations
before their personal
interests or desires.
Candidates identify a
limited number of
examples of where they
are able to help maintain
environmental quality
and resolve problems
and issues.
Candidates describe the
extent to which they,
individually and
collectively, are able to
help maintain
environmental quality
and resolve problems
and issues.
Evidence indicates that:
Evidence indicates that:
Candidates analyze
examples where they,
individually and
collectively, are able to
help maintain
environmental quality
and resolve problems
and issues at the local,
regional, and global
levels.
Evidence indicates that:
Candidates identify a
limited number of
criteria for evaluating
the need for action on
environmental issues.
Candidates describe and
apply multiple criteria
when evaluating the need
for action on
environmental issues.
Candidates describe
possible action projects
and potential outcomes
of those action projects.
Candidates thoroughly
evaluate the need for
action on environmental
issues using multiple,
research-based criteria.
Based on their
evaluation, candidates
propose a range of
actions and evaluate
potential outcomes of
those actions. They
transfer and apply the
skills and knowledge
22
Elements of
Standard
2.6 Candidates use
the results of their
investigations to
plan, carry out,
and evaluate
action projects
designed to
address selected
environmental
issues.
Attributes
K, S, D
Unacceptable
Acceptable
Evidence indicates that:
Evidence indicates that:
Candidates apply, on a
limited basis, the results
of their analyses,
investigations, and
evaluations to guide
plans for environmental
service/action projects.
Candidates apply the
results of their analyses,
investigations, and
evaluation to guide the
planning and
implementation of
selected environmental
service/action projects.
Target2
gained through their
evaluation of the need
for action, possible
actions, and potential
outcomes to novel
situations.
Evidence indicates that:
Candidates apply the
results of analyses,
investigations,
evaluations, and action
plans, to guide the
implementation and
evaluation of
environmental
service/action projects.
They thoroughly
evaluate the results of
their environmental
service/action projects,
including the effects of
these projects on the
physical environment,
other humans, and other
living things.
STANDARD 3. Learning Theories and Knowledge of Learners. Candidates demonstrate an
understanding of theories of learning and human development, learning processes, and individual
differences. They demonstrate respect for their students as unique individuals. Candidates apply
this knowledge to create positive, effective and responsive learning environments for all students3
in environmental education.
Supporting Explanation
Candidates understand how children develop physically, emotionally, socially, linguistically, and
cognitively from early childhood through late adolescence. They are willing and able to apply this
understanding as they design and implement effective, developmentally appropriate lessons.
Specifically, they are able to apply this understanding as they create lessons focused on
environmental literacy knowledge and skill outcomes. Environmental literacy not only involves
the concrete and abstract understandings of environmental processes and systems, but the
development of complex inquiry and citizenship engagement skills. Consequently, gauging
developmental levels of individual students is particularly important for the environmental
education teacher. Additionally, candidates understand that all students can learn if their individual
needs are appropriately addressed. They are willing and able to adapt and differentiate
“All students” includes students with exceptionalities and of different ethnic/racial, gender, language, sexual
orientation, religeous, geographic, and socio-economic background.
3
23
environmental education instruction to meet the diverse needs of students, providing a range of
instructional experiences matched to individual students’ previous knowledge, multiple ways of
learning, and background.
Attributes: K = Knowledge S = Skills D= Dispositions
Elements of
Standards
Attributes
Unacceptable
s draw upon
3.1 Candidates
K,S
Evidence indicates that:
impact diverse
Candidates define few
students’5 learning
of the physical,
by applying
linguistic, cognitive,
n
approp theories of
affective, and social
learning and
development
development
characteristics of
when planning,
students.
delivering, and
improving
environmental
education
instruction.
Candidates can apply a
limited number of
theories of learning and
development when
planning or delivering
environmental education
instruction.
3.2 Candidates
impact diverse
students’ learning
by applying an
understanding of
learning processes
when planning,
delivering, and
improving
environmental
education.
K,S,D
Evidence indicates that:
Candidates define a
limited number of the
major factors involved
in the learning process.
Acceptable
Evidence indicates that:
Target4
Evidence indicates that:
Candidates differentiate
major physical,
linguistic, cognitive,
affective, emotional,
and social development
characteristics of
students from
recognized theoretical
perspectives and explain
how they relate to
environmental education
practice.
Candidates thoroughly
analyze the physical,
linguistic, cognitive,
affective, social, and
other development
characteristics of
students from a variety
of theoretical
perspectives and
provide specific
examples of how each
relates to environmental
education practice.
Candidates positively
impact diverse students’
learning by selecting
and applying
appropriate theories of
learning and
development when
planning, delivering,
and improving student
responsive and
developmentally
appropriate
environmental education
instruction.
Evidence indicates that:
Candidates positively
impact diverse students’
learning by transferring
an in-depth knowledge
of theories of learning
and development to
novel contexts when
planning, delivering,
and improving student
responsive and
developmentally
appropriate
environmental education
instruction.
Evidence indicates that:
Candidates explain the
role of students’ prior
knowledge and
experiences, ability
levels, linguistic
diversity, and social
interactions in the
learning process and
describe how they relate
to environmental
Candidates thoroughly
analyze the relationships
among students’ prior
knowledge and
experiences, ability
levels, linguistic
diversity, and social
interactions in the
learning process and
explain how they relate
4
The Target level is considered to be additive and encompasses all knowledge, skills and dispositions included in the
Acceptable level.
5
Diversity in these standards refers to differences among groups of people and individuals based on ethnicity, race,
socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.
24
Elements of
Standards
3.3 Candidates
impact diverse
students’ learning
by applying an
understanding of
ability levels and
cultural and
linguistic
backgrounds when
planning,
delivering, and
improving
environmental
education
instruction.
Attributes
S,D
Unacceptable
Acceptable
education practice.
.
Target4
to environmental
education practice.
.
Candidates analyze and
compare multiple ways
in which diverse
students can
demonstrate their
environmental learning
and use analysis results
to encourage and
stimulate further
learning.
Candidates identify a
limited number of ways
in which diverse
students can
demonstrate their
environmental learning.
Candidates describe
multiple ways in which
diverse students can
demonstrate their
environmental learning
(e.g., verbal, written,
graphic and artistic,
non-verbal and
performance).
Candidates apply a
limited number of
factors involved in the
learning process and/or
few ways students can
demonstrate learning
when planning or
delivering
environmental education
instruction.
Candidates positively
impact diverse students’
environmental learning
by assessing students’
prior knowledge and
experiences, ability
levels, linguistic
diversity, and social
interactions, by
adjusting instruction
accordingly to meet the
needs of individual
students, and by
providing students with
multiple ways to
demonstrate their
learning.
Evidence indicates that:
Evidence indicates that:
Candidates address the
relevant ability levels
and cultural and
linguistic backgrounds
of few students when
planning and delivering
environmental education
instruction.
Candidates differentiate
learning and adapt
environmental education
instruction appropriately
for all students,
including linguistically
and culturally diverse
students and students
with exceptionalities.
Candidates consistently
differentiate learning in
their classrooms and
design culturally
responsive and
developmentally
appropriate
environmental education
instruction for all
students, including
linguistically and
culturally diverse
students and students
with exceptionalities.
Candidates impact
diverse students’
learning by preassessing and
Candidates impact
diverse students’
learning by thoroughly
pre-assessing and
Candidates positively
impact diverse students’
environmental learning
by transferring and
applying their
knowledge of students’
prior knowledge and
experiences, ability
levels, linguistic
diversity, and social
interactions, as well as
of varied ways for
students to demonstrate
learning when planning,
delivering, and
improving
environmental education
instruction in novel
situations.
Evidence indicates that:
25
Elements of
Standards
Attributes
Unacceptable
Acceptable
addressing the ability
levels and cultural and
linguistic backgrounds
of all students when
planning and delivering
environmental education
instruction. They create
a positive climate for
learning for all students.
Target4
addressing the ability
levels and cultural and
linguistic backgrounds
of all of their students
when planning,
delivering, and
improving contextually
appropriate
environmental education
instruction. They create
a positive climate for
learning for all students.
STANDARD 4. Curriculum: Standards and Integration. Candidates demonstrate an
understanding of how the unique features of environmental education can be used in the design
and enrichment of standards-based curricula and school programs.
Supporting Explanation
Candidates view environmental education as an integral part of a standards-based curriculum.
Environmental education is, at its heart, an integrative undertaking. Candidates teach across
disciplines, drawing upon many of the methods and content of natural and social sciences, arts,
mathematics, and humanities to help learners fully understand and address complex environmental
issues. They understand that environmental educators, by drawing on knowledge and skills that
cut across multiple disciplines, can use environmental learnings as a curriculum integrator. They
design lessons and units that effectively teach traditional disciplinary understandings while also
developing environmental literacy. They know and use relevant national, state, and district
discipline-based standards to plan their environmental education curriculum. Similarly, they know
the Excellence in Environmental Education – Guidelines for Learning (PreK-12) (NAAEE,
2004a) which describe what an environmentally literate student should know and be able to do.
They use the Guidelines for Learning (PreK-12) as a tool for planning a comprehensive and
cohesive curriculum that enhances the development of environmental literacy for all students.
Candidates are able to critically analyze the concepts and skills delineated in the Guidelines for
Learning (PreK-12) and relevant state and district standards to determine areas of commonality.
They synthesize and use alignment results to organize and, when appropriate, integrate instruction
around environmental contexts and themes in order to increase both environmental literacy and
academic achievement.
26
Attributes: K = Knowledge S = Skills
Elements of
Attributes
Standard
K,S
4.1 Candidates align
NAAEE’s Guidelines
for Learning (PreK12) 7 and associated
environmental
literacy components
with national, state,
and district content
standards.
4.2 Candidates use
alignment results to
select, adapt, and
develop
environmental
education curricular
and instructional
materials.
S
4.3 Candidates seek
opportunities to
integrate
environmental
education into
standards-based
curricula and school
programs.
S,D
D= Dispositions
Unacceptable
Acceptable
Target6
Evidence indicates
that:
Evidence indicates that:
Evidence indicates that:
Candidates identify
the purpose and
structure of
environmental
education guidelines
and/or relevant state
and district content
standards.
Candidates describe the
purpose, structure, and
substance of
environmental
education guidelines
and relevant state and
district content
standards.
Candidates analyze and
critique the purpose,
structure, and substance
of environmental
education guidelines and
associated environmental
literacy components, as
well as relevant national,
state, and district content
standards.
Candidates align
environmental
education guidelines
with a limited
number of the
district and state
content standards.
Evidence indicates
that:
Candidates align
environmental
education guidelines
with relevant state and
district content
standards.
Candidates align
environmental education
guidelines and
environmental literacy
components with
national, state, and
district content standards.
Evidence indicates that:
Candidates use
alignment results on
a limited basis to
select environmental
education curricular
and instructional
materials.
Candidates apply
alignment results
consistently when
selecting and adapting
environmental
education curricular and
instructional materials.
Evidence indicates
that:
Evidence indicates that:
Candidates thoroughly
analyze alignment results
and apply this analysis
when selecting, adapting,
and developing
environmental education
curricular and
instructional materials.
Evidence indicates that:
Candidates integrate
environmental
education into
standards-based
curricula and school
programs on a
limited basis.
Candidates seek
opportunities to
integrate environmental
education into
standards-based
curricula and school
programs. Candidates
work with colleagues to
enhance identified
opportunities to
integrate environmental
Candidates integrate
environmental education
consistently and
comprehensively into
standards-based curricula
and school programs in
order to enhance
environmental literacy
and academic
achievement. Candidates
seek out and work with a
Evidence indicates that:
6
The Target level is considered to be additive and encompasses all knowledge, skills and dispositions included in the
Acceptable level.
7
NAAEE. (2004a). Excellence in Environmental Education – Guidelines for Learning (Pre K – 12). Washington, DC:
Author.
27
Elements of
Standard
Attributes
Unacceptable
Candidates organize
instruction around
environmental
contexts and themes
on a limited basis.
Acceptable
Target6
education into the
curriculum.
wide range of colleagues
to enhance opportunities
to integrate
environmental education
into the curriculum.
Candidates organize
instruction and, when
appropriate, integrate
instruction, around
environmental contexts
and themes.
Candidates thoroughly
analyze curricular goals
and objectives and use
this analysis to organize
and, when appropriate,
integrate instruction
around environmental
contexts and themes that
enhance environmental
literacy and academic
achievement.
STANDARD 5. Instructional Planning and Practice. Candidates identify and differentiate
among a variety of instructional strategies and tools, including instructional technology that
enhance environmental learning. They plan and deliver instruction that promotes environmental
literacy and creates stimulating and motivating climates for learning for diverse learners.
Supporting Explanation
Environmental educators produce and draw upon a wide range of instructional materials and
resources. They are able to access print and electronic curricula prepared by commercial
publishers, government agencies (i.e., federal, state, local), not-for-profit organizations and
individuals. They understand that instructional materials developed for use in traditional
disciplines (e.g., mathematics, science, social studies) can be adapted for use in environmental
education lessons. They know and use the Environmental Education Materials: Guidelines for
Excellence (NAAEE, 2004c) as a tool for evaluating and selecting appropriate curricular
resources. When critically reviewing materials, resources, technologies, and settings for
instructional use in environmental education, candidates pay particular attention to content
accuracy and fairness, reflection of diversity, developmental appropriateness, instructional
soundness, and usability. Candidates understand how out of classroom settings can be used to
improve instruction and motivate student learning. They use these settings effectively, increasing
students' awareness and appreciation for nature and the built environment and facilitating
discovery learning and direct observation. Candidates combine their knowledge of learning theory
and environmental education to design and implement instruction that helps all students become
environmentally literate. They create a positive climate for learning which meets the needs of
diverse students, motivating students to learn individually and cooperatively.
28
Attributes: K = Knowledge S = Skills D= Dispositions
Elements of
Attributes
Unacceptable
Standard
K,S
Evidence indicates that:
5.1Candidates
describe and
Candidates identify a
critically review a
limited number of
range of
instructional materials,
instructional
resources, technologies,
materials,
or settings for use in
resources,
environmental
technologies, and
education.
settings for use in
environmental
education.
Candidates review
environmental
education instructional
materials, resources,
technologies, and
settings, employing few,
if any, criteria such as
content standards and
those set forth in
NAAEE’s
Environmental
Education Materials:
Guidelines for
Excellence.9
5.2 Candidates
impact students’
learning by
selecting and
implementing
instructional
strategies and
technologies that
meet diverse
students’ needs
and lead to the
development of
environmental
literacy.
K,S,D
Acceptable
Target8
Evidence indicates that:
Evidence indicates that:
Candidates describe indepth the characteristics
of effective
environmental
education instructional
materials, resources,
technologies, and
settings.
Candidates thoroughly
analyze the characteristics
and appropriate uses of a
wide range of effective
environmental education
instructional materials,
resources, technologies,
and settings.
Candidates critically
review environmental
education instructional
materials, resources,
technologies, and
settings, employing
criteria such as state and
local content standards
and those set forth in
NAAEE’s
Environmental
Education Materials:
Guidelines for
Excellence as well as
Excellence in
Environmental
Education – Guidelines
for Learning (Pre K –
12).
Evidence indicates that:
Evidence indicates that:
Candidates thoroughly
critique a wide range of
environmental education
instruction materials,
resources, technologies,
and settings, employing
criteria such as national,
state and local content
standards, and those set
forth in NAAEE’s
Environmental Education
Materials: Guidelines for
Excellence as well as
Excellence in
Environmental Education
– Guidelines for Learning
(Pre K – 12. Candidates
use that analysis to
develop comprehensive
environmental education
lessons and curricula.
Evidence indicates that:
Candidates identify and
apply a limited number
of instructional
strategies and tools
designed to meet
diverse students’ needs
and/or contribute to the
development of
environmental literacy.
Candidates impact
students’ learning by
selecting and applying a
range of instructional
strategies and
technologies that meet
diverse students’ needs
and lead to the
development of
environmental literacy.
Candidates demonstrate
how the selected
instructional strategies
Candidates impact
students’ learning by
thoroughly analyzing the
effectiveness of a wide
range of instructional
strategies and
technologies that
contribute to diverse
students’ development of
environmental
knowledge, skills, affect,
and participation.
Candidates explain in-
8
The Target level is considered to be additive and encompasses all knowledge, skills and dispositions included in the
Acceptable level.
9
NAAEE. (2004c). Environmental Education Materials: Guidelines for Excellence. Washington, DC: Author.
29
Elements of
Standard
5.3 Candidates
develop
technology- rich
environmental
education
instructional
plans that
address diverse
students’ needs.
5.4 Candidates
impact diverse
students’ learning
by delivering
developmentally,
culturally and
linguistically
appropriate and
effective
environmental
education
instruction.
Attributes
K, S
S, D
Unacceptable
Acceptable
Target8
and technologies meet
diverse students’ needs
and how they contribute
to the development of
environmental literacy.
Candidates reflect on
the results of their
instruction.
depth how these
instructional strategies
and technologies meet
diverse students’ needs.
Candidates differentiate
among varying
instructional strategies
and technologies and
explain how each can be
used to teach specific
environmental concepts
and skills needed for
environmental literacy.
Candidates use analysis
results and apply a wide
range of instructional
strategies and
technologies. Candidates
reflect on the results of
their instruction.
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates develop
instructional plans that
reflect few of the
diverse needs of
students, alignments
between content
standards and
environmental
education guidelines,
instructional strategies
and technologies, and
effective assessment
approaches.
Evidence indicates that:
Candidates develop
instructional plans that
address diverse
students’ needs,
alignments between
content standards and
environmental
education guidelines,
instructional strategies
and technologies, and
effective assessment
approaches.
Candidates deliver
environmental
education instruction
that is developmentally
appropriate some of the
time and do so in a
manner that
inconsistently stimulates
students to learn.
Candidates impact
diverse students’
learning by delivering
culturally and
linguistically
responsive,
developmentally
appropriate, and
engaging environmental
education instruction
that stimulates and
motivates all students to
learn. Candidates reflect
on the effectiveness of
their instructional
strategies.
Evidence indicates that:
Candidates develop,
sequence and analyze
lesson and unit plans that
thoroughly address the
diverse needs of students,
alignments between
content standards and
environmental education
guidelines, instructional
strategies and
technologies, and
effective assessment
approaches.
Evidence indicates that:
Candidates impact
diverse students’ learning
by delivering culturally
and linguistically
responsive,
developmentally
appropriate, and engaging
environmental education
instruction on a whole
class, cooperative group,
and individualized basis,
and analyze the results of
that instruction on
students’ environmental
literacy, academic
achievement, and
motivation to learn.
30
STANDARD 6. Assessment. Candidates possess the knowledge, abilities, and commitment to
make assessment integral to curriculum and instruction in environmental education, thereby
fostering continuous intellectual, social, emotional, and physical development of each student.
Candidates demonstrate an understanding of how assistive technologies can be used in assessment.
Candidates use assessment as a means of on-going evaluation of effective teaching and learning.
Supporting Explanation
Candidates understand and value assessment as an indispensable part of successful curriculum
development and instruction. They know that if assessment is to be successful, it must be planned
and implemented on a continuing basis. They recognize the difference between formative and
summative assessment and how each can be used to improve instruction to meet the needs of diverse
students. Similarly, candidates are familiar with the benefits and limitations of a range of assessment
tools and strategies, including technology-based resources, and know how to match specific tools
and strategies to particular situations. They view assessment as an effective component of
instructional improvement and use assessment to select developmentally appropriate goals and
objectives, teaching strategies, and curricular resources. Candidates possess the knowledge and
skills to gather, organize and analyze the data required to assess individual student environmental
knowledge and skill achievement. They critically reflect on their own teaching experiences in order
to interpret assessment results fully, using these interpretations to adapt and improve future
instruction. They use assessment results to show both what students can do and how they can
advance, reporting this individual progress to the student and his/her parents. When discussing
assessment results, they use appropriate terminology and share examples that illustrate student
environmental learning and literacy. Candidates use assessment results as they work with students
individually to help them identify the gaps in their environmental knowledge and skills.
Attributes: K = Knowledge S = Skills D= Dispositions
Elements of
Standard
6.1 Candidates
integrate
assessment that
meets the needs
of diverse
students into
environmental
education
instruction.
Attributes
K, S
Unacceptable
Acceptable
Target10
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates incorporate
a limited number of
formative and/or
summative assessments
into environmental
education instruction.
Candidates integrate
formative and summative
assessment and
environmental education
instruction, addressing
identified learning goals
and objectives.
Candidates thoroughly
integrate formative and
summative assessment and
environmental education
instruction, focusing
particular attention on
learning goals and
objectives related to
environmental literacy and
academic achievement.
Candidates rely heavily
on a limited range of
assessment strategies
Candidates select,
develop, and administer a
variety of assessments
Candidates systematically
select, develop, and
administer a wide range of
10
The Target level is considered to be additive and encompasses all knowledge, skills and dispositions included in the
Acceptable level.
31
Elements of
Standard
6.2 Candidates
impact diverse
students’
learning by
using assessment
data, collected
and analyzed
with the aid of
technology, to
inform
environmental
education
instruction.
Attributes
K, S, D
Unacceptable
Acceptable
Target10
many of which are
created by others.
Candidates identify few,
if any, assessment
strategies that
accommodate diverse
students’ needs.
designed to inform
decisions about student
intellectual, social,
emotional, and physical
development and the
effectiveness of
environmental education
instructional strategies and
materials. Candidates
select, adapt and use
assessment strategies and
technologies, including
assistive technologies that
accommodate diverse
students’ needs,
particularly English
language learners and
those with
exceptionalities.
assessments designed to
inform decisions about
student intellectual, social,
emotional, and physical
development, the
effectiveness of
environmental education
instructional strategies and
materials, and overall
environmental literacy
achievements. Candidates
design and implement a
wide variety of assessment
strategies and
technologies, including
assistive technologies that
accommodate diverse
students’ needs,
particularly English
language learners and
those with
exceptionalities.
Candidates rarely
consult with specialists
in order to improve
assessment strategies
that address diverse
students’ needs,
particularly those with
exceptionalities.
Candidates consult with
specialists in order to
improve environmental
education assessment
strategies that address
diverse students’ needs,
particularly English
language learners and
students with
exceptionalities.
Evidence indicates that:
Evidence indicates that:
Candidates consult with
specialists and seek other
professional development
opportunities in order to
improve environmental
education assessment
strategies that address
diverse students’ needs,
particularly English
language learners and
students with
exceptionalities.
Evidence indicates that:
Candidates use
technology in limited
ways to improve the
efficiency of assessment
data collection and/or
analysis.
Candidates use
information and assistive
technologies effectively to
improve the efficiency of
assessment data collection
and analysis.
Candidates collect,
manage and analyze
assessment data
effectively and efficiently
using appropriate
information and assistive
technologies in order to
improve instruction.
Candidates draw few, if
any, appropriate
conclusions about
student development
and achievement from
assessment data.
Candidates impact diverse
students’ learning by
using results from
multiple assessments to
modify and improve
future instruction.
Candidates reflect on what
Candidates impact diverse
students’ learning by
critically reflecting on
teaching experiences and
assessment results. They
organize and interpret
results from a variety of
32
Elements of
Standard
6.3 Candidates
impact diverse
students’
learning by
communicating
assessment
results and
achievement to
appropriate
individuals.
Attributes
K, S
Unacceptable
Acceptable
Target10
they have learned from
assessments and
demonstrate how they
have adjusted instruction
to meet the needs of
diverse students, including
those with
exceptionalities.. The
commitment to use
assessment results to
improve student learning
is reflected in their
environmental education
planning and instruction.
assessments to help
modify and improve
future instruction.
Candidates incorporate
what they have learned
from assessments and
reflection and show how
they have adjusted
instruction to meet the
needs of diverse students,
including those with
exceptionalities. The
commitment to do this is
reflected in their
environmental education
planning and instruction.
Candidates use assessment
results as they work with
students individually to
help them identify the
gaps in their
environmental knowledge
and skills.
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates report
student progress in
terms of grades, scores
and information on
discrete aspects of
environmental learning
and literacy.
Candidates interpret and
report accurately the
progress individual
students are making in
terms of environmental
learning and literacy. They
use performances to
illustrate both what
students can do and how
they can advance.
Candidates ensure that
students and their parents
understand learning
expectations and progress.
They use appropriate
terminology and share
examples that illustrate
student environmental
learning and literacy.
Candidates identify ways
of involving students in
understanding assessment
strategies so that students
gain confidence in selfassessment and in
planning for personal
growth. Candidates
interpret and report
accurately the progress
students are making in
terms of environmental
learning and literacy. They
perform in-depth analyses
of assessment data and
communicate results to
students and their parents,
focusing on what students
can do and how they can
advance. They use
appropriate terminology
and share examples that
illustrate student
environmental learning
and literacy.
33
STANDARD 7. Professional Growth in Environmental Education. Candidates recognize the
importance and benefits of belonging to a professional community, and understand that
professional development is a life-long endeavor and an indispensable asset to becoming a
contributing member of the environmental education profession. Candidates understand and
accept the responsibilities associated with practicing environmental education.
Supporting Explanation
The environmental education community is diverse. Candidates understand that they belong to a
community whose members teach all age ranges from early childhood through adults, work in
school, community and nonformal education settings, and are employed by school districts, for
profit organizations, government agencies, and not-for-profit organizations at the local to
international levels. They recognize that this extended community provides rich opportunities for
themselves and their students. They value the benefits of belonging to such a community. As
members of the environmental education community, they understand the importance of lifelong
learning. They view their own professional growth as one that is continuous. They reflect on their
preparation, knowledge and skills, and seek opportunities for professional development. They are
able to identify a range of professional development providers from whom they can access
opportunities to strengthen their own environmental literacy and teaching skills. They understand
that reflection can be an effective form of professional development and that by becoming a
reflective practitioner they will improve as a teacher. Candidates understand that environmental
education often involves teaching about controversial topics and issues. They recognize the
distinction between education and advocacy. Understanding that how environmental problems and
issues are viewed depends greatly on an individual’s values and beliefs, candidates strive to
provide accurate, balanced instruction about environmental conditions, issues, or actions.
Attributes: K = Knowledge S = Skills D= Dispositions
Elements of
Standard
7.1 Candidates
identify the
benefits and
recognize the
importance of
belonging to a
professional
environmental
education
community.
Attributes
K
Unacceptable
Acceptable
Target11
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates identify a
limited number of
professional
environmental education
communities and
acknowledge few, if any,
benefits of belonging to
one.
Candidates describe the
characteristics of
professional environmental
education communities
and articulate the benefits
of belonging to at least one
of them.
Candidates compare the
characteristics and
purposes of a wide range
of environmental
education professional
communities and
participate in at least one
of them.
11
The Target level is considered to be additive and encompasses all knowledge, skills and dispositions included in the
Acceptable level.
34
Elements of
Standard
7.2 Candidates
engage in
environmental
education
professional
development
opportunities,
including
technologybased
opportunities.
7.3 Candidates
provide
accurate,
balanced, and
effective
environmental
education
instruction.
Attributes
K, D
K, S, D
Unacceptable
Acceptable
Target11
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates acknowledge
little need for ongoing
professional
development.
Candidates express the
need for professional
development, identify
immediate professional
development needs, and
identify potential providers
to meet these needs.
Candidates seek
opportunities for
professional growth in
environmental education
and outline a process for
continuing professional
development.
Candidates participate in
few, if any, professional
development
opportunities.
Candidates participate in
selected professional
development that
strengthens their
environmental literacy,
fosters reflection on
practice, and improves
environmental education
instructional skills.
Candidates participate in
a wide range of
professional development
activities that strengthen
their environmental
literacy, foster reflection
on practice, and improve
environmental education
instructional skills.
Candidates engage, on a
limited basis, in a
reflective process to
improve teaching and
learning for
environmental education.
Candidates engage in a
reflective process to
improve environmental
education teaching and
learning. They incorporate
information gained from
assessment results and
feedback from students,
parents and education
professionals into their
reflective process.
Candidates engage in a
thorough and systematic
reflective process to
improve environmental
education teaching and
learning. They
consistently use
information gained from
assessment results and
feedback from students,
parents, community
members and education
professionals as integral
components of their
reflection.
Candidates identify,
access, and use
technology based
resources in support of
their environmental
education professional
development on a limited
basis.
Evidence indicates that:
Candidates identify,
access, and use technology
based resources in support
of their environmental
education professional
development.
Evidence indicates that:
Candidates identify,
access, and use a wide
variety of technology
based resources in
support of their
environmental education
professional
development.
Evidence indicates that:
Candidates promote a
limited number of
viewpoints pertaining to
a particular
environmental condition,
issue or action.
Candidates provide
accurate, balanced and
effective instruction about
environmental conditions,
issues, and actions.
Candidates commit to
creating a classroom
atmosphere that is open to
Candidates provide
accurate, balanced and
effective instruction
about environmental
conditions, issues, and
actions, creating a
classroom atmosphere
that is open to inquiry
35
Elements of
Standard
7.4 Candidates
develop a
rationale for
environmental
education and
understand the
need to
advocate for
the field of
environmental
education.
Attributes
K
Unacceptable
Acceptable
Target11
inquiry.
and providing on-going
opportunities for students
to explore multiple
perspectives, form their
own opinions, and
explain their beliefs.
Evidence indicates that:
Evidence indicates that:
Evidence indicates that:
Candidates develop a
rationale for
environmental education
that includes few key
benefits of
environmental education
and environmental
literacy. Candidates
identify few, if any,
sources of data to
support environmental
education.
Candidates develop a wellarticulated rationale for
environmental education
that describes key benefits
to students and the
importance of an
environmentally literate
citizenry. Candidates
choose appropriate data
sources to support these
arguments.
Candidates articulate a
well-reasoned and
thorough rationale for
environmental education
that addresses the
cognitive, academic, and
affective benefits to
students as well as the
importance of an
environmentally literate
citizenry. Candidates
access multiple sources
of data and synthesize
findings to prepare a
coherent rationale for
environmental education.
Candidates describe a
limited number of the
roles alliances can play
in advocacy efforts for
P-12 environmental
education.
Candidates describe
multiple roles alliances and
partnerships play in
advocacy efforts for P-12
environmental education.
Candidates analyze the
roles alliances and
partnerships play in
advocacy efforts for P-12
environmental education
and critique previous
efforts.
B.2 Curriculum, Faculty or Other Programmatic Standards
Not applicable.
B.3 Standards Specify Positive Effects on P-12 Student Learning
See Standards 3: Learning Theories and Knowledge of Learners, 5: Instructional Planning and
Practice, and 6: Assessment.
B.4 Clear Distinctions on Types of Education Professional
Which programs should respond to these standards?
These standards apply only to the initial preparation of environmental educators. All teacher
education programs who wish to prepare environmental educators for initial licensure pre-K to
grade 12. If an institution offers undergraduate and/or graduate programs in environmental
education teacher preparation, it must respond to these standards. NAAEE considers any program
that prepares candidates for their first environmental education teaching certificate or licensure,
including endorsements offered at the graduate level, to be “initial.” These programs may be at the
graduate or undergraduate level. The standards apply to all initial programs, regardless of the
36
environmental education teacher certification options offered (e.g., K-12 certification, secondary
certification). Therefore all initial programs should prepare their program reports in the same
manner.
B.5 Standards in Rubrics
See above.
B.6 Standards and Elements that Specifically Address Diversity and Technology
NAAEE and the standards writing team recognize the importance of diversity and technology to
the effective teaching of environmental education. Environmental education as a field is dedicated
to social and environmental justice. Promoting responsive, community-based environmental
education programs is fundamental. The following standards and elements specifically address
diversity and technology. Understanding diverse learners and planning instruction that meets their
needs are vital to Standards 3, 5, and 6. Technological knowledge and skills are integral to
environmental literacy (Standard 2) as well as planning, teaching, and assessing environmental
education instruction (Standards 5 and 6). Candidates are also expected to access technologybased professional development opportunities (Standard 7).
Diversity Related Standards and Elements
STANDARD 3. Learning Theories and Knowledge of Learners. Candidates demonstrate an
understanding of theories of learning and human development, learning processes, and individual
differences. They demonstrate respect for their students as unique individuals. Candidates apply
this knowledge to create positive, effective and responsive learning environments for all students12
in environmental education.
3.1 Candidates impact diverse students’13 learning by applying theories of learning and development when
planning, delivering, and improving environmental education instruction.
3.2 Candidates impact diverse students’ learning by applying an understanding of learning processes when
planning, delivering, and improving environmental education.
3.3 Candidates impact diverse students’ learning by applying an understanding of ability levels and cultural
and linguistic backgrounds when planning, delivering, and improving environmental education instruction.
STANDARD 5. Instructional Planning and Practice. Candidates identify and differentiate
among a variety of instructional strategies and tools, including instructional technology that
enhance environmental learning. They plan and deliver instruction that promotes environmental
literacy and creates stimulating and motivating climates for learning for diverse learners.
5.2 Candidates impact students’ learning by selecting and implementing instructional strategies and
technologies that meet diverse students’ needs and lead to the development of environmental literacy.
“All students” includes students with exceptionalities and of different ethnic/racial, gender, language, and socioeconomic origins.
13
Diversity in these standards refers to differences among groups of people and individuals based on ethnicity, race,
socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.
12
37
5.3 Candidates develop technology-rich environmental education instructional plans that address diverse
students’ needs.
5.4 Candidates impact diverse students’ learning by delivering developmentally, culturally and linguistically
appropriate and effective environmental education instruction.
STANDARD 6. Assessment. Candidates possess the knowledge, abilities, and commitment to
make assessment integral to curriculum and instruction in environmental education, thereby
fostering continuous intellectual, social, emotional, and physical development of each student.
Candidates demonstrate an understanding of how assistive technologies can be used in assessment.
Candidates use assessment as a means of on-going evaluation of effective teaching and learning.
6.1 Candidates integrate assessment that meets the needs of diverse students into environmental education
instruction.
6.2 Candidates impact diverse students’ learning by using assessment data, collected and analyzed with the
aid of technology, to inform environmental education instruction.
Technology Related Standards
STANDARD 2. Environmental Literacy of Candidates. Candidates demonstrate the
knowledge, skills, and dispositions associated with environmental literacy. They use technology as
a tool for collecting, analyzing and communicating information about the environment.
2.1 Candidates demonstrate environmental inquiry skills, and use technology as a tool to answer their own
questions.
2.3 Candidates identify, select and investigate environmental issues and use technology as a tool when
conducting these investigations.
STANDARD 5. Instructional Planning and Practice. Candidates identify and differentiate
among a variety of instructional strategies and tools, including instructional technology that
enhance environmental learning. They plan and deliver instruction that promotes environmental
literacy and creates stimulating and motivating climates for learning for diverse learners.
5.1Candidates describe and critically review a range of instructional materials, resources, technologies, and
settings for use in environmental education.
5.2 Candidates impact students’ learning by selecting and implementing instructional strategies and
technologies that meet diverse students’ needs and lead to the development of environmental literacy.
5.3 Candidates develop technology- rich environmental education instructional plans that address diverse
students’ needs.
STANDARD 6. Assessment. Candidates possess the knowledge, abilities, and commitment to
make assessment integral to curriculum and instruction in environmental education, thereby
fostering continuous intellectual, social, emotional, and physical development of each student.
38
Candidates demonstrate an understanding of how assistive technologies can be used in assessment.
Candidates use assessment as a means of on-going evaluation of effective teaching and learning.
6.1 Candidates integrate assessment that meets the needs of diverse students into environmental education
instruction.
6.2 Candidates impact diverse students’ learning by using assessment data, collected and analyzed with the
aid of technology, to inform environmental education instruction.
STANDARD 7. Professional Growth in Environmental Education. Candidates recognize the
importance and benefits of belonging to a professional community, and understand that
professional development is a life-long endeavor and an indispensable asset to becoming a
contributing member of the environmental education profession. Candidates understand and
accept the responsibilities associated with practicing environmental education.
7.2 Candidates engage in environmental education professional development opportunities, including
technology-based opportunities.
Section 8. NAAEE responsibilities under NCATE State Partnerships
The following describes NAAEE and state responsibilities for both those that select an “NCATE
Program Standards Framework” and those that select a “State Program Standards Framework.”
States Choosing the NCATE Option
If a state chooses the NCATE option, then NAAEE’s standards and review processes will apply.
NAAEE will make decisions for each institution about whether standards are met and whether
programs merit national recognition.
State Option Partnership Procedures
NAAEE will determine if the standards guiding state program approval processes are aligned with
the NAAEE program standards.
If the state has no interest in their state receiving authority to initiate “national recognition”
decisions for educator preparation programs in their state, then any institution in the state that
seeks national recognition must do so through submission to NCATE, in the same way provided
under the NCATE option.
A state may ask the Specialty Areas Studies Board to determine that their program approval
process is essentially equivalent to NCATE’s program review. A state seeking authority to
conduct program reviews that will result in “national recognition” status by NCATE will provide
evidence that their program approval process fulfills “Conditions for State Review and Approval
of Content Specialty Programs.” The SASB Process and Evaluation Committee will review the
state’s application to determine whether that state process is essentially equivalent to NCATE’s
program review and make a recommendation to the Board for approval or non-approval of that
part of the state Partnership application. The SASB decision for each “state option” partnership
will determine how national recognition designations are made under that partnership by all
NCATE affiliated SPAs, including NAAEE.
39
NAAEE will follow the SASB Guidelines for specialized professional association responsibilities:
1. NAAEE reviewers will examine program content standards provided in State
Partnership applications by comparing the state’s standards for program approval,
licensure/certification, or endorsement with the NAAEE NCATE approved program
standards.
 NAAEE reviewers will indicate that: (a) there is alignment, noting any state
standards that exceed the NAAEE program standards, or (b) there is not sufficient
alignment with the NAAEE program standards, noting which of the standards are
not sufficiently aligned, and explaining why alignment is not achieved.
 The NAAEE standards will, themselves, be the principal basis for conducting the
alignment review. If NAAEE creates any additional guidance—such as criteria,
interpretations, principles, or an identification of any significant topics or features
that should be included for state standards to receive a favorable alignment
decision—that guidance should be made widely available to NCATE and to states.
2. NAAEE will nominate to NCATE a pool of reviewers who are experienced in
application of the NAAEE standards, and who have experience and/or training in state
practices, policies, procedures, lawmaking and regulation by which standards are
prepared and administered.
3. NAAEE will develop procedures for quality assurance in the selection, training, and
evaluation of individuals who conduct reviews of state standards, as well as procedures
to avoid conflicts of interest or bias in making assignments for reviews of state
standards. NAAEE will provide materials that may be requested by NCATE from time
to time for use by SASB and its Process and Evaluation Committee to show how SASB
guidelines for review procedures, quality, and feedback to states are being
implemented and whether NCATE actions are completed in a timely manner.
4. NAAEE will make special efforts to respond to state requests in a collaborative and
collegial manner:
 Upon request, and as opportunities are brought to their attention, NAAEE will
proactively work with states during development of state standards both to provide
the expertise of the specialty field, and also to avoid, so far as is possible, major
problems of omission or differences that would prevent successful alignment with
NCATE standards.
 NAAEE and states will share information on (a) points of contact through NAAEE
program coordinators, national office employees, or state affiliate members and
appropriate state program or licensure staff; and on (b) training and technical
assistance opportunities through national NAAEE meetings and elsewhere and state
sponsored training.
40
Section 9. Information on SPA procedures for selection, training, and evaluation of program
reviewers and representation of diversity within the profession.
NAAEE sponsors a diverse, 22 member Pre-Service Task Force (see Section 4 above). This task
force, along with the NCATE writing team, is in the process of developing procedures for the
selection, training and evaluation of program reviewers. Initially, reviewers will be recruited from
the NCATE writing team and the Pre-Service Task Force. Reviewer qualifications and an
application process have been established (see Appendix E for a copy of the application).
Reviewer qualifications include: NAAEE membership; environmental education experience,
professional preparation, and certification; experience in evaluation and assessment, including
program review and accreditation; familiarity with the NAAEE guidelines (NAAEE 2004a and
NAAEE 2004b); ability to review accreditation materials on-line; writing skills; collaboration
skills; ability to fulfill required time commitment; and training as an NCATE examiner
(desirable).
Initially, reviewers will be selected by a committee comprised of NAAEE’s representative to
NCATE, chair of the NCATE writing team, co-chairs of the NAAEE Pre-Service Task Force, and
an NAAEE staff member. Every attempt will be made to recruit a diverse team of highly qualified
reviewers. The first reviewer training is scheduled to take place in October 2008 in conjunction
with the NAAEE annual conference in Wichita, KS. The procedures and materials for the reviewer
training workshop will be designed during summer 2008. Reviewers will serve staggered, three
year terms.
The NAAEE Board has adopted a position statement on diversity and accepted a set of
recommended actions for both diversifying NAAEE and helping to diversify the field of
environmental education. The position statement recognizes the integral connections between
environmental concerns and wider questions of social needs, welfare and economic opportunity. It
also acknowledges the need for greater emphasis on equity and celebration of diversity within
NAAEE and in the field of environmental education. The Diversity Committee, a standing
committee of the NAAEE Board, has been asked to work with the Pre-Service Task Force on the
development of NAAEE/NCATE policies, procedures, initiatives, and resources that will enhance
representation of diversity within the environmental education profession.
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responsible environmental behavior: A meta-analysis. The Journal of Environmental
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environmental education. The Journal of Environmental Education. 11(3), 42-47.
Interstate New Teacher Assessment & Support Consortium. (1992). Model standards for
beginning teacher licensing, assessment and development: A resource for state dialogue
Washington, D.C.: Council of Chief State School Officers.
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teaching and learning. Alexandria, VA: ASCD.
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Lively, C., & Priess, J. (1971). Conservation education in American colleges. New York:
Ronald Press.
Lucas, A. (1981). The role of science education in educating for the environment. The Journal of
Environmental Education, 12 (2), 31-37.
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ASCD.
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of environmental education. (Doctoral dissertation, University of Massachusetts, 1980).
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Washington, DC: Author.
NAAEE (2004a). Excellence in Environmental Education – Guidelines for Learning (Pre K-12).
Washington, D.C.: Author (3rd edition).
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Educators. Washington, D.C.: Author (2nd edition).
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Author.
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Roth, C. (1992). Environmental literacy: Its roots, evolution, and directions in the 1990s.
Columbus, OH: ERIC/SMEAC.
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Presented at the Unesco Expert meeting on Education for Sustainable Development (ESD):
Reorienting Education to Address Sustainability, May 1-3, 2006, Kanchanaburi, Thailand.
Simmons, D. (1995). The NAAEE standards project: Papers on the development of environmental
education standards. Washington, D.C.: NAAEE.
Simmons. D. (2005). Developing guidelines for environmental education in the United States: the
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Environmental education and advocacy: Changing perspectives of ecology and education.
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Minneapolis, MN: Burgess Pub. Co.
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Environmental Education (pp. 42-49). New York: J. Wiley and Sons.
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Journal of Environmental Education, 11 (1), 33-37.
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Havlick, S. (1969). The concept of environmental education. The Journal of Environmental
Education, 1(1), 30-31.
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What makes education environmental? Louisville, KY: Data-Courier.
UNCED. (1992). Agenda 21: Programme of action for sustainable development. Rio Declaration
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UNESCO ED/MD/49.
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Proceedings of the Thessaloniki International Conference. Paris: UNESCO.
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Education Newsletter,Vol.1 (l) pp. 1-2.
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Earth Summit: Agenda 21, The United Nations Programme of Action from Rio. New York,
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IL: Stipes Publishing L.L.C.
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Willis, J. (2007). Brain-friendly strategies for the inclusion classroom. Alexandria, VA: ASCD.
45
Appendix A
Comparison of Preparation Guidelines (NAAEE 2004b) and INTASC Model Standards
NAAEE
Environmental Foundations
Professional
Planning and
Fostering
Assessment
Guidelines vs.
Literacy
of
Responsibilities Implementing
Learning
&
INTASC
Environmental of the
Environmental
Evaluation
Education
Environmental
Education
Educator
Programs
1.1
Principle #1:
The teacher
Questioning,
understands
analysis, &
the central
interpretation
concepts, tools skills
of inquiry, and
structures of
1.2
the
Knowledge of
discipline(s) he env.
or she teaches
processes &
and can create
systems
learning
experiences
1.3 Skills for
that make these understanding
aspects of
& addressing
subject matter
environmental
meaningful for issues
students.
1.4 Personal
& civic
responsibility
3.1 Exemplary
4.1
Principle #2:
The teacher
environmental
Knowledge of
understands
education
learners
how children
practice
learn &
develop, & can
provide
learning
opportunities
that support
their
intellectual,
social &
personal
development.
3.2 Emphasis
4.1
5.2 An
Principle #3:
The teacher
on education,
Knowledge of inclusive &
understands
not advocacy
learners
collaborative
how students
learning
differ in their
4.2
environment
approaches to
Knowledge of
learning &
instructional
creates
methodologies
instructional
opportunities
4.4
that are
Knowledge of
46
Comparison of Preparation Guidelines (NAAEE 2004b) and INTASC Model Standards
NAAEE
Environmental Foundations
Professional
Planning and
Fostering
Assessment
Guidelines vs.
Literacy
of
Responsibilities Implementing
Learning
&
INTASC
Environmental of the
Environmental
Evaluation
Education
Environmental
Education
Educator
Programs
adapted to
environmental
diverse
education
learners.
materials &
resources
Principle #4:
The teacher
understands
and uses a
variety of
instructional
strategies to
encourage
students’
development
of critical
thinking,
problem
solving, and
performance
skills.
Principle #5:
The teacher
uses an
understanding
of individual &
group
motivation &
behavior to
create a
learning
environment
that
encourages
positive social
interaction,
active
engagement in
learning, &
selfmotivation.
Principle #6:
The teacher
uses
knowledge of
effective
verbal,
nonverbal, &
4.6 Settings
for instruction
4.2
Knowledge of
instructional
methodologies
5.3 Flexible
and
responsive
instruction
4.5
Technologies
that assist
learning
4.6 Settings
for instruction
5.1 A
climate for
learning
about &
exploring
the
environment
5.2 An
inclusive &
collaborative
learning
environment
4.2
Knowledge of
instructional
methodologies
4.5
Technologies
47
Comparison of Preparation Guidelines (NAAEE 2004b) and INTASC Model Standards
NAAEE
Environmental Foundations
Professional
Planning and
Fostering
Guidelines vs.
Literacy
of
Responsibilities Implementing
Learning
INTASC
Environmental of the
Environmental
Education
Environmental
Education
Educator
Programs
media
that assist
communication
learning
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction in
the classroom.
4.3 Planning
5.3 Flexible
Principle #7:
The teacher
instruction
&
plans
responsive
instruction
4.7
instruction
based upon
Curriculum
knowledge of
planning
subject matter,
students, the
community, &
curriculum
goals.
Principle #8:
The teacher
understands
and uses
formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social and
physical
development
of the learner.
3.3 Ongoing
Principle #9:
The teacher is
learning &
a reflective
professional
practitioner
development
who
continually
evaluates the
effects of
his/her choices
and actions on
others
(students,
parents, &
other
Assessment
&
Evaluation
6.1 Learner
outcomes
6.2
Assessment
that is part
of
instruction
6.3
Improving
instruction
6.3
Improving
instruction
48
Comparison of Preparation Guidelines (NAAEE 2004b) and INTASC Model Standards
NAAEE
Environmental Foundations
Professional
Planning and
Fostering
Assessment
Guidelines vs.
Literacy
of
Responsibilities Implementing
Learning
&
INTASC
Environmental of the
Environmental
Evaluation
Education
Environmental
Education
Educator
Programs
professionals
in the learning
community)
and who
actively seeks
out
opportunities
to grow
professionally.
2.2 How
4.4
Principle #10:
The teacher
environmental
Knowledge of
fosters
education is
environmental
relationships
implemented
education
with school
materials and
colleagues,
resources
parents, and
agencies in the
4.6 Settings
larger
for instruction
community to
support
students’
learning and
well-being.
49
Appendix B
REVIEW DRAFT
NAAEE Program Standards for the Initial Preparation of Environmental Educators
April 2006
An Invitation to Participate
The North American Association for Environmental Education (NAAEE) has embarked on an
exciting venture and we would like to ask for your assistance. NAAEE is developing NCATE
Program Standards for the Initial Preparation of Environmental Educators. These standards,
when approved, will be used by NCATE in their accreditation process of college/university
teacher education programs across the country. Consequently, the approved standards could
serve as a catalyst and encourage further development of environmental education programs for
pre-service teachers.
This, and all future drafts, will be submitted to the environmental education community for
review and comment. The process will be iterative. We anticipate that the standards writing
process will take a minimum of two more years.
As part of the standards writing process, I would like to invite you to review this draft (and
future drafts as they are developed). The writing team will compile all of the comments and
revise the document accordingly.
In order to assist you in your assessment of this draft, we have developed a series of review
criteria. As you will see, we are interested in your views of the overall framework (the seven
standards) as well as your views of each rubric.
Thank you in advance for your work. Your participation is essential to the process. Feel free to
let others know about the opportunity to comment. If you have any questions about the standards
or the process, please do not hesitate to contact me directly.
Please return your comments by May 22, 2006.
Bora Simmons, Chair
NCATE EE Standards Writing Team
boras@niu.edu
50
Review Criteria
Please consider the following criteria as a guide as you review the proposed standards.
Criteria for Individual Standards and their Rubrics
 Does the standard find a home in the history, traditions, and definition of the field of
environmental education (literature base)?
 Are there credible and sufficient sources of evidence that we can cite to guide and
support each standard (research, evaluation, and assessment base) and its rubric?
 Is the standard conceptually clear, coherent, and cohesive? Is the rubric conceptually
clear, coherent, and cohesive?
 Is the standard and its rubric reasonably discrete (clear and distinct) from the other
standards and their rubrics?
 Within each standard and its rubric, are the practices included significant for the field of
environmental education, including, but not limited to practices reflected in the NAAEE
Guidelines (see www.naaee.org/npeee for more information)?
 Are the practices reflected within each standard and its rubric appropriate for the initial
preparation of teacher education candidates?
 Do the practices reflected within each standard and its rubric allow higher education
institutions reasonable flexibility in the design of experiences to address/meet that
standard?
Criteria for the Full Set of Standards
 Are the standards and their rubrics, as a whole, reasonably comprehensive in scope (i.e.,
do they avoid any glaring omissions, particularly in comparison to other sets of program
standards offered by NCATE)?
 Are the standards and their rubrics, as a whole, comparable to those offered by NCATE
(e.g., number, terminology, format)?
 Will the standards and their rubrics, as a whole, be economical, usable, and useful in
helping higher education institutions develop, implement, and improve environmental
education program offerings?
51
Appendix C
Example Comments from Review of the 2005 Draft Document
Comment
General Comments
Action by Writing Team
I commend the committee for putting
See Standard 7
these standards together in a very well
defined and inclusive scope and
sequence. The first six standards are all
reasonably comprehensive in scope and
comparable to others offered by
NCATE. However, I think that
Standard 7: Professionalism might be
problematic in regard to being
economical, usable and useful in
helping higher education institutions
develop and improve EE programs. *
See comments below under Standard 7
The standards are very general – I
know as a professor I will be needing
more specifics – performance tasks for
students – specific
outcomes/expectations. How do the
program standards for EE fit into the
general (10) NCATE standards for
initial teachers?
Rubrics provide greater detail concerning expectations.
Writing team felt that faculty training (part of a long-term
NAAEE strategy) will address these concerns. The first
faculty training will take place at the 2006 NAAEE
conference.
The key word is initial – what can we
really expect a teacher to demonstrate
after their initial preparation and what
would we expect as a teaching
professional? I think we also need to
provide faculty with a lot of examples
of experience.
See comment above.
The standards in this draft seem to meet No action needed. Individual’s contact information noted.
the stated criteria, but I imagine the
supporting materials in future drafts
will require closer, more specific
scrutiny. I would be like to see and
respond to future drafts, so please do
add me to the e-list. Thank you.
52
Comment
Our state PLT person, Pat Maloney,
passed along the standards you are
working on for EE. It will be interested
to see the reactions of people in lowpopulation states such as Maine. I
wonder how they will feel about a
registration or other credentializing
process. The standards sound good
though. Will the standards address
knowledge about the
environment--biodiversity,
biogeochemical cycles, and the like?
Action by Writing Team
Content (e.g., biodiversity) is included under the new
Standard 2.
BY FAR the most important outcome
of any EE is that the student (and
teacher) learn to look at things from the
point of view of the wildlife (and no
excuses about "anthropomorphizing"
etc.! with chimps 98.6% genetically
identical with us,
"anthropomorphizing" is altogether
valid -- it's called "empathy").
Everything else follows from that. Put
in another way, environmentalism is
simply the extension of the Golden
Rule to include other species. I am
working on creating wildlife habitat
that is off-limits to humans ("pure
habitat"). Want to help? (I spent the
previous 8 years fighting auto
dependence and road construction.)
The writing team disagrees with this comment and the
view of EE reflected. Wildlife is important to EE, but not
the primary focus of EE. The writing also disagrees with
the focus on environmentalism.
I took a quick look at the NCATE
standards. It looks like much work has
gone in to redesigning and reworking
the last draft and I think the vast
majority of changes make the language
more clear and understandable. Nice
work!
No action needed.
I was sorry to see that Standard 2E
Environmental Sensitivity was
removed. We added this recently into
the "Colorado Guidelines for
Environmental Educators" because we
Although environmental sensitivity has often been
included within discussions of environmental education
and environmental literacy, the writing team felt that it
was inappropriate in this context.
The reviewer was contacted. It seems that the concern
related to confusion between NCATE and state level
environmental educator professional certification.
53
Comment
felt it is an area that previously was not
addressed.
Action by Writing Team
I've reviewed the NCATE/NAAEE
Comments addressed within text.
Program Standards for the Initial
Preparation of Environmental
Educators. Overall, they are excellent
and duly meet the criteria for individual
standards and sub-standards. In
addition, I believe that they meet the
criteria set for the full set of standards. I
do, however, have some suggestions for
them, listed below this message. Thank
you for the opportunity to review the
document. What an exciting step for
EE!
I am an educator in MA and offer the
Many of these issues are addressed within Standard 5.
one guideline that seems not explicit
that addresses the candidate's cultural
competency, familiarity with
environmental realities and issues in
other regions and countries so that the
perspective can be global as well as
multi cultural and multi national. Is the
candidate aware of resource people, and
resources from other perspectives;
contributions to the field by people
from many countries and backgrounds,
races, cultures, gender.
Initially they look like some of the
others. The key is to have standards
that an education program can link
competencies to and provide proof
(evidence-artifacts) of development of
those competencies.
To be addressed in training.
Congratulations on your continued
The writing team felt these standards (e.g., Standard 6
progress on the standards. I included a
Assessment) were appropriate and consistent with other
few comments and a question within
NCATE standards.
the attached document. I am still unsure
whether the more generic standards that
focus on knowledge and skills that will
be obtained through general education
54
Comment
Action by Writing Team
course work (learning theory and
assessment) need to be a part of our
specific standards. If they are included
in the examples of NCATE approved
standards for other disciplines than they
should be included in the EE standards.
if no other disciplines include these in
their discipline specific standards than
perhaps we may want to just list these
standards but not develop the rubrics
and indicators for them. I like the
criteria you posed for use in evaluating
the standards. Good luck. This work is
incredibly important.
I applaud the efforts of
NAAEE/NCATE to facilitate this much
needed project. I realize that my
comments are coming to you after the
deadline of 10/3, so you may not find
them useful at this time. Overall, I
think the standards are broad in scope,
well said, and reflect the NAAEE
guidelines. My only concern was the
lack of emphasis on the environmental
education of the teacher. I believe this
is addressed in standard 2B, but reflects
such a small part of the entire
document. There is a lot of emphasis
on teaching and learning strategies
(Standards 2 & 3) and Curriculum
development (Standard 4) which is
necessary, but if the teacher does not
have the background in basic science,
sociology, economics, and primarily
environmental studies, he/she will
struggle with the interpretation of
content. As a high school teacher, this
has been one of my biggest challenges
in teaching environmental education.
Perhaps this is not as important in
primary education, and reflects on my
older age and my more general science
background. I believe most secondary
Standard 2 focuses on the environmental literacy of the
candidate.
55
Comment
environmental educators in public
schools are teaching more than one
content area by necessity. I hope in the
future, environmental education will be
required for all secondary students, and
the need for single focused teachers in
this area will grow. Better to have the
criteria set a head of time, as you are
doing.
Action by Writing Team
Standard I: The Nature of EE and
Environmental Literacy
Overall this standard and sub-standards
satisfy the criteria, except for the issue
of “reasonably discrete”. This standard
with the reference to EE Literacy could
be confused with Standard II and
perceived as being redundant by
institutions when having to show
evidence. In Standard I an institution
would need to show evidence of “
demonstrated knowledge
of…fundamentals of Environmental
literacy” as well as in 1B “understand
and apply defining features
of…environmental literacy.” How is
that different from evidence that would
need to be given for satisfaction of
Standard 2 and its four sub-sets?
Should Standard I be The Nature of EE,
and then Standard II goes into
Environmental Literacy?
Language has been added to clarify the difference
between understanding what is involved in environmental
literacy (Standard 1) versus being environmentally literate
(Standard 2).
Substandard 1A – not sure if this is
essential.
Writing team disagrees. Environmental educators should
know about the evolution of the field.
Standard 1A reads "Candidates apply
Language has been changed.
an understanding..." Standard 1B reads
"Candidates understand and apply.." In
both standards, what are candidates
applying this understanding to? Perhaps
the standard needs to be more
specific about applying this
understanding to their teaching, etc.
56
Comment
Action by Writing Team
Standard 1B should either read
"Fundamental Purposes..." or
"Fundamentals,
Purposes" but not "Fundamentals
Purposes."
Language has been changed.
Standard 1B seems too general to me.
Should these "defining features" be
delineated by the NCATE standard or
are they to be defined by individual
institutions/programs? Perhaps the
general nature of the description is to
provide for "reasonable flexibility?" I
see that supporting background
information and assessments will be
included in later drafts, so perhaps
that info will clarify standard 1B.
Language has been changed and rubrics provide more
specificity.
Standard II: Environmental Literacy
Standard 2A and Standard 2C seem to
be addressing the same issue: skills
needed to accomplish EL. In fact the
word “analysis” is used in both. Yet
institutions must separate those out and
show evidence in both categories,
evidence that is more than likely
redundant. What about combining
those two subsets? Include inquiry,
questioning, and interpretation as skills
for understanding and addressing env.
issues?
Language has been changed.
Will environmental literacy be defined
in the standards?
Environmental literacy has been defined and discussed in
the document.
Standard 2B – will there be a list of
processes and systems?
The processes and systems are articulated fully in
Excellence in Environmental Education – Guidelines for
Learning
(Pre K-12).
Standard 2C seems to flow better if
written "issue identification,
investigation, analysis, and decision-
Language has been changed.
57
Comment
making skills." Analysis, by its
nature, requires the information
gathered in investigation and should
therefore follow it in order.
Action by Writing Team
Standard III: Learning Theory
Standard 3: “…development, and
individual differences.” Student or
learner? Regarding what?
Language has been changed.
Standard 3A and 3B: the word
“various” is not very specific – are
there specific learning theories and
processes we want them to use?
Language has been changed.
Standard 3B: Minor issue, but I prefer
the term “modify’ rather than “tailor”.
I would also suggest the term diverse
rather than “various” to be consistent
with NCATE standards.
Language has been changed.
Standard 3 is somewhat vague in terms
of "individual differences." Are you
referring to the backgrounds and
experiences listed in Standard 3B? If
so, I think those should be placed in the
text of Standard 3 as well.
Language has been changed.
Standard IV: Curriculum
Both subsets are worded well. I
Language has been changed.
question the first sentence…”combine
the fundamentals of high-quality
education with unique features of
EE…” Is EE not high quality
education? Why not just
say…”candidates design an effective,
standards-based curriculum by using
unique features of EE as an integrator”?
In Standard 4, the phrase "fundamentals Language has been changed.
of high-quality education" seems open
to a wide variety of interpretations.
58
Comment
Perhaps that is by intent to provide for
"reasonable flexibility" again, but I
wonder who defines what high-quality
education is and what the fundamentals
are.
Action by Writing Team
Standard 4A – “… how environmental A footnote citing the Guidelines has been provided.
education guidelines and environmental
literacy…” What are these guidelines?
Standard 4: I'm sure standards is the
best word to use here, but it is
important to remember not all states
call them "standards." For example, in
New Hampshire they are
"Frameworks." Our preservice faculty
understand the relationship though and
would have no problem interpreting
this the way it's written.
The writing team decided to keep the wording.
Standard V: Instruction
5B and 5C are somewhat redundant as
written. The titles are clear: 5B is
instructional strategies and planning
and 5C is delivery of instruction.
However, in 5B it is said that
“candidates know and employ
strategies”. Isn’t that what 5C is
referring to…delivery of instruction? I
would change wording of 5B to
…”candidates know and
design/plan/etc. instructional
strategies…”
Language has been changed.
What about the assessment of
instructional materials? Are they
effective – NAAEE guidelines for
materials?
This has now been included.
Standard 5 seems to overlap
significantly with Standard 3:
"Candidates apply this knowledge to
The issue of overlap has been addressed.
59
Comment
Action by Writing Team
create appropriate learning
environments." This is especially true
of 5B "instructional strategies that meet
the needs of diverse learners.." I think
this needs to be in both sections, but is
there a way to rephrase it to be more
specific to the bigger standard? The
more specific to each standard (learning
theory vs. instructional planning), the
stronger the standard.
Standard VI: Assessment
Well worded
Standard VII: Professionalism
I think this standard will be problematic The rubric provides greater explanation.
for institutions. What evidence will be
accepted/expected for institutions to
show satisfaction/completion of this
standard? How does an institution
show that candidates demonstrate the
value of engaging in EE? Is this
standard met if an institution/candidates
meet all the other standards? How is
the evidence for this standard different
from what is expected in the other
standards?
Professionalism – this might be a
challenge for initial preparation. Seems
to be more appropriate for after they
receive their initial license.
The writing team felt that expecting a level of
professionalism from candidates was appropriate even at
the initial preparation level.
Standard 7B: I think it's important to
add "balanced" or "unbiased" to the
professional responsibilities. We want
this as clear as possible and that's,
in my opinion, one of the largest
misconceptions about our field.
This is included in the standards elsewhere.
60
Appendix D
Evidence for Meeting Standards from the Program Report for the
Preparation of Environmental Educators
#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional
examinations of content knowledge. NAAEE standards addressed in this entry could include but are
not limited to Standards 1 and 2. If your state does not require licensure tests or professional
examinations in the content area, data from another assessment must be presented to document
candidate attainment of content knowledge.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in environmental
education. NAAEE standards addressed in this entry could include but are not limited to Standards 1 and
2. Examples of assessments include comprehensive examinations, GPAs or grades, 14 portfolio tasks,15 and
products/performances that show analysis of environmental issues and civic engagement.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
#3
(Required)-PEDAGOGICAL
AND
PROFESSIONAL
KNOWLEDGE,
SKILLS,
AND
DISPOSITIONS: Assessment that demonstrates candidates can effectively plan instruction.
NAAEE standards that could be addressed in this assessment include but are not limited to Standards 3-6.
Examples of assessments include the evaluation of candidates’ abilities to develop lesson or unit plans,
review of environmental education instructional materials, individualized educational plans, learner needs
assessments, intervention plans, and reflections.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
#4
(Required)-PEDAGOGICAL
AND
PROFESSIONAL
KNOWLEDGE,
SKILLS,
AND
DISPOSITIONS:
Assessment that demonstrates candidates' knowledge, skills, and
dispositions are applied effectively in practice. NAAEE standards that could be addressed in this
assessment include but are not limited to Standards 3-7. The assessment used in student teaching or an
internship should be submitted.
The assessment should include evidence of candidate reflection.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate
effects on student learning. NAAEE standards that could be addressed in this assessment include but
are not limited to Standards 3-6. Examples of assessments include those based on teacher work samples,
portfolio tasks, case studies, action research reports, follow-up studies, and employer surveys.
14
If grades are used as the assessment or included in the assessment, provide information on the criteria for those
grades and describe how they align with the specialty standards.
15 For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a
portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the
contents of the portfolio as a whole. In this instance, the portfolio would be considered a single assessment.
However, in many programs a portfolio is a collection of candidate work—and the artifacts included are discrete
items. In this case, some of the artifacts included in the portfolio may be considered individual assessments.
61
The assessment should include evidence of candidate impact on student learning, including use of
assessment products and communication of assessment results.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
#6
(Required)-PEDAGOGICAL
AND
PROFESSIONAL
KNOWLEDGE,
SKILLS,
AND
DISPOSITIONS:
Additional assessment that addresses NAAEE standards. Examples of
assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not
reported in #1, evaluations of professional development experiences, memberships in professional
organizations, conference participation, philosophy statements, case studies, and environmental issue
analysis and civic engagement products.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
#7 (Optional):
Additional assessment that addresses NAAEE standards. Examples of
assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not
reported in #1, evaluations of professional development experiences, memberships in professional
organizations, conference participation, philosophy statements, case studies, and environmental issues
analysis and civic engagement products.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
#8 (Optional):
Additional assessment that addresses NAAEE standards. Examples of
assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not
reported in #1, evaluations of professional development experiences, memberships in professional
organizations, conference participation, philosophy statements, case studies, and environmental issues
analysis and civic engagement products.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
62
Appendix E
Reviewer Application Form
NAAEE Reviewer Application
For National Council for Accreditation of Teacher Education Submissions
Name
Organization
Position
Address
City
State
Phone
Fax
Cell
Email
Zip
NAAEE Membership
Check one:
□ My NAAEE membership expires □ I am an NAAEE Life Member
(date)
How many years have you been an NAAEE member?
Educational Degrees and Fields
Check all
that apply:
□ PhD □ EdD □ Other (list)
___________________________________
Degree Title:
(If appropriate) Specialization:
Environmental Education Experience
Number of years in EE in each area:
______ PreK-12 classroom
______ Higher Education ______ Teacher education
______ Nonformal Education ______ Other (Describe) _______________________________
Technology Experience
Describe the software with which you are most familiar and how you’ve used it.
63
Evaluation and Assessment Experience
Brief description of your evaluation and assessment experience, including total number of years
you have done evaluation and assessment:
Yes/No
Types of Evaluation and
Assessment Experience
Masters Thesis
Description
Doctoral Dissertation
Program/Review Site Visit
Program Review/Off-site
Contract/Consulting Work
Grants/Funded Research
On Professional Bodies
On Professional Teams
Other (e.g., unfunded)
Other
NCATE Experience
NCATE Compiler experience?
□ Yes □ No
NCATE Reviewer for another subject?
If yes, briefly describe:
□ Yes □ No
If yes, which subject(s):
Other experience with or knowledge about NCATE standards:
NAAEE Guidelines Experience
Have you been trained in NAAEE’s Guidelines for Excellence in the Preparation and
Professional Development of Environmental Educators?
□ Yes □ No
If yes, when?
64
Other experience with or knowledge about NAAEE’s Guidelines for Excellence in the
Preparation and Professional Development of Environmental Educators:
Reason(s) for volunteering to serve as a reviewer
________________________________________________________________________
________________________________________________________________________
Other Professional Affiliations:
________________________________________________________________________
________________________________________________________________________
Writing Sample: Please submit a professional writing sample of no more than two pages.
Professional Reference: Please provide a letter of professional reference from your
supervisor attesting to your writing skills, ability to meet deadlines, ability to work well as
a team, expertise in computer technology, and knowledge and experience in environmental
education. If not currently employed, please submit a letter from another source with the
same information, describing how that person is able to judge your skills.
Commitment Agreement
I understand that, as an NAAEE/NCATE Reviewer, I will be expected to attend a training
and review session on the NAAEE/NCATE EE Standards, do at least one review per year,
and commit to a three-year term as a reviewer.
Signature______________________________________
Date_____________________________
Return this application to Sue Bumpous, Program and Communication Manager, NAAEE, 2000
P ST. NW Suite 540, Washington DC 20036, sbumpous@naaee.org
Required Attachments:
Resume
Writing Sample
Letter from Supervisor or equivalent
65