Community Educators

The content of the TLfS program is the same for community educators as it is for teachers.  See the Teachers section for a description of the content of both the Primary and Secondary TLfS program.

What is different between teachers and community educators is the program’s delivery mechanisms.  We expect teachers will facilitate the program within their own schools.  On the other hand community educators are more likely to facilitate the program within schools in their region. Teachers are more likely to help determine the best way to deliver the program in their school, whereas community educators will have to fit in with what is most appropriate in the schools where they have been engaged.  Community educators might also work closely with classroom teachers, providing additional expertise and resources where required, but not actually run the activities in the modules with students.

With this in mind, we believe it is important to pilot a number of different delivery mechanisms – or Models – so as to help schools and community educators understand the best way to deliver the TLfS program.  Once we understand these different Models and how to maximise each one in different settings, we will then set up a system for Communities of Practice.  This system will show how to bring different groups together in the same region so that they can work collaboratively to maximise the results of the TLfS program in their region.

Our ultimate goal for 2009 is to create a comprehensive Communities of Practice Manual which can be used by all members of the TLfS program.

By way of further explanation of the value of the TLfS program for community educators, let the words of a representative from a Local Learning Employment Network be the best testimonial.

The TLfS program is:

• a chance for young people at risk of disengaging from school to re-engage through a program focussed on a social issue of great importance to today’s young people – the environment
• a chance for engaged students to focus on environmental sustainability
• a chance for students to develop leadership and personal initiative skills, particularly through the personal projects
• a chance to explore future careers, and the impact that sustainability principles is having on virtually all industries and many occupations
• a chance for young people to develop employability skills that will benefit them through their post-school working life
• a chance for teachers to undertake program training and use those to deliver the program over many years, ensure the “sustainability” of the sustainability program if you like
• a chance to embed sound sustainability and environmental practices within the school
• a chance to develop partnerships and relationships with businesses and community organisations via student-led projects.