National Career Development Guidelines Service-Learning Standards SCANS Skills Civic

National Career Development Guidelines – Service-Learning Standards – SCANS Skills – Civic Competencies – Character Traits

Service-Learning

Service Learning Standards

National Career Development Guidelines

SCANS Skills

Civic Competencies

Character Traits

Alignment Matrix

Service Learning

Developed by District Five Schools of Spartanburg County Page 2

National Career Development Guidelines – Service-Learning Standards – SCANS Skills – Civic Competencies – Character Traits

Service Learning

Service-learning is an instructional method that combines community service with a structured school-based opportunity for reflection about that service, emphasizing the connections between service experiences and academic learning. Although most service-learning activities vary by educational purpose, most programs balance students’ need to learn with recipients’ need for service. Students benefit by acquiring skills and knowledge, realizing personal satisfaction and learning civic benefits by having a local need addressed. Service-learning is an excellent way to let students apply concepts learned in the classroom.

Why is Service-Learning Important?

A national study of service-learning programs suggests that effective service-learning programs improve academic grades, increase attendance in school, and develop personal and social responsibility. Whether the goal is academic improvement, personal development, or both, students learn critical thinking, communication, teamwork, civic responsibility, mathematical reasoning, problem solving, public speaking, vocational skills, computer skills, scientific method, research skills, and analysis.

What Does Service-Learning

Look Like?

In schools, service-learning is part of the academic curriculum. In community organizations, youth develop practical skills, self-esteem, and a sense of civic responsibility. Examples of service-learning projects include: preserving native plants, designing neighborhood playgrounds, teaching younger children to read, testing the local water quality, creating wheelchair ramps, preparing food for the homeless, developing urban community gardens, starting school recycling programs, and much more.

Types of Service

§ Direct Service

Personal contact with people in need

§ Indirect Service

Channeling resources to the problem

§ Advocacy

Standing up for a cause

Criteria for Action

§ Meaningful

§ Academic integrity

§ Student ownership

§ Supervision

§ Developmentally appropriate

Phases of Service Learning

Preparation

§ Identify, research, and analyze issues (decide need).

§ Select a project.

§ Plan the project.

§ Learn the necessary skills.

Action

§ Implement plan for project.

Reflection

§ What differences have we really made?

§ What have I learned about myself, about those I served (community, district, state), and about academic skills and content?

§ Where might I apply this new knowledge elsewhere in my life?

§ How has my model of the world changed and what does that mean for my life?

Celebration

§ Needs to be appropriate for service – learning project.

The Matrix

This matrix aligns Service-Learning Standards with the National Career Development Guidelines, SCANS Skills, Civic Competencies and Character Traits. Each trait, skill, or competency is coded as follows on the next two pages.

Developed by District Five Schools of Spartanburg County Page 2

National Career Development Guidelines – Service-Learning Standards – SCANS Skills – Civic Competencies – Character Traits

Essential Civic Competencies and Skills

Intellectual skills (I)

1. Gathering, interpreting, analyzing, summarizing, evaluating and presenting information; categorizing information; establishing cause and effect relationships;

2. Understanding issues, their history and contemporary relevance; identifying, describing, evaluating, and defending a position;

3. Identifying criteria for making judgments;

4. Assessing involvement: identifying implications; identifying rights and responsibilities;

Participatory skills (S)

1. Solving problems and taking action;

2. Influencing policies; building coalitions, negotiating, compromising, and seeking consensus;

3. Making decisions: gathering information, identifying needs and resources; clarifying values;

4. Cooperative learning: listening to others; working with diversity in race, sex, culture, ethnicity, age, and ideology;

Research (R)

1. Understanding issues and making choices (e.g., obeying the law v. the right to dissent); understanding fundamental laws (e.g., rights and responsibilities); understanding the role of decision-making;

2. Tracking issues in the media; researching issues in the community; attending, reporting, and reflecting on meetings and hearings;

3. Using the media to gather and analyze information; acquiring information from groups and individuals;

Persuasion (P)

1. Taking appropriate civic action;

2. Participating in classroom and school government; participating in hypothetical town meetings and hearings; writing letters to newspapers and members of government;

3. Identifying group and personal interests and goals; applying legal remedies to group and personal rights and interests;

4. Developing rationales to support one’s point of view.

Developed by District Five Schools of Spartanburg County Page 2

National Career Development Guidelines – Service-Learning Standards – SCANS Skills – Civic Competencies – Character Traits

SCANS Skills

Resources (R)

1. Allocates Time
2. Allocates Materials and Facility Resources

Information (I)

1. Acquires and Evaluates Information
2. Organizes and Maintains Information
3. Interprets and Communicates Information

Interpersonal (P)

1. Participates as a Member of a Team
2. Exercises Leadership
3. Works with Cultural Diversity

Systems (S)

1. Understands Systems
2. Monitors and Corrects Performance
3. Improves and Designs Systems /

Technology (T)

1. Selects Technology
2. Applies Technology to Tasks

3. Maintains and Troubleshoots Technology

Basic Skills (B)

1. Reading
2. Writing
3. Arithmetic
4. Listening
5. Speaking /

Thinking Skills (K)

1. Creative Thinking
2. Decision Making
3. Problem Solving Seeing Things in the Mind’s Eye
4. Knowing How to Learn
5. Reasoning

Personal Qualities(Q)

1. Responsibility

2. Self-Esteem

3. Sociability
4. Self-Management
5. Integrity/Honesty

Character Traits

C1 - Cheerfulness

C2 - Citizenship

C3 - Cleanliness

C4 - Compassion

C5 - Cooperation

C6 - Courage

C7 - Courtesy

D1 - Diligence

F1 - Fairness

G1 - Generosity

H1 - Honesty

K1 - Kindness

L1 - Loyalty

P1 - Patience

P2 - Patriotism

P3 - Punctuality

R1 - Respect

S1 - Self-control

S2 - Self-respect

S3 - Sportsmanship

T1 - Tolerance

V1 - Virtue

Service-Learning Standards

National Career Development Guidelines

PS1 Develop understanding of self to build and maintain a positive

self-concept.

PS2 Develop positive interpersonal skills including respect for diversity.

PS3 Integrate growth and change into your career development.

PS4 Balance personal, leisure, community, learner, family and work roles.

ED1 Attain educational achievement and performance levels needed to reach your personal and career goals.

ED2 Participate in ongoing, lifelong learning experiences to enhance your ability to function effectively in a diverse and changing economy.

CM1 Create and manage a career plan that meets your career goals.

CM2 Use a process of decision-making as one component of career development.

CM3 Use accurate, current and unbiased career information during career planning and management.

CM4 Master academic, occupational and general employability skills in order to obtain, create, maintain and/or advance your employment.

CM5 Integrate changing employment trends, societal needs and economic conditions into your career plans.

Preparing

/ Teachers and students set clear academic and personal goals for each service-learning project. / SCANS / Q1:Q2:Q3:
Q4:Q5 / P1:P2:P3:
Q3:K4:S1:S2:
S3 / R1:R2:I1:
T1:K2:K3 / K4:Q1:Q2:
Q3:Q4:Q5 / K4:P3
Civic / I4:R1 / S2:S4:P1:
P2:I2:R2:
P4 / I1:I2:I3:
S3:R1:R2:
R3:P4 / I2:I4:S3:
R1:P4 / I2:S3:S4:
P2:P4
Character / ALL / C2:C5:C6:
D1:F1:P1:
R1:S2:T1 / C2:C3:C5:
C6:D1:P1:
P3:S2: / ALL / C6:P1:T1
Teachers accept responsibility for ensuring that service-learning programs follow rigorous professional standards (e.g. ASLER) and match service experience to academic objectives. / SCANS / K4:S1:S2:
S3 / P1:Q1:Q4 / K4:Q1:Q2:
Q3:Q4:Q5 / K4:P3
Civic / I2:S2:R2:
P2:P4: / I4:S4:R1:
P2 / I2:I4:S3:
R1:P4 / I2:S3:S4:
P2:P4
Character / C6:P1:R1:
T1: / C1:C2:C3:
C5:C7:H1:
K1:L1:P1:
P2:R1:S1:
S2:S3:T1 / ALL / C6:P1:T1
Teachers use their knowledge of individual students and the service learning cycle (plan, serve, reflect, assess, celebrate) to provide developmentally appropriate activities. / SCANS / Q1:Q2:Q3:
Q4:Q5 / I3:P1:P2:
P3:Q3 / P3 / P1:P2:P3:
Q3 / P3 / K4:Q1:Q2:
Q3:Q4:Q5 / K4:P3
Civic / I4:R1 / S2:S4:R2:
P1:P2 / S4:P2 / S2:S4:P1:
P2 / S4:P2 / I2:I4:S3:
R1:P4 / I2:S3:S4:
P2:P4
Character / ALL / C1:C2:C3:
C5:C7:D1: F1:P1:
R1:S2:T1 / T1 / C2:C5:D1:
F1:P1:R1:
S2:T1 / T1 / ALL / C6:P1:T1