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The EE Advocate - -� a Page 4 `=Y= ,�� SION q4 Tk r . 'A` ��t the Spotlight : NEETA ' State ` yd�ates T : E � �: •y r y The EETAP States Program seeks to quickly and successfitlly advance EE training to eight t � capacity building and ocusin on riori initiatives in the field of Lei 0i ti states ittilizi.ng the tools of capa ty g f g p ty en.viron. tn. ental education. This two -year program is funded by EETAP through a grant from the IN, US EPA and managed by NETAP. Thanks to the EETAP States for providing the following updates. Ar0ona :z� Making Changes to Build Capacity California : Broadening the EE Circle In order to achieve the capacity building efforts we have set out Following outreach efforts at state and regional California to accomplish through the EETAP States Program , The Arizona Association for Bilingual Educators ( CABE ) conferences , the NO Association for Environmental Education (AAEE ) California EETAP project provided cultural competency realizes some organIII izational transformation is necessary training at the California Regional Environmental Education to most effectively meet these goals . Recognizing this , Community (CREEC) conference . CREEC coordinators received the AAEE Board conducted a visioning process to CABE information, extensive background information regarding become a more widely recognized organization with California ' s language and ethnic diversity issues and materials greater ability, agility and effectiveness . demonstrating the similarities of EE and English Language Development strategies . Coordinators were We have upgraded our informational materials , including the tt encouraged to develop an outreach strategy to CABE newsletter, brochure , letterhead , and web site . Our Mission and h 1_ __ leaders and English Language Learner ( ELL) Vision statements were updmp ated to reflect the significance of , , audiences in their region , diversity and partnerships for AAEE as an organization . And ! circulation for our " SunCatcher" newsletter increased from 300 California ' s EETAP project broadened its circle to 3000 through EETAP- sponsored mailings and partnerships . � � : "' pf EE leaders by convening a meeting of eivronmental educators serving preservice : ' This July, an OAT (Organizational Assessment Tool) workshop , � teachers and multicultural populations . At this facilitated by Abby Ruskey, took place . Through this process , meeting; two task forces were created to pursue need for strategic , tactical AAEE participants identified a clear n g , elements of the California EETAP plan . The and operational planning , and a need for strengthening AAEE 4 Preservice Task Force will tackle planning for a in the areas of leadership development and membership . In spring EE preservice conference as well as other response , a team from AAEE attended the Leadership Clinic key initiatives . The Diversity Task Force began Design Workshop this fall ( see page 7 ) . yob 1 , TNm o its work by examining the themes of access , As a result of this training , an Arizona EE authenticity and vision . leadership clinic , emphasizing diversity outreach to Hispanic and Native Illinois : Capacity Building Takes Time f _ P Y g American audiences , will be presented as Lyn Fleming,, io g gThrough the EETAP rant, Illinois is working to build a Jill Rub a professional development component in and Diane Benoit at the system of five regions called Centers of Regional -Y conjunction with the September 2003 Leadership Clinic Design Environmental Education (CORE''- ) to promote cooperation AAEE conference . workshop, Fall 2002 . and partnerships between EE agencies within the same } region . In addition , we are creating a statewide EE electronic z communication web site . Both aspects of the project have Ohio : DiversitEE Initiative 4' been moving forward , but we have run into a few roadblocks Newly christened the Ohio DiversitEE Initiative , the project in Ohio has brought forth new ideas and Our biggest challenge has been in recruiting people to the CO _. programs . The effort has been challenging but teams . Our intention is to build the teams , and then have each one rewarding : we have established relationships with the Ohio develop a work plan for its region ; therefore , we did not assign tasks Alliance of Black School Educators and are developing for each team to accomplish . This , however, made pulling the CORE' follow - ups to the Language of Nature Writing Institute for teams together very challenging , because people wanted to know language arts teachers . We have developed an educator ahead of time what was expected of them before making a workshop for local inner city educators as well as directors and commitment to join the team. It was a bit like the " chicken or egg" youth leaders of social service agencies in Columbus offering dilemma . Should we decide what the regions should do so that afterschool programs at more than 60 sites . A summer everyone understands what is expected of them, or should we form workshop is being planned for high school educators involving the teams and let them determine what is best in their own regions ? several districts . Programs have been developed for early childhood audiences in Cincinnati and Akron that will reach We have learned (and continue to learn) that capacity building takes more than 20 sites . In each of these initiatives , the key has been time and patience - and that even though we are anxious to see , a for our regional directors to work within the existing final product, we must allow time for the process to come together. infrastructure of our partners in ways that made sense to them.