Sustainability Integration in Bayfield Schools

Bayfield, Wisconsin

The compelling story the motivated our project...

The City and Town of Bayfield have been on the forefront of the Eco-Municipality Movement in Wisconsin. Bayfield has been recognized as the “Greenest City” in Wisconsin. It’s efforts to promote “eco-tourism” and sustainable business is evident in that it has more businesses certified in the Wisconsin Travel Green Program than any other community is in Wisconsin. Unfortunately, the efforts that have been taken in the city and town have not involved the public school system, nor has the school system incorporated any “sustainability education” programs that compliment the efforts of the municipalities.  

The public school system is faced with serious funding issues. State aids have dropped, and school funds from property tax revenues have been capped while health insurance, salary, and operating costs have steadily climbed higher. Increased facility energy costs and fuel costs have compounded the financial issues facing the district.  It has seen a major shift in school student population that now includes approximately 60% Native Americans. Socio-economic issues associated with this shift in population have required much time and energy from school personnel. Students live in one of the most pristine areas in Wisconsin or, actually, anywhere in the U.S., yet many students have lost there connection to nature or the cultural connection to this place.

Consequently, we have a situation where the sustainable principles adopted by the municipalities, which help to make the connection between social, economic and environmental issues in the community, are very much needed in the school district.

Key Components in moving forward with this project:

• Identify “fire souls”

In order to engage in this process it is necessary to communicate my proposal and intentions to the school administration.  I have me with both the District Administrator and the Elementary Principal to discuss the possibility of working with teachers and administrators to incorporate sustainable education principles into the work of the school district. In this discussion it was suggested that I start out working with a group of teachers which they have identified as the “firesouls” in the district interested in sustainability and environmental education.

• Ensure a inclusive, democratic change process

My role in this project is to facilitate a change process. As much as I may think I know what needs to change, it is not up to me to make that decision.  It is my intention to work with the identified “firesouls” to help them learn about a change process that will help them move forward to a more sustainable school community.  This will require meeting with them to learn about the process described above and the basic principles of sustainable education. This process must be created by the group; teachers, staff and administrators, as well as myself.

• Create opportunities for dialogue

This project must model the type of educational experiences that we want to see in the school. This be a “transformative” process and not simple a transmission of information. It must not simply be a communication of a “message”, but a “construction of meaning”. Participants need to feel a sense of ownership to the process development and an adoption of someone else’s idea for change. A variety of dialogue techniques will be encouraged including the use of “Study Circles”, “Open Space” and “World Café” style sessions.

• Involve & work with school officials, municipal employees, and elected officials

It is imperative that this process be communicated to not just the school officials but to the greater community. Local community members, parents, and elected officials must be involved.  It is equally important that Native American and other minority groups are actively engaged in the process.

• A shift away from linear, mechanistic thinking to a system- thinking approach

At the heart of the change process is the need to move to a new way of thinking. We need to go beyond the analytic, linear, and reductionist thinking which have dominated our thought processes for centuries. “Through drawing on systems and humanistic ideas, it offers a way of making holistic thinking understandable, accessible and practicable. Because of this, it has great (but largely unrealized) educational potential.” (Stephen Sterling, Sustainable Education, p.52) A systems-thinking approach will be integrated throughout the project.

A systems representation of our project...

A vision of future our project hopes to bring forth...

The School District of Bayfield has incorporated sustainable education principles into the curriculum and is a leading example of a school that has connected its physical operation with the student curriculum. Students are connected to place and have a deep respect for the Earth and human culture. The School district is meeting student achievement goals.

The formative project update...