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FRAMEWORK OVERVIEW
The 4Cs Whole Systems Framework for Environmental and Climate Action in Schools provides a roadmap for where to operationalize principles and practices of environmental literacy, environmental sustainability, and climate resiliency across all aspects of a school community. This framework was first developed by Andra Yeghoian in 2013, as an adaptation of frameworks being used in higher education, and has been used by multiple education institutions.
Campus - Facilities and Operations: Greening the facilities and operations of a school to reduce the ecological footprint, prepare the school to be climate ready, and implement inclusive and socially just practices. This allows the campus to be leveraged as a laboratory for learning, and a model for a sustainable future.
Curriculum and Instruction: Environmental literacy and climate literacy are integrated across all subject areas and grade levels, and students receive multiple opportunities for building knowledge, utilizing skills and values that are grounded in problem based and solutionary learning, and learning and playing outdoors.
Community and Culture: Environmental sustainability and climate resiliency is embedded into key cultural drivers such as mission, vision, values, philosophy, and/or graduation outcomes, and the community walks the talk in educational and co-curricular programs. There are programs and opportunities for bringing the community together around important environmental sustainability topics and issues, and strategic partnerships with community based organizations to achieve outcomes.
WHOLE SYSTEMS ACTIVITIES
Environmental/Climate Literacy and Sustainable and Climate-Resilient Schools Initiatives require transformational change at the whole systems level. The resources below have been developed to support those looking to lead a high impact change initiative at the whole systems level (either the site, district, county, state, etc.) focused on environmental/climate literacy and sustainable and climate resilient school efforts.
WHOLE SYSTEMS ANALYSIS ACTIVITY
A key starting point for applying whole systems thinking is to make the system visible by identifying the variables (a.k.a. elements, people/groups, components, processes etc.) within a system and the relationships between them. This helps to identify how a system is structured, to surface causal relationships, and to analyze what might be effective leverage points for intervention. This activity supports educators to create a “systems” diagram for the K-12 education system that takes key variables and applies them to the 4Cs Whole System Framework for Environmental and Climate Action in Schools. Suggested resources for this activity include:
INTRODUCTION TO SYSTEMS THINKING RESOURCES
For those new to Systems Thinking, it can be useful to explore the theory behind these skills, and practice utilizing different systems thinking tools and resources. This SYSTEMS THINKING WEBQUEST provides a curated set of resources including definitions, stories, access to thought leader organizations and resources, support for making a system visible with systems diagramming, and resources for how systems thinking is being used in the TK-12 Education System.
INTRODUCTION TO CHANGE THEORIES AND REFLECTION ACTIVITIES
For those new to change management, it can be useful to explore change theories and how they can be applied to your skills as a changemaker, and your current context for leading change. This CHANGE THEORIES FOR SOLUTIONARIES GUIDE provides a curated set of resources that help changemakers consider different aspects of change, including:
Evaluating Readiness for Change
Preparing, Planning, and Designing Change Initiatives and Campaigns,
Change Management Process Theories and Resources
Understanding and Leading Disruptive Change
Theory of Change and Theory of Action
Disclaimer: The content, views, information, or opinions expressed on this site and in these resources are solely those of the individuals involved in developing the resources. They do not necessarily represent the current or past employers of those individuals.
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