Flying WILD City Partner Handbook

City Partner Handbook

January 2012

Revised 4/7/18 1 Table of Contents

Introduction

I. About Flying WILD………………………………………………4

II. City Partner Letter of Agreement (LOA)………………………..12

III. Facilitator Network……………………………………………..14

IV. Workshop Information…………………………….……………16

V. Communication and Outreach…………………………………..20

VI. Flying WILD Research and Evaluation………..………………..23

Appendices

APPENDIX A: Flying WILD Materials Order Form………………..27

APPENDIX B: Contact Information & Map………………………….28

APPENDIX C: Sample Workshop Agendas…………………………..30

APPENDIX D: Workshop Evaluation Forms…………..…………….34

APPENDIX E: Photo Permission Forms…………………..………....39

APPENDIX F: Flying WILD Workshop Registration Form…..…...41

APPENDIX G: City Partner Grant and Funding Letters………….42

Revised 4/7/18 2 Introduction Flying WILD City Partner Handbook: The Goals of this Guide

Dear Flying WILD City Partner,

As a member of both your City Partner Organization and the national Flying WILD network, you are an integral part of the Flying WILD program in your city, providing support for formal educators in schools and connecting them to nonformal educators in your local community conservation organizations. Through these efforts, you help educators secure Flying WILD training opportunities and participation in educational bird festivals. In coordinating Flying WILD, you also support outreach and service-learning opportunities to diverse audiences and underserved youth.

This reference book is designed so that Flying WILD City Partner Organizations, such as your own, may familiarize themselves with Flying WILD's history, policies, training model, and requirements for training future educators and facilitators. The handbook also includes materials that will aid you in school and community outreach efforts, marketing Flying WILD, and using Flying WILD as a fundraising tool. Finally, the appendices in this handbook provide necessary forms for training and evaluation.

With elements such as a list of potential sources for Flying WILD funds and information about volunteers, this handbook will be a valuable resource to you as a City Partner. If you have questions or concerns beyond the information that is expressed in the handbook, a list of contacts is also included in the appendices and features references such as the National Office for Flying WILD, National Flying WILD partners, and other City Partners.

Thank you for your contribution to the Flying WILD network.

Flying WILD National Office Council for Environmental Education 5555 Morningside Drive, Suite 212 Houston, Texas 77005 Phone: (713) 520-1936 Fax: (713) 520-8008 Email: [email protected] Web: www.flyingwild.org

Revised 4/7/18 3 I. About Flying WILD

Flying WILD's Purpose:

The purpose of the Flying WILD program is to provide activities that teach middle-school students about birds, their migration, and what people can do to help birds and their habitats.

Flying WILD's Goals:

. To ensure that the nation’s students, particularly urban youth, are knowledgeable about the conservation needs of migratory and other birds. . To further extend youth educational efforts associated with International Migratory Bird Day. . To instill stewardship of birds and other natural resources by promoting awareness, appreciation, and knowledge of birds. . To provide service-learning opportunities whereby students become involved in school, community, and home activities that benefit bird conservation. . To ensure teachers have the resources they need to prepare for, organize, and lead a school bird festival with their students and community partners. . To provide a vehicle (school bird festivals) to encourage schools to work cooperatively with community organizations, conservation organizations, and businesses interested in bird conservation.

Revised 4/7/18 4 Flying WILD Materials

Flying Wild: An Educator's Guide to Celebrating Birds

The main purpose of Flying WILD: An Educator's Guide to Celebrating Birds is to provide activities that teach middle school students about birds, their migration, and what people can do to help birds and their habitats. The many activities in the Educator's Guide can be used to teach classroom lessons or to initiate service- learning projects that help birds and their habitats. The Guide helps middle-grade students, teachers, and community volunteers implement a bird festival at their school.

Within the Educator's Guide's pages you will find a wealth of activities, ideas, and tips for hosting your own educational bird festival, from recruiting committees and pre-festival donations to after-festival clean-up and follow-up evaluation. In conjunction with the Flying WILD program, the Guide creates a unique opportunity for students, teachers, and the community to come together to learn about birds through innovative, hands-on, minds-on activities.

The Educator's Guide also provides simple suggestions and practical how-to steps...

 planning ahead to meet the public's needs,  organizing your festival stations,  fund-raising ideas (before and during the festival) ,  building publicity,  creating educational exhibits,  hosting art displays,  staging performances,  program follow up,  stewardship activities as a next step  program evaluation  acknowledging students and volunteers

Fun and fascinating activities involve volunteers at various levels of ability and participation. All 45 activities focus on learning about birds through contests, quizzes, and hands-on projects-and 20 of those activities are designed to be led by the students themselves. Join the fun while learning about what you can do to help protect migratory birds!

In addition to reference material on bird biology, identification, and conservation issues, the Educator's Guide also provides an extensive list of additional bird education resources, as well as detailed information on bird- related service-learning projects.

General Program Information Brochure and Poster

Designed for a broad audience, including formal and nonformal educators, school administrators, bird experts, business owners, and foundations, this brochure provides basic program information and includes a colorful poster inside.

See Appendix A for a Flying WILD Material Order Form or contact the Council for Environmental Education.

(front cover)

(back side folded out)

Flying WILD Student Pages

PDF files of each Student Page in Flying WILD: An Educator's Guide to Celebrating Birds can be accessed electronically on the Flying WILD website at www.flyingwild.org. Please take a moment of every training to introduce these online resources to your educator audiences.

Educator Activity Brochure and Poster Designed for educators, this brochure features a colorful poster for the classroom on one side. Flip it over and you will find information about the contents of Flying WILD: An Educator's Guide to Celebrating Birds, Flying WILD professional development training, and a sample activity from the curriculum guide.

See Appendix A for a Flying WILD Material Order Form, or contact the Council for Environmental Education

Flying WILD Website www.flyingwild.org, the national website of Flying WILD, provides information about how to get involved, program updates, program evaluation information, and additional resources.

Revised 4/7/18 7 The Flying WILD Network Council for Environmental Education (National Office for Flying WILD)

Flying WILD City Partners State Coordinating Partners (state wildlife agencies or nonprofits)

Flying WILD Facilitators

Flying WILD Educators

School Nature Museum Youth Zoos Community Grps s Centers s Grps Flying WILD is overseen nationally by the staff at the Council for Environmental Education (CEE). CEE recruits and trains new City Partners and, in some cases where states are mainly rural, State Coordinating Partners. City Partners are responsible for coordinating Flying WILD Facilitator volunteers. Facilitators, in turn, provide workshops for educators who then bring Flying WILD activities to schools, nature centers, after school programs and more.

The Role of the Council for Environmental Education

As the national office for Flying WILD, The Council for Environmental Education: . protects the copyright to the Flying WILD Guide . maintains the Flying WILD national website, www.flyingwild.org . builds and maintains a national network of partners that, in turn, provide materials and coordinate training . provides and updates Flying WILD: An Educator's Guide to Celebrating Birds and other training and promotional materials to keep them current with issues in education and bird conservation . provides occasional seed grants to some partnering organizations . provide training to new City Partners and ongoing training at meeting, for Flying WILD City Partners . produces publications and a semiannual newsletter to cover Flying WILD's accomplishments . provides the basic Flying WILD training model . conducts program evaluations of Flying WILD's accomplishments at the national level . with input from the Flying WILD Planning Committee (on which City Partners are also represented), takes the lead in steering Flying WILD's future development . Serves in a leadership role in the National Bird Education Network (CEE and Flying WILD hosted the first National Bird Education Conference and continues to take leadership role in maintaining that network)

Revised 4/7/18 8 History of Flying WILD

In 2002, the ConocoPhillips Company and the National Fish and Wildlife Foundation awarded the Council for Environmental Education (CEE) with a three year development grant to launch Flying WILD. To begin, CEE hosted a planning seminar at which participants from bird-related education and conservation groups shared their vision for Flying WILD.

During this process, the need for an education program that connected bird education resources and school curriculum was recognized at the national level. Previously, existing bird education efforts were regionally or locally based and were typically not designed for formal educators. Additionally, CEE acknowledged the need to better serve middle level audiences (grades 6, 7, and 8), an age demographic that had traditionally been left out of environmental education initiatives. A third key objective developed for Flying WILD was to provide accessible environmental education for youth in urban areas.

The development phase consisted of creating Flying WILD: An Educator's Guide to Celebrating Birds, a process in which numerous organizations and individuals (noted in the guide) contributed. In the summer of 2004, the first 10,000 copies of the Educator's Guide were printed.

At that time and up to the present, Project WILD State Coordinators played an important role in Flying WILD's startup training. Simultaneously, CEE also began recruiting its first City Partners as an effort to build a new training network at the city level. The rationale behind this city-centered network is to allow CEE to more directly connect with bird education efforts at the local level, diversify the Flying WILD education program, and better serve urban areas.

From the program's beginning, the Flying WILD Bird Festival was organized as a key tool for building community and school partnerships through a powerful, efficient educational experience. Extending the efforts of International Migratory Bird Day, Flying WILD activities and Bird Festivals incorporate bird education into curriculum. Festivals also provide a venue for students to engage in service learning projects and the development of leadership skills, as well as educate their classmates and community about migratory birds.

2006 marked the distribution of the first 10,000 copes of the Educator's Guide, as well as the publication of the second edition, validating the program's contributions to K-12 environmental education efforts. Future plans include the development of a Spanish language edition of the Educator's Guide and the establishment of an annual meeting of Flying WILD partner organizations. The program also continues to work toward establishing at least one Flying WILD City Partner in every major city in the United States.

Revised 4/7/18 9 About City Partners

Who are City Partners? Organizations that become Flying WILD City Partners are typically organizations that are already involved in some aspect of education about birds and educator training at the local level. City Partner organizations typically are zoos, aquariums, nature centers, Audubon chapters, or museums. City Partners must possess the infrastructure to support a budget and management for the program. Usually one staff member at each City Partner organization serves as the main contact for Flying WILD. The Council for Environmental Education refers to this person as the Flying WILD City Coordinator.

For a complete list of the Flying WILD City Partners and their contacts, see Appendix B.

Duties and Responsibilities of Flying WILD City Partners Flying WILD City Partners coordinate the distribution of Flying WILD training and materials in their city. This basic responsibility includes a number of duties that can include, but are not limited to: . serving as main contact for inquiries regarding Flying WILD . ordering Flying WILD guides from the Council for Environmental Education . coordinating workshop dates with local Flying WILD Facilitators . collecting training documents from each workshop, particularly participant information forms and training evaluations . sending data to CEE (participant information forms and evaluations) . tracking progress toward annual training goal (number of educators trained per year as specified in MOU) . providing feedback on the Flying WILD program to CEE as needed . possibly assisting CEE in program evaluation efforts . providing training once per year for new facilitators . optionally attending meetings of Flying WILD City Partners for additional training and program development

The success of Flying WILD's program is closely tied with the effectiveness of the local Flying WILD Facilitator network. In order to maintain an effective local network of Flying WILD facilitators, City Partners are encouraged to get to know their facilitators, communicate frequently with them, and respond to their needs. See Section IV for tips on fostering a local facilitator network.

The details of each City Partner's agreement with the Council for Environmental Education are specified in the signed Memorandum of Understanding (MOU), illustrated in Appendix C.

Revised 4/7/18 10 City Partner Tools and Resources

Automated Mailing Lists (listservs)

Flying WILD City Partner List The Flying WILD City Partner List is the primary mode of communication between the National Office and City Partner organizations. City Partner organizations are also encouraged to use the Partner List to share information with other Flying WILD City Partners. Updates, suggestions on workshops, and other news can all be shared through this network. Annual calendar information and all reminders are communicated through the Listserv. It serves as a helpful tool to stay connected and informed of other City Partners’ work around the country. The Flying WILD City Partner Listserv is a vital source of information; please update your contact information with CEE so that you are sure to receive the latest news.

When a new City Partner joins the network, we automatically subscribe you to the listserv.

To subscribe, send e-mail to < [email protected] >. In the text of the message, include your name, organization, title, mailing address, phone number, fax number and website (if applicable).

To post a message, send e-mail to .

Bird Education List Flying WILD operates and maintains the Bird Education List to support communication between organizations participating in the Bird Education Network (BEN). Membership is open to all.

To subscribe, send e-mail to . In the text of the message, include your name, organization, title, mailing address, phone number, fax number and website (if applicable).

To post a message, send e-mail to .

To unsubscribe, send e-mail to .

Flying WILD Planning Committee The Flying WILD Planning Committee is composed of representatives from Flying WILD’s National Partner organizations, as well as at least one individual representing Flying WILD’s City Partners. The committee meets approximately once per year.

Flying WILD City Partner Meetings Periodically CEE will host meetings of City Partner organizations. These events will provide City Partners with a venue to receive program updates, training, and to provide input on the further development of Flying WILD materials and the workshop model.

Revised 4/7/18 11 II. City Partner Letter of Agreement (LOA)

The exact responsibilities and benefits that each city partner enjoys by affiliating with the Flying WILD Program are detailed and listed in the LOA signed by the partner and CEE. The following responsibilities are generalized notes to ensure a healthy partnership by both the City Partner and Council for Environmental Education.

In Becoming a City Partner, Each Organizations Agrees To—

 Provide a designated Flying WILD Coordinator.  Provide a budget to successfully operate the Flying WILD program in the Partner’s service area, including the purchase of Flying WILD: An Educator’s Guide to Celebrating Birds for Flying WILD training participants, with a minimum of 96 guides per order for each order placed to CEE. Partners are encouraged to maintain a consistent guide supply to ensure guide availability for program needs.  Actively pursue the widest possible distribution of Flying WILD training and materials in the partner’s area.  Conduct Flying WILD trainings in the Partner’s area with outreach meeting or exceeding the numbers agreed upon in formal LOA established between City Partner and CEE. This includes both formal and non-formal educators. As part of conducting training, each City Partner shall: o Select appropriate sites for training. o Advertise training events. o Provide the necessary logistical support for the training. o Provide a copy of Flying WILD: An Educator’s Guide to Celebrating Birds to each participant of the Flying WILD Educator Training. As of the date of this MOU, CEE will sell the guide to City Partners for $11.00 per copy. Minimal guide price increases may be implemented in subsequent years based on printing costs and annual operational costs for Flying WILD. o Charge no more than $5.00 plus the cost of the Flying WILD Guide for workshop fees. Example: If the cost of the Flying WILD Guide to a partner is $11 per copy, the partner will charge no more than $16 for the workshop fee. o Ask each training participant to complete the Flying WILD Educator Training Form and, if applicable, the Flying WILD Facilitator Training Evaluation Form, as well as a Flying WILD Participant Information Form. Templates of these forms can all be located in the City Partner’s Corner of the Flying WILD website. Submit summaries of these forms to CEE on an annual basis with submission of the Flying WILD City Partner Annual Reporting Form.

 Protect the CEE copyright to the Flying WILD program guide, Flying WILD: An Educator’s Guide to Celebrating Birds and protect the CEE trademark (logo) associated with Flying WILD.  Submit an Annual Report of Flying WILD program activities to CEE in a format agreed to by the Flying WILD Planning Committee.

Revised 4/7/18 12 To Support City Partners, the Council for Environmental Education Agrees To:

 Maintain a national office for Flying WILD through which it will: o Conduct communications among sponsors, contributors, and other partners o Coordinate periodic meetings of Flying WILD City Partners o Update and print Flying WILD materials as needed o Provide the City Partner an opportunity to purchase Flying WILD materials at least once per year o Provide for the ongoing evaluation of the Flying WILD program o Provide for a program advisory group, currently named the Flying WILD Planning Committee o Handle fiscal activities, program activities, contractual agreements, and legal activities associated with Flying WILD o Protect the Flying WILD Trademark and CEE copyrighted works associated with Flying WILD.

 Provide methods of communication, sharing of resources, and networking with other City Partners and Flying WILD educators such as a newsletter, dedicated listservs, and meetings.  Dedicate a seat on the Flying WILD Planning Committee to one representative of Flying WILD City Partners to be appointed by CEE.  Provide City Partners with the opportunity to review and comment on all new educational materials bearing the Flying WILD name prior to publication.  Process all reprint and adaptation requests for Flying WILD materials according to policy developed by CEE to assure the content and integrity of the materials is maintained.

Revised 4/7/18 13 III. Facilitator Network

The Role of Facilitators in the Flying WILD Network Responsible for providing Flying WILD Educator Workshops, Flying WILD Facilitators are at the front line of Flying WILD implementation. They introduce formal and nonformal educators to the Flying WILD program through workshops based on the training model developed by the Council for Environmental Education, helping the professionals in attendance make their own observations and discoveries about Flying WILD as well as realize Flying WILD's potential for various audiences. Facilitators plan and carry out an agenda for each Flying WILD Educator's Workshop that enables educators to participate in Flying WILD activities and familiarize themselves with the many options for implementing the program.

Who are Flying WILD Facilitators? Flying WILD Facilitators are typically nonformal educators from local conservation and educational organizations such as nature centers, zoos, aquariums and museums. They are often volunteers and may also include scout leaders, youth group leaders, park departments, and Audubon Chapter members. Formal educators, particularly college professors who instruct pre-service teachers, as well as curriculum specialists and an occasional classroom teacher, will also acquire certification as a facilitator.

The number of Facilitators for each City Partner depends on the particular city's size and resources. CEE encourages City Partners to allow FW Staff to assist them in the establishment of Facilitator networks. Each Partner is unique in their Facilitator recruitment and maintenance based on personal Partner needs, geography and program resources.

Fostering Facilitators from within Your Local Nonformal Educators Network Since Facilitators are often volunteers, it is important for you as a City Partner to foster a helpful, efficient network through which facilitators may seek assistance. Many Flying WILD City Coordinators will acknowledge the reality of facilitator turnover. To ensure the overall integrity of Flying WILD Educator Workshops at all times, it is incumbent upon you, the City Partner, to provide some oversight. For example, you may want to attend random workshops, set up monitoring teams or systems, pair new and veteran facilitators together, or pair a new educator with a resource specialist.

There are a number of tools and factors that will allow you to work effectively with Flying WILD Facilitators throughout your city or region. Collective goal-setting and expectations, frequent communication, training retention, and recognition are a few important elements in a facilitator network. The suggestions under the following topic areas are designed to help you lead the Flying WILD Facilitator Network.

Resources. Facilitators are responsible for carrying out the majority of the workshop process, but City Partners, along with supplying Flying WILD Guides and, in some cases, paying for a facilitator's time, can provide additional support to facilitators in order to improve the workshop experience and final product. The more support you provide for facilitators, the more equipped they will be to facilitate successful workshops. Some of the ways City Partners may assist facilitators are:  Develop a facilitator directory, and distribute it.  Provide facilitators with periodic updates on key issues in bird conservation and how they can help play a role in educating the public. This could be done in a Listserv that is just for facilitators.  Conduct "make and take" in-service workshops at which facilitators can develop resource kits for the most commonly used activities.

Revised 4/7/18 14  Supply facilitators with access to special workshop resources like activity props, skulls, videos, field guides, binoculars and art supplies.  Provide facilitators with the opportunity to work with you on development of supplemental handouts, units, or posters.  Take the opportunity to ask what support or materials individual facilitators need in order to do a better job (may compliment a typical small group discussion).  Provide a "mentor" for new facilitators.  Since they are part of the team, have them help you establish goals for your Flying WILD program.  Coordinate an annual workshop for new as well as tenured facilitators.  Call your facilitators, and treat them as true partners. You can call to ask them how a recent workshop went, for advice, or for help when needed.

Recognition. Recognizing Facilitators is an important component of the Flying WILD Network; such actions from the City Partner remind facilitators that their efforts and contributions are worthwhile and do not go unnoticed.

There are a number of ways you can meaningfully recognize your facilitators. Here are a few options:  Know all of your facilitators by name.  Maintain accurate records of each facilitator's activities for future reference. Consider developing a special recognition program for various activity milestones. This record could be part of the Facilitator Directory and would provide all facilitators with information about which facilitators prefer which activities and assistance for agenda planning.  Consider providing a small gift or thank you note to facilitators after they have completed workshops.  Host an annual recognition dinner, picnic, or banquet for facilitators. At this, give away a "Facilitator of the Year Award."  Invite a department head to attend the initial facilitator training to welcome new facilitators or wrap up training.  Think about sending facilitators birthday or IMBD cards.  Publish Flying WILD facilitator activities in your organization's magazine.  Organize a birding retreat! Take your facilitators birding or to another event you know they would enjoy.

Revised 4/7/18 15 IV. Workshop Information

Flying WILD Educator Workshops

Length. The minimum length of an educators’ workshop is three hours, but the recommended is 4 or more. The length of 3-4 hours provides adequate time to introduce educators to the philosophy, procedures, and activities of Flying WILD. It provides time for the educators to participate in three to four activities.

Activities. A typical Flying WILD educator Workshop might include the following activities: (For a suggested Educator Workshop agenda, see Appendix D.)

 Welcome, orientation and introductions  An icebreaker activity if the participants don’t know each other well. An activity where participants pair up and after talking with each other must describe their partner to the whole group using terms and features of bird banding.  Overview of Flying Wild. An overview PowerPoint program is available  National partners.  Student activities. Participants participate in a Student Led activity from the Guide  Volunteer Led activity. Participants participate in a Volunteer Led activity from the Guide  Teacher-led activity. Participants participate in a Teacher Led activity from the Guide  Flight through the Guide. One of the main reasons for this activity is to make sure that participants are aware of the broad variety of information and resources that the Guide contains. A variety of different techniques can be used to familiarize the participants with the Guide. The workshop leader can discuss sections of the guide with the participants following along in their copy, a “treasure hunt” can be developed where participants are required to find certain features or sections of the Guide, or each participant might be assigned a section of the Guide and required to present that section to the entire workshop group.  Festival planning and implementation. This important section of the guide can be presented using some of the same techniques listed for the Flight through the Guide bullet above.  Use of appendices. The resources and other material in the appendices can also be presented using some of the same techniques listed for the Flight through the Guide bullet above.  Local resources. This is an opportunity for the City Partner and cooperating organizations to inform the participants about their programs. It is also an opportunity for the participants to brainstorm a list of community resources that are available to them. The resources might include other natural history/birding organizations and agencies, sources of volunteers, ways to find service projects, funding sources, etc.  Networking and future activities. As a wrap up activity, a discussion can be held that points out how Flying WILD educators are now members of a network with its own listserv, how CEE holds an annual national meeting for Flying WILD and other bird educators, the existence to the Bird Education Network that the workshop participants might want to joint, and the procedures for continuing on with Flying WILD and becoming a facilitator.  “Graduation” and presentation of diplomas.

Techniques. Of course, the techniques you will use to present the material should be designed to ensure that participants leave with a good understanding of Flying WILD and its activities. As an aid to that end, the

Revised 4/7/18 16 workshop should be hands-on, active, include a variety of instruction methods, and be fun. The following points may be helpful as you think about how to conduct your workshop:

 Having at least two facilitators for the workshop is very helpful. Even a good facilitator can seem boring if he or she is in front of a group for three or four hours. Two people can switch off frequently to provide a change of pace and to expose the participants to different presentation styles. Two facilitators also allow one person to present while the other takes care of logistics behind the scenes in order to ensure a smooth flow of activities.  While it is tempting to rely on lecture in order to cover the large amount of material that is usually contained in a Flying WILD workshop, a variety of presentation types is very helpful for maintaining interest and promoting a fun atmosphere. A general rule of thumb might be that participants should not be in their seats for any longer than 30 minutes at a time. A little lecture and a brief PowerPoint presentation might be augmented by peer-to-peer teaching of activities or sections of the Guide. Participant almost always enjoy participating in Flying WILD activities as their students will, and small group work, brainstorming, and other fun techniques can be worked into a workshop for variety and to maintain interest. An experiential approach with a positive, festive, attitude on the part of the facilitators will make the workshop a powerful learning experience that is well regarded by the participants.

Flying WILD Facilitator Workshops

The Facilitator workshop builds on many of the same techniques and much of the same content as the Educator Workshop. However, the Facilitator Workshop presents information in more depth and introduces new topics for the soon to be facilitators. For a suggested Facilitator Workshop agenda, see Appendix D.

Length. Facilitator Workshops are at least eight hours in length. Ideally, a Facilitator Workshop is held after the prospective facilitators have attended a four to five hour Educator Workshop and have had a chance to implement Flying WILD in their own programs. However, particularly in the early days of a City Partner’s program, this two—part approach may not be practical. Instead, it may be necessary to hold an Educator Workshop followed almost immediately with a Facilitator Workshop. In this case, great care must be taken not to duplicate material in the Facilitator Workshop that has just been presented in the Educator Workshop. In the original start up training provided by CEE to new City Partners, an eight-hour Facilitator Workshop may sometimes be held without the introductory Educator Workshop. While not ideal, logistics may dictate such an approach and the high motivation of the new City Partner allows for success in this compressed scenario.

In general, Facilitator Workshops are held at least once a year by all City partners. Candidates to become facilitators usually are drawn from participants in earlier Educator Workshops.

Techniques. The diversity of techniques that are used in the basic Educator Workshop is even more important for the longer eight-hour Facilitator Workshop. Diversity, hands-on, and active are again key words for the presentations. In addition, the longer time for the workshop may allow for some new activities:

 A guest speaker might be invited who would illustrate a key resource for bird education in the community and provide a good contact for future Flying WILD activities such as festivals and other service learning activities.  Learning stations where participants can briefly see the supplies and equipment required and learn about an activity might be a good way to promote familiarity with more of the Flying WILD activities.

Revised 4/7/18 17  Display tables can be set up that provide information on organizations and agencies in the area that can be resources for Flying Wild programs.  Other display tables might include resources such as field guides, checklists, posters, and specimens such as bones, feathers, nests, etc., if you have the required permits.

Workshop Fees

 In an ideal world, City Partners would be able to absorb the cost of providing Educator and Facilitator training and purchase of the guides or find local sponsors for these training activities. However, this is not always possible. If a fee must be charged to cover expenses, the goal should be to keep the fee reasonable. The basic guidelines in this area from CEE are that City Partners may add $5 to the cost of the Guide and charge that for each workshop participant. The $5 can be used to cover cost for supplies, copying, snacks, or lunch. Specifics for fees are included in each City Partner’s memorandum of understanding.  Fees for training may be higher if additional “value added” is provided to participants such as combining Flying WILD training with a teacher training institute. However, the goal remains the same—to keep fees reasonable and to ensure that costs are not a barrier for participation in the training.

Reporting Procedures

 City Partners are required to have each participant in an Educator Workshop or Facilitator Workshop fill out a Flying WILD workshop evaluation form. There are different forms for the two types of workshops. Each participant must also fill out a Participant Information Form. Copies of all three of these forms are included in Appendix E  These forms should be submitted after each training or no less frequently than twice a year.  At the end of the calendar year, City Partners are required to submit an annual report that summarizes the type, number, of workshops held, and the number of participants trained. The report should also include information on successes with the program and problem areas if any. Photos (with the photo permission form) area very helpful with these reports. See Appendix F for copies of Photo Permission Forms.  City Partners are requested to maintain a data base of educators and facilitators trained as a method for promoted future training, soliciting new participants in Facilitator Workshops, and as an aide in communicating and supporting Flying WILD educators and facilitators in their area. Also, since the educators trained by facilitators who have been trained by the City Partner should be reported in the annual report, the data base will allow for an easy method for collecting this information.

Reproducing Flying WILD Activities

The overall educational quality and utility of Flying WILD activities have been established through extensive testing and monitoring in day to day use. To maintain these high standards, it is very important that any adaptations or use outside the total program exemplified by the Guide and Flying WILD training be carefully considered. The following specific guidelines are contained in each City Partner’s memorandum of understanding:

 Flying WILD City Partners may reprint or adapt a total of any three Flying WILD activities without Flying WILD National Office (CEE) permission for their use at no charge. Note: Flying WILD City

Revised 4/7/18 18 Partners may grant reprints for their facilitators to copy up to three total activities from Flying WILD materials.  All adaptation requests that exceed simple substitutions and request substantial changes that alter the original activity are discouraged.  All reprint or adaptation requests from City Partners for more than three activities must be submitted to CEE for consideration.

Key Benefits and Characteristics of the Flying WILD Program

When talking to others about the benefits of becoming involved with the Flying WILD Program, it may be helpful to point out the following benefits:

Participation in a nationally recognized, educationally sound, and scientifically solid education program that will directly support bird conservation efforts  An opportunity to expand your education program's offerings by participating in a well regarded national program that fits with your mission. The program is educationally sound, cross curricular and interdisciplinary, standards based and linked to the National Science Standards, conceptually framed, targeted at middle schools but easily adaptable, flexible in how it can be implemented in formal or nonformal settings  The Flying WILD Educators’ Guide that contains 43 activities and a wealth of resources and information that will help you easily implement the program  A leadership role in your school or community as you deliver the innovative and fun Flying WILD program to students and other youth.

A chance to interact and share information with your peers in the education community  Membership in the Bird Education Network and opportunities to share information on the Bird Education Network Automated Mailing List  Membership and participation in the Flying WILD City Partner Network dedicated listserv  Membership and participation on the Flying WILD Educator Network dedicated Automated Mailing List  An invitation to attend National Flying WILD meetings  An invitation to participate in Bird Education Network meetings

Ongoing support for your Flying WILD education efforts  The Flying WILD Newsletter about Flying WILD activities and resources  Attractive posters and brochures that you can purchase to help publicize Flying WILD training  Publicity for your program through the various Flying WILD mailing lists and newsletter  Participation in research and evaluation opportunities as part of CEE program evaluation efforts  A student pages CD you can purchase that contains all the handouts, data pages, etc. from the Flying WILD Educator Guide  Email support from CEE/Flying WILD staff on questions and problem areas

Revised 4/7/18 19 V. Communication and Outreach

Automated Mailing Lists (listservs) and Flying WILD Website Flying WILD owns and operates several lists, each designed for specific audiences. In order to stay informed of program developments from the National Office and help market local Flying WILD activities, City Partners are encouraged to join in on the conversation for each of these lists. More information on these listservs, and instructions for subscribing, are found in section II, “City Partner Tools and Resources.”

Marketing Materials Marketing materials, which will aid in strengthening the Flying WILD program in your area, are available to you through the Flying WILD National Office. Full descriptions of the marketing materials listed below are available in Section I of this handbook. See Appendix A for a Flying WILD Material Order Form, or contact the Council for Environmental Education for ordering information.

. General Program Information Brochure and Poster . Educator Activity Brochure and Poster . Flying WILD Website Note: If able to do so, you will want to provide a link from your website to the national website of Flying WILD, www.flyingwild.org. The CEE encourages City Partners to submit to us all upcoming Flying WILD trainings for posting to the Flying WILD website.

Flying WILD News Periodically, the Council for Environmental Education (CEE) publishes Flying WILD News, a newsletter for the Flying WILD program. CEE may request submissions of information from Flying WILD City Partners so we can write articles to help promote Flying WILD both to readers in your region, as well as to a national audience. As a City Partner, you are welcome to submit articles of your own for review.

Communication Resources

Promotional Letters Many Partners use mailings to promote their Flying WILD Educator Workshops. Consider mailing out any combination of a letter of invitation to attend a workshop, promotional flyer, Flying WILD General Program Information Brochure, or (if mailing directly to key contacts in schools) the Educator Activity Brochure and Poster. In Appendix G, you will find a sample registration form that also serves as a promotional flyer and invitation to participate in an educator or facilitator workshop.

Email Marketing via email is one of the communication tools you should utilize in preparation for an educator or facilitator workshop. A marketing email includes a brief introductory statement about Flying WILD, the benefits of participating in a training, and important information pertaining to the upcoming training. See the sample marketing email below for an idea of what to include in yours.

Dear Educator:

Revised 4/7/18 20 The Rivertown Nature Center is delighted to announce our first Flying WILD Educator Workshop in the Rivertown area. Flying WILD is a new program of the Council for Environmental Education (known to many as the national office of Project WILD). Flying WILD introduces students to bird conservation through cross-curricular, standards-based classroom activities, school bird festivals and environmental stewardship projects. While targeting middle school students, Flying WILD is easily adapted for other grades. Workshop participants will receive four hours of professional development credit.

The workshop will be held from 8:00 a.m. to noon on June 22nd, 2008, at the Rivertown Nature Center. For more information and to register, see the attached form.

Jay Pajaro Education and Outreach Director Rivertown Nature Center [email protected] phone: 543-210-9876 fax: 543-210-9812

When marketing your Flying WILD workshops, you will want to promote via email at least six weeks prior to the training. In the email, you will want to include the following points:  Date  Time  Location  Cost of workshop  Registration information  An attachment of the registration form  Parking instructions at the workshop site  Information about lunch, snacks, or refreshments  City Partner contact information  and the Deadline for registration, if any.

Phone Calls If you are able to phone individuals who have registered prior to training, it will not only remind them but also allow an opportunity for you to provide any updated information and permit them to ask questions.

Revised 4/7/18 21 Marketing Tools

Academic Correlations By showing educators how the activities correlate to their local or state education standards, you will have a much easier time selling the benefits of the Flying WILD program. In some cases, educators will be required to document how their professional development helps fulfill their ability to meet local and state education standards. Therefore, City Partners are encouraged to take steps to document how Flying WILD activities fulfill state or local education standards. Check your state education website for the required standards. Currently, the states of California, Kentucky and Louisiana have created formal correlations between their state standards and Flying WILD. In addition, Flying WILD has been correlated to the Girl/Boy Scouts of America Merit Badge requirements. All correlation documents can be viewed on the Flying WILD website.

Flying WILD has already correlated most activities to the National Science Standards, and these correlations can be found in the “In-Step with Standards” box in specific activities in the Flying WILD Educator’s Guide, as well as in Appendix A of the Guide.

Outreach Tips An effective way to reach more educators is by networking with a key education contact in local school districts in your area. These key contacts include, but are not limited to, academic specialists, school district administrators, school principals, and lead teachers. Try also to target Leaders for local professional organizations geared towards science education, environmental education networks, informal education organizations, after-school programs, service- learning programs, and summer camps. Individuals in such positions will most likely have access to a large number of persons in education that are potential trainees in a Flying WILD workshop. Whenever possible, request that your key contacts post your workshop information on their email listservs.

You may also want to be in communication with key contacts at the state level. In many states, Project WILD Coordinators might be able to help promote your workshop.

Developing Local Partnerships City Partners are encouraged to approach sponsors to support the efforts in serving educators and the local program. You can strengthen your program by partnering with local businesses, and environmental conservation organizations. In exchange for publicity, local partners or sponsors may provide you with donations, materials, or in-kind support- such as volunteer hours (i.e. an agency representative staffing a booth at a Flying WILD Bird Festival), services or use of facilities.

Support Letters and Grant Requests You will find a sample Request for Funding Letter in Appendix H that you may use as a template when seeking funds from other organizations. If your organization applies for grant funding from businesses or foundations, CEE is able to provide letters of support for you to include in your grant applications. Just send us a request.

Revised 4/7/18 22 VI. Flying WILD Research and Evaluation

Evaluation of Flying WILD is an ongoing effort of the Council for Environmental Education. We provided here key information from evaluation reports done to date, for full reports contact the Council for Environmental Education or visit the Flying WILD website at www.flyingwild.org.

What Evaluations have been Done? Two full reports have been written thus far: a formal evaluation report of the Flying WILD Pilot Program written by W.A. Weber in 2004, and an evaluation of the Flying WILD Program written by Ed McCrea in 2006. Reported below are the key results of these evaluations.

Flying WILD Pilot Program Evaluation The formal evaluation report of the Flying WILD pilot is available through the Flying WILD Website, www.flyingwild.org. This evaluation had two goals: 1) to describe the perceptions of teachers who participated in training designed to prepare them to implement the Flying WILD program; 2) to describe the Houston Intiative-the Flying WILD pilot program implemented at Johnston Middle School in the Houston Independent School District during the first two months of the 2004-2005 school year.

Below is a table with important excerpts from the report.

Perceptions of Teachers Participating in Flying WILD Training Participant Information: N=20; 4 elementary teachers; 11 science teachers; 3 curriculum specialists; 3 informal educators 57.89% teach classes with >75% minority students 100.00% Agreed "I learned a lot of new content in the subject area or areas I teach." 95.00% Agreed "I learned new information about birds and their conservation needs. " 95.00% Agreed "I learned new information I can use in my classroom." 89.47% Agreed "I learned new teaching concepts and instructional strategies." 90.00% Agreed "I learned about materials available for my classroom."

89.47% Rated Flying WILD: An Educator's Guide to Celebrating Birds as "Good" or "Excellent." 65.00% Rated festival planning portion of training workshop as "Good" or "Excellent." 75.00% Reported that work expected during training workshop was "just about right." 90.00% Reported they are confident they can use Flying WILD activities with their students. 94.74% Planned to use Flying WILD activities with their students. 72.22% Planned to conduct a Flying WILD festival. Perceptions of Teachers Implementing Flying WILD Pilot Participant Information: N=11; 6 science teachers; 3 mathematics teachers; 1 ESL/French teacher; 1 Health & Phys Ed Teacher 11 participated in school bird festival; 9 had participated in Flying WILD training workshop

Revised 4/7/18 23 70.00% Agreed "I will use the Flying WILD Guide again." 100.00%Agreed "I would recommend Flying WILD: An Educator's Guide to Celebrating Birds to a friend." 90.91%Agreed "Johnston Middle School Teachers had the resource they needed to prepare for, organize, and lead a school bird festival with their students and community." 100.00%Agreed "The Family Math and Science night helped increase students' knowledge about the conservation needs of migratory birds. 100.00%Agreed "Either through their participation in the Family Math and Science Night or through other Flying WILD activities, students became involved in school, community, and/or home activities that will benefit bird conservation. Overall comment: Many teachers indicated that they would have liked more time to plan and prepare for their Family Math and Science Night, the culminating event of their participation in the Flying WILD pilot program.

Flying WILD Program Evaluation Report An evaluation report of the Flying WILD program that describes accomplishments in Flying WILD’s initial launch was written by Ed McCrea in 2006. Below is a table with important findings from this report.

Perceptions of Teachers Participating in Flying WILD Training Participant Information: N= 479 workshop Evaluation Forms and 540 Participant Information Forms 48% taught at schools that were >25% minority; 15% taught at schools that were 90% minority. 87% Agreed that they learned a lot of new content in the subject areas they taught 91% Learned new information about birds and their conservation 94% Agreed that they had learned new information that they could use in their classroom 94% Learned about new material available for their classroom 97% Rated activities in Flying WILD: An Educator's Guide to Celebrating Birds as "Good" or "Excellent." 87% Rated material on planning and conducting festivals in the guide as "Good" or "Excellent." 90% Reported that amount of work included in the training workshop was "just about right." 93% Reported they were confident or very confident that they could use Flying WILD materials with their students. 90% Indicated they planned to use Flying WILD with their youth audiences 82% Reported they planned to help implement a Flying WILD program 44% Intended to host a Flying WILD Bird Festival.

Overall Comment: Participants believed that the best things about the workshop were the use of hands-on instruction or the activity approach as the main instruction technique. Although the participants provided few negative comments about the workshop, there was concern that the workshop should be longer and include even more activities. Perceptions of Teachers Conducting a Flying WILD Bird Festival

Revised 4/7/18 24 Participant Information: N= 13 Festival Feedback Forms; 4 were 7th grade teachers; 3 taught middle school and/or high school; 1 was a 3rd grade teacher; and 4 taught all ages. These teachers taught Environmental science, Life science, and Environmental Education. 69% Reported that they were familiar with or slightly familiar with the variety of bird related education programs available to teachers. 100% Reported that they would recommend the Flying WILD guide to a friend. 92% Reported that they plan to use the Flying WILD Guide again. Overall comment: Teachers who conducted a Flying WILD Bird Festival were likely to be a classroom teacher with over 15 years of experience and think that their knowledge of bird-related educational material and of bird related topics was above average. Additional activities/resources the teachers reported that they would like to see added were a literature collection, answers to “what did you learn”, and more “need to know” information. Reports on Flying WILD Bird Festivals 159 students Average number of students participating in a Flying WILD activity at a festival. 162 persons Average number of persons that attended each festival. 67% Reported middle school students in attendance at their schools. 46% Reported that the festival was conducted as school wide. 54% Reported that the festival was conducted as a portion of the school. Slightly Schools that hosted festivals that had a significant percentage of minority students. <50 % Overall comment: Most of the festivals included extensions of the basic festival model and cooperative activities with other organizations and agencies. Educators that hosted a festival indicated that the Flying WILD training they had received was very helpful, were very positive about the program, and intended to continue using Flying WILD.

General Findings: 1. The workshop model for encouraging the use of Flying WILD materials was very well received by participants.

2. 540 or 97% of the educators who responded to a questionnaire evaluating Flying WILD trainings rated the Flying WILD activities as excellent or good.

3. 90% of the educators who responded to a questionnaire evaluating Flying WILD trainings indicated they planned to use Flying WILD with their youth audiences.

4. Participants responding to a questionnaire believed they learned new information about birds (89%) and bird-related materials (92%) at the workshops they attended and were confident that they could use the Flying WILD materials (93%).

5. Organizations and agencies that received seed grants primarily used these funds for the following:  bird trunks and kits  more Flying WILD trainings

Revised 4/7/18 25  support for Flying WILD Bird Festivals  small grants to other groups to support Flying WILD activities

6. Educators from organizations and agencies receiving seed grants placed a high value on cooperation with other educators and organizations as evidenced by:  activities and materials from other organizations that were consistently used in the bird trunks developed under seed grants  partnerships formed for training and festivals  grants given to encourage other organizations to become active in Flying WILD

7. Educators hosting festivals:  were experienced teachers who believed that they knew quite a bit about bird-related topics and bird related educational materials  were very positive about the program and intended to continue using Flying WILD  intended to recommend the Educator’s Guide to a friend  indicated that the Flying WILD training they had received as very helpful

8. Reports on Flying WILD Bird Festivals indicated:  the average number of students participating in a Flying WILD activity at a festival was 159  an average of 162 persons attended each festival  extensions of the basic festival model and cooperative activities with other organizations and agencies were included in most festivals

Revised 4/7/18 26 APPENDIX A: Flying WILD Materials Order Form

Return to: Council for the Environmental Education IMPORTANT 5555 Morningside Drive, Suite 212, Houston, TX 77005 **Please make checks payable to: F.E.I.N. 82-0377903

Tel (713) 520-1936 • Fax (713) 520-8008 Council for Environmental Education Email: [email protected] • Web: www.flyingwild.org F.E.I.N. 82-0377903

Flying WILD Material Order Form FY 2011 – 2012

BILL TO: SHIP TO: Name: Name:

Company: Company: Address: Address:

City, State, Postal Code: City, State, Postal Code: Purchase Order Number*: *The National Office MUST have a PO# to process state agency orders

Phone: Phone: Email

Special Instructions: Date and time guides need to arrive by: Quantity Description (FY 2010- 2011) Price Each Amount

2010 Flying WILD: An Educator’s Guide to Celebrating Birds $ 11.00 We require a minimum order of 96 guides.

Flying WILD Brochure $ 0.60 Flying WILD Educator’s Poster/Brochure $2.00

SPECIAL SHIPPING FEES SUBTOTAL *Sorry, we are not able to accept credit card 11% Standard** Shipping & Handling ($500+) payments. 14% Standard** Shipping & Handling (less than $500) **Special Shipping Fees **Special Shipping Fees We ship single orders via US Media Mail. Special shipping requirements, such as alternative labeling TOTAL $ or palleting or expedited delivery will incur additional shipping and handling fees. Please call the Council for Environmental Education for fee amount. Shipments to Alaska and Hawaii, please call for rates. 11% and 14% shipping fees do not apply.

Flying WILD merchandise is copyrighted by the Council for Environmental Education (CEE), the sole source of this merchandise. Revised 4/7/18 27 Please note a 2% finance charge will be assessed on all balances over 60 days past due. Thank you for your order!

Revised 4/7/18 28 APPENDIX B: Contact Information

Council for Environmental Education Council for Environmental Education 5555 Morningside Drive Sarah Livesay- Flying WILD Program Consultant Suite 212 Phone: (217) 469-0289 Houston, Texas 77005 Email: [email protected] Phone: 713-520-1936 Fax: 713-520-8008 Email: [email protected] www.flyingwild.org

(Under Construction- stay tuned for updated City Partner Locations)

Revised 4/7/18 29 Flying WILD City Partner Directory ALABAMA Contact Information Birmingham Helena Uber-Wamble Audubon Education Director 200 19th Street North Birmingham, AL. 35203-3317 Phone: (205) 714-8228 Email:[email protected] CALIFORNIA Santa Ana Watershed Carrie Raleigh Association Education and Public Outreach Manager PO Box 5407 Riverside, CA. 92517 Phone: (951) 780-1012 x22 Email: [email protected] FLORIDA Fairchild Tropical Alison Walker Botanical Garden Youth Education Manager Fairchild Tropical Botanical Garden 10901 Old Cutler Road Coral Gables, FL. 33156 Phone: (305) 667-1651 x 3353 Email:[email protected] Brevard Zoo Dawn Hurley Brevard Zoo Director of Education 8225 North Wickham Road Melbourne, FL. 32940 Phone: (321) 254-9453 x214 Email: [email protected] GEORGIA The University of Emily Saunders Georgia Student & Career Services Coordinator Athens Warnell Warnell School of Forestry & Natural Resources School of Forestry University of Georgia and Athens, GA. 30602 Natural Resources Phone: (706) 542-1465 Email: [email protected] HAWAII Honolulu Zoological Amanda L. LaGoy Society Director of Education Programs Honolulu Zoo Society 151 Kapahulu Avenue Honolulu, HI. 96815 Phone: (808) 926-3191 ext. 112 Email: [email protected] ILLINOIS Chicago City Partners Tom Clay Illinois Audubon Jo Fessett

Revised 4/7/18 30 Society/ Chicago Flying WILD City Partners Environmental Illinois Audubon Society Education P.O. Box 2547 Association of Springfield, IL. 62708 Illinois Phone: (217) 544-2473 Email: [email protected] INDIANA Science Central Jenny Young Science Central Education Director 1950 North Clinton Street Fort Wayne, IN. 46805 Phone: (260) 424-2400 ext. 442 Email: [email protected] KANSAS Kansas Wetland Eric Giesing Education Center Kansas Wetland Education Center 592 NE 156 Highway P.O. Box 618 Great Bend, KS. 67530 Phone: (620) 786-7456 Email: [email protected] Sedgwick County Chaille Blount Zoo Middle School/ High School Specialist Cargill Learning Center Sedgwick County Zoo 5555 Zoo Boulevard Wichita, KS. 62712 Phone: (316) 266-8328 Email: [email protected] KENTUCKY Western Kentucky Robin Hume University The Center for Environmental Education and Sustainability Program Coordinator Western Kentucky University 1906 College Heights Blvd. #11098 Bowling Green, KY. 42101 Phone: (270) 745-4687 Email: [email protected] Morehead State April Haight University Environmental Education Center Director Environmental Morehead State University Education Center LC 101A Morehead, KY. 40351 Phone: (606) 783-2455 Email: [email protected]

LOUISIANA BREC's Baton Rouge Jennifer Shields Zoo Education Curator Revised 4/7/18 31 BREC’s Baton Rouge Zoo P.O. Box 60 Baker, LA. 70704 Phone: (225) 775-3877 x249 Email: [email protected] Audubon Nature Tricia LeBlanc Institute Director of Education and Volunteers Audubon Aquarium of the Americas 1 Canal Street New Orleans, LA. 70130 Phone: (504) 378-2675 Email: [email protected] MARYLAND Ward Museum of Kim Check Waterfowl Art Education Director Ward Museum 909 South Schumaker Drive Salisbury, MD. 21804 Phone: (410) 742-4988 ext. 104 Email: [email protected] MISSOURI World Bird Sanctuary Teri Graves Director of Education World Bird Sanctuary 125 Bald Eagle Ridge Rd. Valley Park, MO. 63088 Phone: (636) 225-4390 ext. 103 Email: [email protected] NEVADA Lahontan Audubon Robin Wilson Society/ Nevada Director of Bird Conservation Reno Nevada P.O. Box 5046 Audubon Important Sparks, NV. 89432 Bird Areas Program Phone: (775) 247-2798 (Project Lead) Email: [email protected] NEW JERSEY Newark Museum Chidi Agostinelli Science Explorers Coordinator Newark Museum 49 Washington Street Newark, NJ. 07102 Phone: (973) 596-5143 Email: [email protected]

Jenkinson’s Danni Logue Aquarium Education Assistant/Volunteer Coordinator Jenkinson's Aquarium Revised 4/7/18 32 300 Ocean Avenue Point Pleasant Beach, NJ. 08742 Phone: (732) 899-1659 Email: [email protected] OHIO Mount Union College Natalie M. Kee Nature Center Sustainability & Academic Outreach Coordinator Huston-Brumbaugh Nature Center University of Mount Union Bracy Hall 212 1972 Clark Avenue Alliance OH. 44601 Phone: (330) 829-8161 Email: [email protected] Cleveland Museum Marty Calabrese of Natural History Science Resource Center Cleveland Museum of Natural History 1 Wade Oval Dr., University Circle Cleveland, OH. 44106 Phone: (216) 231-4600 x 3220 Email: [email protected] OREGON Portland Parks Sue Thomas, Education Specialist Environmental Portland Parks Environmental Education Education 2909 SW Second Ave. Portland OR. 97201 Phone: (503) 823-3601 Email: [email protected] PENNSYLVANIA National Aviary Bob Mulvihill National Aviary Director of Education Allegheny Commons West 700 Arch Street Pittsburg, PA. 15212 Phone: (412) 258-9449 [email protected] RHODE ISLAND Audubon Society of Kristen Swanberg Rhode Island Audubon Society of Rhode Island 1401 Hope Street Bristol, RI. 02809 Phone: (401) 245-7500 x3111 Email: [email protected]

TENNESSEE The Discovery Center Bonnie Ervin, at Murfree Spring Environmental Education Coordinator Revised 4/7/18 33 Discovery Center at Murfree Spring 502 S. E. Board Street Murfreesboro, TN. 37130 Phone: (615) 890-2300 Ext 226 Email: [email protected] TEXAS Texas State Aquarium Auburn Buehring Education Projects Manager Texas Sate Aquarium 2710 North Shoreline Corpus Christi, TX. 78402 Phone: (361) 881-1203 Email: [email protected] Houston Audubon Mary Anne Weber Society Education Coordinator Sims Bayou Urban Nature Center 3997 River Drive Houston, TX. 77017 Phone: (713) 640-2407 Email: [email protected] Lubbock Lake Susan Rowe Landmark Education Program Manager Lubbock Lake Landmark Texas Tech University Box 43191 Lubbock, TX. 79409-3191 Phone: (806) 742-1116 Email: [email protected] Cibolo Nature Center Mary Kennedy Cibolo Volunteer & Flying WILD Facilitator Cibolo Nature Center 140 City Park Road Boerne, TX. 78006 Phone: (830) 249-4616 Email: [email protected] Aransas National Tonya Nix Wildlife Refuge Environmental Education Specialist Complex Aransas National Wildlife Refuge Complex P.O. Box 100 Austwell, TX. 77950 Phone: (361) 286-3559 Email: [email protected] UTAH Tracy Aviary Jenn Waterhouse Senior Educator Tracy Aviary In Liberty Park 589 East 1300 South Salt Lake City, UT. 84105 Phone: (801) 596.8500 x116 Email: [email protected] WASHINGTON Woodland Park Zoo & Kintea Bryant Seattle Audubon Education Director Revised 4/7/18 34 Society Seattle Audubon 8050 35th Ave, NE Seattle, WA. 98115 Work Phone: (206) 523-8243 x11 Email: [email protected]

Katie Remine School Programs Supervisor Woodland Park Zoo 601 N. 59th Street Seattle, WA. 98103 Phone: (206) 548-2581 Email: [email protected] West Valley Outdoor Jami Ostby Marsh Learning Center Education Coordinator West Valley Outdoor Learning Center 8706 East Upriver Drive Spokane, WA. 99212 Phone: (509) 340-1028 Email: [email protected] Tahoma Audubon Sue Wattier Society Education Coordinator Tahoma Audubon Society 2917 Morrison Road West University Place, WA. 98466 Phone: (253) 686-2873 Email: [email protected] WEST VIRGINIA West Virginia Shannon Dey University Education Specialist Environmental West Virginia University Research Center 343 Percival Hall P.O. Box 6125 Morgantown, WV. 26506-6125 Phone: (304) 293-0024 Email: [email protected] WISCONSIN Wisconsin Society for Steve Kupcho Ornithology 9344 Goodrich Ave. Milwaukee, WI 53224 Phone: (414) 354-0948 Email: [email protected] CANADA Saskatchewan Outdoor Jolene Siemens and Environmental 2746 Robinson Street, Regina, Education Association Saskatchewan, Canada, S4T 2R6 Phone: (306) 352-4012 Email: [email protected]

APPENDIX C: Sample Workshop Agendas Revised 4/7/18 35 FLYING WILD EDUCATOR WORKSHOP PARTNER LOCATION LOGO DATE TIME

WORKSHOP AGENDA TOPIC DESCRIPTION TIME in minutes Welcome and 10 introduction of the instructors/sponsors Introduction of Self introductions with name, affiliation and reason 15 participants and for being interested in Flying WILD instructors Review of agenda and A look a the activities that will be conducted today 10 workshop goals The overall goals for holding the workshop—i.e. by participating in the workshop:  The participants will gain familiarity with sound educational materials that will help them teach a variety of topics in an interesting way and in accordance with the state standards;  BirdCOR will enlarge an educational cadre in the area that supports education about bird conservation; and  The birds will benefit from the students and teachers becoming active participants in and supporters of bird conservation. Introduction to Flying  What is Flying WILD—bird focused, middle 10 WILD—philosophy, school level, urban connection, festivals and structure, purpose service-learning components  What are the goals of the Flying WILD Program  Why Birds—ecological, cultural, aesthetic and economic values; birds as hook to promote learning about and action in environmental stewardship  Why Festivals and Service Learning Projects —Educational benefits: opportunities for action, reflection, celebration and recognition of accomplishments Sample teacher-led Participants engage in Food Chain Tag activity 30 activity from the Guide

Revised 4/7/18 36 TOPIC DESCRIPTION TIME in minutes A Flight through the  about the Guide  student led 20 Guide-- Includes  festival planning and activities summary of each major implementation  service learning section, focusing on  special guests projects activity formats and  festival follow-up  about birds and options for using three  teacher led activities birding different activity sets  volunteer led activities  additional resources  reference information  feedback form Sample student-led Participants engage in City Slickers activity from 20 activity the Guide resources to Flying WILD what resources and activities the City Partner has to 20 educators in the Area support Flying WILD Examples of resources in Overview of possible sources of help and examples 15 the community of specific organizations in the area Funding your festivals 10 and service projects Sample volunteer activity Participants discuss The Great Migration Challenge 10 activity from the Guide. (Could actually participate in activity if time permits.) Wrap-up and evaluation  summary remarks 10 of the workshop  coordination and cooperation discussion  roles and relationships  evaluation questionnaire  demographic questionnaire TOTAL 180

Revised 4/7/18 37 PARTNER FLYING WILD LOGO Facilitator Workshop Agenda

LOCATION, DATE, TIME

TOPIC DESCRIPTION Welcome Introductions Name, affiliation, and the reason you wanted to be involved with Flying WILD or why you were interested in education about bird conservation. Why be a facilitator? A quick look at the rewards and responsibilities of being a Flying WILD educator. Review of agenda Overview of what we will do and logistics for the day. Goals of the workshop  to provide you with an in-depth look at Flying WILD, the Guide and other resources  to explore options for implementing a Flying WILD training program  to provide a description of a facilitator’s roles and duties  to aid you in planning and implementing Flying WILD training  to help make your job as an facilitator easier  to increase your knowledge and skills in facilitation  to begin the process of networking, cooperation, and resource sharing necessary for successful training Icebreaker Band your guest activity. Background on Overview of City Partner and other collaborators partnering organizations Introduction to Flying PowerPoint overview of program and philosophy. WILD How Flying WILD Construction of an educator “needs” checklist. Participants tell one meets educator’s needs another what they look for in choosing activities and materials. Break Two sample activities Participants engage in sample activities from the Guide. Activity debriefing Discussion of the activities and a comparison with the checklist of educator needs. Working lunch Participants work in teams to select and plan an activity that they will lead with the other participants. Participant led Participants lead the activity they planned over lunch. activities Flying WILD program Review of the major sections of the manual—why they are format—a flight included and how they are used. through the guide Revised 4/7/18 38 TOPIC DESCRIPTION Break Festival planning and Festival planning and implementation—goals, audience, scope: implementation  check list  Establishing goals and objectives  Whole school approach  Donations  Festival promotion  Festival logistics  Festival Extras Your role as a Flying  The effective facilitator—facilitator position description WILD educator and  Characteristics of a good workshop facilitator  Workshop logistics  Reporting and coordinating Becoming a City What it means. Benefits and responsibilities. Mechanics. Partner Resources for Flying Other organizations and resources for cooperative efforts. All WILD programs, instructors and participants help construct a list of resources in the service projects, and community and talk about favorites materials—CDs, DVDs, festivals games, skulls, etc. Evaluation Participants evaluate the training session and fill out the demographics form. Networking and follow Discussion of communication and information flow, resources, etc. up available to the participants.

Revised 4/7/18 39 APPENDIX D: Evaluation and Participant Information Forms 2010 Flying WILD TRAINING PARTICIPANT INFORMATION FORM The demographic information requested below is needed by the Flying WILD national office for program evaluation purposes and reporting to our funding sources. Your response will be kept confidential.

Name: ______Title: ______

Employer (School, Museum, etc.): ______

Street Address: ______

City: ______State: ______Zip code: ______

Phone number: ______

If you would like to receive updates, such as the FW newsletter, please provide addresses below:

Regular mail: □ Work (see above) □ Home ______

Email: ______

Council for Environmental Education does not give, sell, or rent email lists or any other subscriber information to third parties.

In addition to the newsletter and other periodic mailings, Flying WILD maintains two listservs used by those interested in Flying WILD and bird education. Let us know if you would like to join these two lists. (You can unsubscribe at any time.)

____ Please add me to the Flying WILD Educator Mailing List.

____ Please add me to the Bird Education Network (BEN) Mailing List.

Date of Training:______Location: ______

Name of Trainer(s): ______Type of Training: Educator Training □ Facilitator Training □

Please indicate your gender □ Female □ Male

Please indicate your ethnicity: □ African American □ Hispanic □ Other ______□ Asian □ White

My current position is best described as (you may check more than one): □ elementary teacher (pre-K – 5th) □ school administrator □ professor/instructor for pre-service teachers □ secondary teacher (6th-12th) □ college student □ industry representative □ curriculum specialist □ college student, pre-service teacher □ other______□ non-formal educator (zoo, museum, nature center, etc.)

Teachers, please complete the following: Subject areas taught: □ Elementary (all subjects) □ Language Arts □ Special Education □ Science □ Art □ Technology/Computers □ Social Studies □ Music □ Physical Education □ Mathematics □ Industrial Arts □ Other:______

I am most likely to use Flying WILD materials with the following number of students during one year: □ 1-30 □ 61-120 □ 151-210 □ 31-60 □ 121-150 □ over 210

Estimate the percent “minority” (African American/ Asian/ Hispanic) students in your classes: □ 10% or less □ 11 - 25% □ 26 – 50 % □ 51 – 75% □ 76 – 89 % □ 90% or more Revised 4/7/18 40 EDUCATOR WORKSHOP EVALUATION Date: ______Location:______Name of Trainer (s): ______

What grade do you give this workshop? A B C D F How strongly do you disagree or agree with the following? Circle one for each

Strongly Strongly Unsure Disagree Agree I will recommend this workshop to colleagues or other 1 2 3 4 5 6 7 NA professionals. This workshop was much better than other workshops I have 1 2 3 4 5 6 7 NA participated in. The level of work expected during the workshop was 1 2 3 4 5 6 7 NA appropriate. Within the next year, I intend to … improve my EE efforts by using Flying WILD. 1 2 3 4 5 6 7 NA … share what I learned with colleagues and other 1 2 3 4 5 6 7 NA professionals. By attending the Flying WILD training I learned …new ideas for presenting the subject area(s) I teach 1 2 3 4 5 6 7 NA

…new information about birds and their conservation needs 1 2 3 4 5 6 7 NA

…new information I can use in my classroom or facility 1 2 3 4 5 6 7 NA

…new teaching concepts and instructional strategies 1 2 3 4 5 6 7 NA

…about materials available for my classroom or facility 1 2 3 4 5 6 7 NA In terms of usefulness to your classroom: Activities from Flying WILD: An Educator’s Guide to 1 2 3 4 5 6 7 NA Celebrating Birds you experienced today will be useful

The festival planning portion of the training will be useful 1 2 3 4 5 6 7 NA

I am confident I can use Flying WILD activities with my students 1 2 3 4 5 6 7 NA

List one activity that you plan to use with your students:______

Do you plan to conduct a Flying WILD Festival? □ Yes □ No How will you change your teaching/programs based on what you learned from this workshop? If you are not planning to make any changes, why not?

The best thing about the workshop was:

Revised 4/7/18 41 How can this workshop be improved to better meet your environmental education, professional, or other needs?

Comments:

What is your current profession? Check all that apply.  PreK-12 Teacher  College/University Instructor  Conservation/Nat. Res. Professional Who

 Preservice Teacher  Resource Developer  Other ______

Non-Formal   Program Director Educator do/will you teach? Check all that apply. Cons./Nat. Res.  Preschool  9-12  Non-Formal Educators  Professionals College/University  K-2  Teachers   Families Instructors  3-5  Preservice teachers  Program Directors  Other ______ 6-8  Other College/  Resource Developers  Not Applicable University students Number of years you have been an environmental educator: About ______years Number of students/participants you typically teach/reach per year: About ______ NA

The students/participants you primarily work with come from: Check one.  Urban  Suburban  Rural  Tribal  Mix of Areas

Others consider you an environmental education leader: Check all that apply. In your K-12 In the state where you At the international   In your organization   school live level In the community where you  In academia   At the federal level  Not applicable live

To maintain your anonymity but to allow us to match your past or future comments, please provide: Your birthday: mm__ __ dd__ __ First 3 digits of Your SSN ______

THANK YOU!

Revised 4/7/18 42 FACILITATOR WORKSHOP EVALUATION

Date: ______Location:______Name of Trainer (s): ______