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Good practices in ESD are initiatives closely related to education for sustainable development that demonstrate good practice, generate ideas and contribute to policy development. ESD good practices: Focus on the educational and learning dimensions of sustainable development Offer new and creative solutions to common problems Make a difference and demonstrate a positive and tangible impact Contribute to sustained improvement of living conditions Can be used as models to generate policies and initiatives elsewhere Can be evaluated for innovation, success and sustainability by experts and users 1. NAME OF THE INITIATIVE CONSIDERED AS A GOOD PRACTICE : ENVIRONMENTAL COACH 2. RESPONSIBLE COUNTRY/ORGANIZATION: Name Lord Beaverbrook High School Mailing address: 9019 Fairmount Drive SE Country: Calgary, Alberta Telephone: 403- 259-5585 ext 2366 E-mail:

Fax: 403-777-7949 Internet:

3. CONTACT PERSON (name and title): MAUREEN PETTIGREW, ENVIRONMENTAL COACH 4. GENERAL FOCUS OF THE INITIATIVE (check one or more boxes): Policy, regulation, governance Learning for sustainability in formal, non-formal and informal settings Education of educators Tools and materials Research and development Regional/international cooperation Indigenous knowledge 5. THEMES (check one or more boxes): Overcoming poverty Gender equality Health promotion HIV and AIDS Ethics Intercultural understanding Cultural diversity Citizenship Peace, human rights and security

Environment Climate change Water Biodiversity Natural resource management Disaster reduction Democracy Governance Justice

Corporate responsibility Economy Sustainable production and consumption Sustainable urbanization Sustainable tourism Rural development Responsibility in local and global contexts

Your response to this questionnaire should not exceed four pages. Font: Arial, size - 9; margins - 2 cm.

Other (please specify) 6. INITIATIVE DESCRIPTION (provide brief description): The Mandate of the Environmental Coach are: 1. bring environmental education to all courses taught at the school, 2. Increase student involvement in environmental issues 3. Build an environmental resource library 4. Outreach to feeder school, other schools in city, province and globally WHO? Type of organization managing the initiative: Governmental Non-governmental International Local authority Partners/stakeholders involved (if any): Government (State/provincial/district) Local authorities Pre-school institutions Schools Vocational education institutions Higher education institutions Research institutions Non-governmental organizations Community organizations Private sector Media Intergovernmental, international institution other (please specify) Private sector Academia Other (High School)

Please name key stakeholders and describe their involvement in this initiative and the kind of relationship you have with them: BP A+ for Energy - we have received 4 $10,000.00 grants to carry out environmental projects at the school in the last 2 years. One project is installing motion sensors in male washrooms and changing water cooled compressors for air cooled ones. With this project we were able to save 374 cubic meters of water per month. Another project was for the Science 10 students to build small biogas generators and tour coalbed methane and natural gas plants as they learned about fossil fuels and alternative energy technology. The next project is to retrofit a garage at the back of the school in preparation to install a large biogas generator, solar modules and a wind turbine to have a dual purpose of keeping the hardwood for the carpentry classes and th become an alternative energy teaching learning site. The 4 project is building a large biogas generator using student design and construction to heat the garage. The school is also working with Clean Calgary in a pilot compost program. We are currently the only high school composting. ___________________________________________________________________________________________

Who do you consider to be the learners in this initiative (number of persons involved): The 2,000students of Lord Beaverbrook high school , the 150 adult staff both teaching and non teaching, the parent community and many of the feeder schools. ___________________________________________________________________________________________ WHEN? Starting year and duration: The Environmental Coach began in February of 2007 and is continuing currently as it is a supported program by the Principal. At present there is no additional funding for this position, however the school is making sure that there is 90 minutes a day for coach duties. ___________________________________________________________________________________________ WHERE? Geographical setting: Local Please specify: Lord Beaverbrook High School, Calgary, Ab____________________ Regional Please specify: ____________________ WHAT? Educational / learning setting and level: Subnational Please specify: ______________ International Please specify: ______________ National Please specify: __________________ Other (please specify) Please specify: __________________

Formal: Early childhood Further and higher education Other (please specify)

Primary education Teacher education

Secondary education Professional education

Non-formal Please specify: _Environmental Club, and student special projects___________________ Informal Please specify: ____________________ Main objectives of the initiative (provide brief description): 1. bring environmental education to all courses taught at the school, 2. Increase student involvement in environmental issues 3. Build an environmental resource library 4. Outreach to feeder school, other schools in city, province and globally How does this initiative relate to your country’s national priorities? Alberta is making efforts to improve energy literacy.

HOW? Methods/approaches used for this initiative (list key background materials that were used; if necessary, use a separate sheet): The environmental coach is a science teacher that has been working in collaboration with school administration and teaching staff to develop environmental initiatives that will involve as many students and courses within the school and outreach to other schools. This initially involved teaching half time (5 months) and now the coach teaches full time with one extra prep period to carry on the mandates of the program. This is because the principal supports the environmental coach program. The coach works closely with the teaching staff to coordinate environmental enhancement for the courses. Much of the enhancement must be developed by the coach as there has been no ready made lesson plans or classroom materials available at a high school level. To do this it has involved numerous professional development courses, networking with industry, business and the Calgary Board of Education Eco Team. Numerous grant proposals have been written to raise funds to carry out the programs. The prime thrust of the project is to involve as many students as possible so this has meant numerous out of school hours to help direct and enthuse students. It has also been fortunate that the students have been able to attend several conferences on the environment, which involves risk management paper work and coordination. Students have had the opportunity to tour many facilities within the province relating to alternative and traditional energy. The coach arranges for the tours, fills out the paper work and provides the opportunities for the classes. A number of resources have been purchased through funding by Ennmax for the resource library. These resources are available to staff and students. It is an ongoing process to continually provide more resources. The school is also teaching an Environmental Studies 25/35 course and right now is the only school teaching this course.

Working language(s): English Budget and funding sources: For the first 5 months there was funding for the Environmental Coach position by Ennmax. After the initial 5 months the school has generously found ways to provide a preparation period each day for the coach position to carry out the duties involved in the mandate. This costs the school approximately $15,000.00 per year. To date the position has been unable to obtain any other funding. The increase in environmental requests has increased tremendously and it is hoped that funding will be provided so that the Environmental Coach will be able to be a half time position again. There is far more to do than there are hours in the day and it is frustrating. For projects that have been developed the school has received grants from BP A+ for Energy $40,000.00, $5,000.00 YES grant Alberta Government, $1,000.00 Jack Leslie Youth Environmental Grant, $1,000.00 Petro Canada seed money for water projects. The students fund raise for their own projects 7. EVALUATION OF THE INITIATIVE (provide brief description and assessment): Important!: This subsection is the most valuable in terms of learning from your initiative. Please share details as fully as possible.

Has your initiative been evaluated? (if yes, please provide a short description): The Calgary School Board is piloting an evaluation process for environmental initiatives called ECOSITE. At LBHS we are the only high school involved and we are try to be Leading Green. As this program is still in the pilot stage full evaluation is not available

After the initial 6 months of Ennmax funding the project the school and Ennmax reviewed the program and deliverables and Although Ennmax had changed its funding format were very supportive of the project. The school decided to maintain the support for the partial release time, which costs the school approximately $15,000.00 per year. School Administration has continued to support the Environmental Coach position for the last 3 years. Results: Lord Beaverbrook is an environmental leader within the Calgary Board of Education. We have conserved 374 cubic meters of water per month for the last year and are implementing further water conservation initiatives. We are the only High school in Alberta offering Environmental Studies 25/35. We are the only high school composting in the city and the only high school involved with the Ecosite program of the Calgary Board of Education. Our students are building a large biogas generator. We are working an elementary school on electricity conservation as mentors, or maybe they are mentoring us.

Strengths: Connections with feeder schools, elementary schools and K-12 eco-leadership Only high school in Ecosite program out of 25 high schools in the city Only High school offering Environmental Studies 25/35 in Alberta Interdisciplinary Student led initiatives Student awards in the local, provincial and national level Environmental Coach participation on System Environmental Strategic Planning Environmental Coach presentations provincially and nationally at environmental conferences Positive feedback from community Request for templates, resources & implementation within school and other schools Weaknesses and risks: lack of time to implement current initiatives Positive publicity creates even more requests, initiatives ( victim of our own success)

Problems encountered:(if applicable): lack of funding from CBE to support program Negatively impacts other schools not fortunate enough to have and Environmental Coach Unresolved issues (if applicable) : Need for increased Eco-coach time to implement program

Conditions for successful replication (if applicable) : Need for more Environmental Coaches within the Calgary Board of Education

Why do you consider this a good practice? Absolutely allows environmental perspective to be brought to the school through freeing up an educator to focus on bringing the environment to every course taught in the school. Teachers will be more receptive to including environmental aspects into their classes if they do not have to put any more of their already precious time into designing running and arranging for its inclusion. This is why the Environmental Coach works. More students and adults are exposed to opportunities and they get involved. Our school proves that it works.

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