Service-Learning and Professional Development for Teachers or Administrators
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org

Service-Learning and Professional Development for Teachers or Administrators

January 2014


This report highlights selected state policies that address service-learning professional development for teachers or administrators.

Policies that support, encourage or require service-learning professional development for teachers Policies that support, encourage or require service-learning professional development for administrators
Alabama No
No
Alaska No
No
Arizona No
No
Arkansas No
No
California No
No
Colorado To be endorsed in secondary family and consumer studies education, an educator must demonstrate the ability to arrange and supervise relevant and appropriate experiences and opportunities in simulated or real-world environments, including community service, that allow students to base decision-making on first-hand knowledge and sound criteria.

1 Colo. Code Regs. § 301-37:2260


To be endorsed in social studies, an educator is required to be knowledgeable about and able to promote appropriate, relevant, positive, and productive community service and experiences to students.

1 Colo. Code Regs. § 301-37:2260
Principals are required to be able to develop, maintain, and encourage partnerships with, and involvement and volunteer opportunities for, parents and the local school community, including contextual and service learning.

1 Colo. Code Regs. § 301-37:2260
Connecticut Connecticut’s common core of teaching contain standards that apply to the preparation, induction, and ongoing professional growth of teachers. While service-learning is not specifically mentioned, one of the domains relates to service-learning requiring teachers to plan instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by integrating learning activities that make real-world, career, or global connections, and promote interdisciplinary connections whenever possible. It further suggests designing strategic questions and opportunities that appropriately challenge students and actively engage them in exploring the content through strategies such as discourse or inquiry-based learning.

Educator Standards and Assessments. Connecticut State Department of Education, 2010. http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/board_approved_cct_2-3-2010.pdf. [Accessed December 12, 2013.]
No
Delaware No
No
District of Columbia No
No
Florida At the request of a school district, the Department of Education is required to provide assistance in locating, leveraging, and using available or alternative financial resources that will assist school districts or teachers desiring to receive training and other resources to develop and administer service-learning programs or activities. In addition, school districts are encouraged to include kindergarten through grade 12 service-learning programs and activities in proposals they submit for federal entitlement grants and competitive state and federal grants administered through the department.

Fla. Stat. Ann. § 1003.497
No
Georgia State-approved professional education units that offer a preparation program for family and consumer sciences teachers in grades 6-12 must address standards published by the National Association of Teacher Educators for Family and Consumer Sciences. The standards specify that programs will prepare candidates who integrate the Family, Career and Community Leaders of America student organization into the program to foster students' academic growth, application of family and consumer sciences content, leadership, service learning, and career development.

Ga. Comp. R. & Regs. 505-3-.19


The gifted in-field education endorsement program requires that state-approved professional education units provide programs that prepare candidates who understand community-based and service-learning opportunities for individuals with gifts and talents.

Ga. Comp. R. & Regs. 505-3-.71
No
Hawaii No No
Idaho No No
Illinois No No
Indiana No No
Iowa No No
Kansas No No
Kentucky No No
Louisiana No No
Maine No No
Maryland No No
Massachusetts No No
Michigan No No
Minnesota Among the objectives of a local education and employment transitions system is providing staff training for vocational guidance counselors, teachers, and other appropriate staff in the importance of preparing learners for the transition to work, and in methods of providing instruction that incorporate applied learning, work-based learning, and service-learning experiences.

Minn. Stat. Ann. § 124D.49
No
Mississippi No No
Missouri Upon request of a school district, the State Board of Education will provide assistance to districts in locating, leveraging, and utilizing alternative financial resources that will assist teachers who want to receive training in developing and administering service-learning programs or projects.

Mo. Rev. Stat. § 170.037.2
No
Montana The standards for state approval of teacher education programs in family and consumer sciences require that successful candidates integrate leadership strategies into the program to develop students’ academic growth, application of family and consumer sciences content, leadership, service learning, and career development.

Mont. Admin. Reg. 10.58.514
No
Nebraska No No
Nevada No No
New Hampshire Among the requirements to be certified as a special education teacher in the area of intellectual or developmental disabilities, a candidate must have knowledge, skills, and dispositions in a number of areas, one of which is instructional planning. This requires the ability to collaborate with others on the development of IEPs based on the general education curriculum, which includes community service learning.

NH ADC ED 507.40


Among the requirements to be certified as a modern language teacher, a candidate must have had an intensive experience at the advanced level in the target language including a service-learning experience requiring the use of the target language.

NH ADC ED 507.37
No
New Jersey No No
New Mexico Competencies for licensure of entry level secondary vocational-technical teachers include instructional planning and implementation, a component of which is organizing and conducting learning experiences outside the classroom such as field trips, co-op, work study, apprenticeships, internships, and community service.

N.M. Admin. Code § 6.61.7
No
New York No No
North Carolina No No
North Dakota No No
Ohio The State Board of Education is required to adopt rules establishing qualifications for teaching community service education for high school credit. In addition, the board is required to provide technical assistance to school districts providing community service instructional programs for teachers.

Ohio Rev. Code Ann. § 3319.231


At the request of a local school district board of education, the governing board of an educational service center may provide a community service education program for the local district. The program must include the development and implementation of a community service plan. The plan must be based on the recommendations of an advisory committee and must provide, among other things, a community service instructional program for teachers, including strategies for teaching community service education, for discovery of community service opportunities, and for motivation of students to become involved in community service.

Ohio Rev. Code Ann. § 3313.605


The State Board of Education is required to identify or develop model community service programs, teacher training courses, and community service curricula and teaching materials for possible use by school districts in their programs.

Ohio Rev. Code Ann. § 3301.70
No
Oklahoma The State Board of Education may assist school districts with the development of youth community service programs by developing in-service training components to be used by local districts for preparation of youth community service program faculty sponsors.

Okla. Stat. Ann. tit. 70, § 11-108.3
No
Oregon No No
Pennsylvania No No
Rhode Island No No
South Carolina No No
South Dakota No No
Tennessee Teachers who will supervise students in unpaid or non-credit work-based learning experiences are required to receive training.

Work-Based Learning Policies, Procedures, and Resources. Tennessee Department of Education, April 2013.  http://www.tennessee.gov/education/cte/wb/doc/WorkBasedLearningPoliciesApril2013.pdf. [Accessed December 26, 2013.]

No
Texas No No
Utah An educator may earn a work-based learning endorsement by completing eight semester credits from a required course list. Required courses include:
  • Work-Based Learning Basic Training - 1.5 credit
  • Certified Apprenticeship Representative Training - .5 credit
  • Work-Based Learning Summer Conference Year 1 - 1 credit
  • Work-Based Learning Summer Conference Year 2 - 1 credit
  • Business Communications - 1 credit
  • Introduction to Marketing/Principles of Marketing - 1 credit
  • Business Management Essentials - 1 credit
  • Instructional Technology - 1 credit
Educator Licensing – Work-Based Learning. Utah Department of Education, August 2010.  http://www.schools.utah.gov/cte/wbl_licensingwbl.html. [Accessed December 26, 2013.]
No
Vermont No No
Virginia No No
Washington No No
West Virginia No No
Wisconsin No
No
Wyoming No No


This database will be updated as we learn of policy changes. If you have comments about the information presented or the database, please contact Paul Baumann at pbaumann@ecs.org or 303.299.3608. Creation of this database was made possible in part through the support of the State Farm Companies Foundation.

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