JGI/LSF Professional Development Session Application Name(required) Email(required) Number at which you can be reached during the day: School/Youth Program: School Board/Band: All of JGI/LSF’s professional development focuses on preparing students for action planning. There is an option of two different workshops. Please select the one you are most interested in: Understanding Sustainability through connections to JGI’s Africa Programs and Community-Centred Conservation Approach Bringing Indigenous Knowledge into the Action Planning Process Protecting our Sacred Water Schools – please select those which apply: Elementary Middle Secondary Other What ages are the youth involved in your program? How many teachers and/or youth program facilitators are interested in attending this session? As a result of this professional development, how many students do you estimate will be reached? Does your program/school have a population of self-identify Aboriginal youth? Yes No If yes, what percentage of your youth/student population is self-identified Aboriginal? JGI/LSF recommends sessions to be a minimum of three hours. Two days is optimal for empowering program facilitators and educators. How much time is your school/group able to give to a professional development session? Select those which apply: 2-4 hours 1 day 2 Days Do you have a space to host the session and accommodate all the participants? Is your organization/school able to cover travel costs of a JGI staff to travel from Toronto, Ontario? Is your organization/school able to provide: Refreshments for the participants data projector Flip chart, markers and masking tape What are some potential dates and times that would best suit your group? How did you hear about JGI/LSF’s Professional Development Sessions? Have you been involved with JGI in the past? If so, how? LSF Question? What are your expectations from this professional development session? Submit Δ Thank you for applying, someone will respond to you shortly. Share this:TwitterFacebookMoreRedditLike Loading...
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