Singapore American School K-12 Service-Learning Standards and Indicators

K-12 Standards and Indicators for Quality Service-Learning Practice

Standard 1 : Meaningful Service Standard 2 : Reflection Standard 3 : Diversity Standard 4 : Youth Voice

Indicators: Indicators: Indicators: Indicators:

Students will engage in meaningful and Students will conduct on-going reflection Students will develop an understanding of Students will expand their voice by
personally relevant service activities by and evaluation that requires deep diversity and mutual respect by
thinking and analysis by

1.1 Participating in experiences that are
appropriate to age and
developmental abilities.
1.2 Developing an understanding of
perspectives and potential solutions
for societal and/or environment
issues.
1.3 Engaging in Service Learning
approaches to address real needs
and issues.
1.4 Achieving outcomes in areas of need
that are valued by those being
served.
1.5 Addressing issues that are personally
relevant.
1.6 Demonstrating civic responsibility as
a personally responsible global
citizen.
2.1 Demonstrating understanding of
knowledge, skills and/or attitudes
through a variety of verbal, written,
artistic and nonverbal reflections.
2.2 Reflecting before, during and after
service experiences to deepen
learning and understanding.
2.3 Thinking deeply and critically about
complex, community problems and
alternative solutions.
2.4 Self-assessing own strengths and
weaknesses, and strategizing on
ways to support continuous
improvement.
2.5 Examining preconceptions and
assumptions in order to explore and
understand roles and responsibilities
as citizens.
2.6 Examining a variety of social,
environmental and civic issues to
understand connections to public
policy, procedures and norms.
2.7 Evaluating credibility of a variety of
research sources, and synthesizes
research to more deeply understand
social and environmental issues.
2.8 Evaluating Service Learning
impact/results, as well as the quality
and effectiveness of the experience.
3.1 Identifying and analyzing different
points of view to gain understanding
of multiple perspectives.
3.2 Developing interpersonal skills in
conflict resolution and group
decision making.
3.3 Seeking to understand and value the
diverse backgrounds and
perspectives of those offering and
receiving service.
3.4 Recognizing and overcoming
stereotypes.
4.1 Demonstrating effective written,
verbal and technological skills in
communicating all phases of a
project with diverse stakeholders.
4.2 Generating ideas during the
planning, implementation and
evaluation processes.
4.3 Engaging in decision-making
processes throughout Service
Learning experiences.
4.4 Creating an environment that
supports trust and open expression
of ideas.
4.5 Demonstrating the ability to switch
appropriately from leader to
collaborator to follower.
4.6 Demonstrating the ability to develop
and fully execute a Service Learning
project that meets student learning
and community goals.

Standards 1-4 are predominately student-focused.

Standards 5-6 are predominately teacher-focused with varying levels of student involvement for older students.
Standards 7-8 are predominately teacher-focused.
Adapted from 2008 National Youth Leadership Council Standards April 2010
 Singapore American School K-12 Service-Learning Standards and Indicators

K-12 Standards and Indicators for Quality Service-Learning Practice

Standard 8 : Duration and
Standard 5 : Partnerships Standard 6 : Progress Monitoring Standard 7 : Link to Curriculum
Intensity

Indicators: Indicators: Indicators: Indicators:

Teachers and, as appropriate, students
will establish partnerships which are
collaborative, mutually beneficial, and
address community needs by
Teachers and, as appropriate, students
will engage in an ongoing process to
assess the quality of implementation and
progress toward meeting specified goals
and use the results for improvement by
Teachers will intentionally use service- Teachers will ensure that service-learning
learning as an instructional strategy to has sufficient duration and intensity to
meet learning goals and/or content address community needs and meet the
standards by learning outcomes by

5.1 Involving a variety of partners to
address community needs.
5.2 Maintaining regular communications
to keep partners well-informed
about activities and progress.
5.3 Collaborating in establishing a shared
vision and common goals to address
community needs.
5.4 Collaborating in developing and
implementing action plans to meet
specific goals.
5.5 Continuing to develop the quality
and effectiveness of partnership.
6.1 Collecting evidence of progress
toward meeting specific service goals
and learning outcomes from multiple
sources.
6.2 Collecting evidence on the quality of
Service Learning implementation.
6.3 Using evidence to improve Service
Learning experiences.
6.4 Communicating evidence of progress
toward goals and outcomes with the
broader community to deepen
Service Learning understanding and
ensure that high quality practices are
sustained.
7.1 Articulating the learning goals and
expectations for Service Learning.
7.2 Making the connection between
what is being taught in classes and
what students are doing during
Service Learning opportunities.
7.3 Facilitating the transfer knowledge
and skills from one setting (context)
to another.
8.1 Developing the process for
investigating and pursuing
community needs through the Four
Main Phases of Service Learning
8.2 Establishing a timeline that is
sufficient in addressing identified
community needs and achieving
learning outcomes.

Standards 1-4 are predominately student-focused.

Standards 5-6 are predominately teacher-focused with varying levels of student involvement for older students.
Standards 7-8 are predominately teacher-focused.

Adapted from 2008 National Youth Leadership Council Standards April 2010