Place-based education is a new idea and it lacks administrative support.

Build a foundation of knowledge with key administrators

Give administrators and school board members packets of information that include a white paper, PEER evaluations with quotes and facts that prove program success.
Invite experienced place-based practitioners to the school to meet with administrators.

Hold outdoor community events for parents and students.
Produce an exhibit about a PBE project to share with your community.
Offer many different ways for parents to become active participants.
Network with parent/teacher associations to find parent allies.
Build a presence on the school website, then ask parents to help write a quarterly e-newsletter.

Host a project brainstorming party at your home for co-workers
Grow the team: consider the assets of the entire faculty to find the specific skill sets needed for your project.
Build involvement around specific projects one teacher at a time rather than trying to build broad support at a staff meeting where everyone wants to move on to their own agenda.
Ask for help early in the planning phase rather than only in the implementation phase. Planning advice and support is cheap, a relatively easy way to become involved, and it builds buy-in early.
Make liberal use of the bulletin boards.
Sell project relevancy: these are “cool” project opportunities that result in real community change, so “be there or be square.”
Ask participating faculty what you can do for them: reciprocity can lead to integrated curricula.

Call in the PD providers –PBE professionals are flexible and networked
Provide opportunities for peer to peer sharing
Develop a guest lecturer program – natural resource professionals trained to teach class for a block/period (instead of typical subs) so teacher can leave for PD

Describe your project and approach in the town report: make an announcement about it and recognize involved citizens at town meeting.
Use local media to generate buzz about your project and to recognize community funders.
Send out press releases and notify local papers when there’s a community project involving students. In all media presentations, show how your project links school students to efforts to improve the social, economic and environmental health of the community.
Involve all segments of the community – natives, newcomers, lower-income households, etc.
Ask locals—including the taciturn old-timers!—what they think are the biggest problems facing their community then ask them how you and your students might help solve it. Provide lemonade and cookies.
Take on an oral history project and put the interview on the local access channel.

Try to identify a thread that links student interests to the outdoors.
Create a classroom based on safety and risk-taking.
Choose a problem students are really interested in: their interest is the starting point of discovery.
Find a connection or “hook” that helps students understand how the project will effect them, their families, neighbors and friends.
Remember that your energy is contagious (good or bad), so take care of yourself.
Work across curriculum so students see connections.