Teacher Service Learning

Purpose

The youth department of the St Vincent de Paul Society is proud to offer a service learning program for teachers and other school faculty. The purpose of this program is to provide a solid grounding in understanding the complexities around homelessness along with experiencing what homelessness might be like for people. This program is underpinned by the Society’s Vincentian Charism, values, mission and vision and call to put faith into action.

It is recommend that schools who wish to run a Street Retreat for their students, also offer this service learning program for their teachers prior. Our experience has shown that students take away more from their experience when those accompanying them have already had the opportunity to deepen their knowledge and understanding.

Program Information

The teacher’s service learning program is available to run at any time during the year, and is open to teachers and faculty over the age of 18 who are interested in deepening their understanding of homelessness. This program has three core components, including personal reflection at home.

Component One | Introduction to Homelessness

Component Two | At Home Reflection

Component Three | Overnight Immersive Experience

Each service learning program is limited to a maximum of 15 participants, with a minimum of 5 participants required. Additional programs can be offered where needed.

Program Outcomes

This program aims to give teachers and school faculty a rich and meaningful experience by;

  • Developing a deeper understanding of issues faced by people experiencing homelessness
  • Identifying the importance of language in breaking down barriers
  • Challenging commonly held stereotypes
  • Identifying what homelessness is and who it affects
  • Understanding peoples stories and learning how to respond with empathy and compassion
  • Responding in solidarity with people experiencing homelessness
  • Partner with community organisations that assist in supporting people experiencing homelessness
  • Reflect in community
  • Creating pathways for teachers to identify how they can bring this learning to their classroom

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