Compass Education

School Sustainability Self-assessment

April 2015

WHAT IS A SUSTAINABLE SCHOOL?

Compass Education – School Sustainability Compass Self-Assessment 1

A Sustainable School is exactly that — a school that practices and models sustainability in all aspects
of its mission, governance, operation, its engagement and relationship with the outside community, and of
course, its curriculum, teaching and learning processes. In all it essence and practice a sustainable school
understands and is focused on improving all aspects of student learning with a clear purpose towards them
effectively participating and contributing to a better and more sustainable future for humanity.
How can a school do this? As places of learning, schools can help students understand our impact on the
planet and how to effectively address the challenges we face. And as models of good practice, they can be
places where sustainable living and working is demonstrated to young people and to other members of the
school community. Solutions to the world’s current and future challenges may be found in our classrooms
and schools.
A sustainable school provides a variety of
dynamic and vibrant learning environments
because it addresses real-life challenges in
real places with real people. A sustainable
school builds its good practices through a
cycle of strategic policy formulation, goal-
setting, planning, action and assessment.
Moreover, school improvement measures
increase opportunities for each individual
student to realise his or her full academic
potential and to become an enthusiastic
lifelong learner. A school that embraces
sustainability focuses on the following:
the social and emotional needs of
students;
values and respects diversity;
supporting equity, fairness and inclusiveness for all members of school community;
promoting healthy living, whole-person wellness and wellbeing;
protecting and restoring the local and global environment;
fostering students’ confidence in their ability to make a difference in the world.

A WHOLE SCHOOL APPROACH

A Sustainable School employs what is most often referred to as a ‘whole-school approach’ to sustainability
education. A whole-school approach implies that the concern shown for global issues in the formal
curriculum is, whenever and wherever possible, reflected in a school’s day-to-day practice, both in the
informal, or hidden curriculum as well as in the formal curriculum. The entire school’s culture reflects the
values and attitudes advocated in the classroom, and are habituated in the daily actions of administrators,
teachers, students, support staff, and the school itself. The premise for a whole school approach follows
from the often-quoted statement from Mahatma Gandhi, “be the change you want to see in the world”. By
using a whole-school sustainability approach, schools practice what they teach, and values are reinforced in
policy and actions and consequently ‘caught, rather than taught.’ A whole-school approach integrates

Compass Education – School Sustainability Compass Self-Assessment 2

pedagogy with the social/organisational and technical/economic aspects of school practice. In the end, a
whole school sustainability approach is transformative.
A whole-school approach to sustainability emerges from the school vision and is articulated in all facets of
school life:
 how the school is organized, governed and how it operates;
 school design (within the limitations of existing structures);
 development and management of school grounds;
 efficient use of resources by the school (water, energy, products and materials);
 enhanced connections between the school, its community and other educational institutions;
 conservation and protection of heritage values in the school and its grounds; and
 reorientation and alignment of the curriculum, teaching and learning with the principles and
practices of global citizenship and sustainability.

THE SUSTAINABILITY COMPASS

The starting point for assessing a school’s sustainability is to look at the systems in place to support
sustainability principles in practice. To make this both simple and meaningful, we utilize the AtKisson
Sustainability Compass as a frame and lens for assessing the present whole system situation in a school in
relation to 28 indicators divided evenly within four different Compass Quadrants (N, E, S, W) to reflect
four fully interdependent dimensions of human life and livelihoods.
 North = Nature: The natural environment and ecological systems and resources on which all life
depends;
 East = Economy: The financial and economic systems that provide humanity with goods,
services, and meaningful work;
 South = Society: The social and cultural systems that provide cohesion, identity, security and
freedom for a collective group;
 West = Wellbeing: The health, happiness, and quality of life system for each and every individual;

Compass Education – School Sustainability Compass Self-Assessment 3

The Compass is a powerful metaphor for orienting and setting direction towards living and learning more
sustainably, like how we use a real compass. Moreover, the four Sustainability Compass points provide a
simple, clear, integrated, and comprehensive structure for sustainability learning, as well a platform for the
sustainable management for schools as institutions that actively model the behaviour that they seek to
develop. For instance, the Compass can help guide for setting school policy in line with sustainability
principles, help manage school operations such as energy use, waste management and purchasing for more
effective embodiment of the sustainability ideal and help develop measurable indicators of progress.
This Compass can also be used as holistic lens or mental model in classroom lessons, or used to help frame
the entire curricula for alignment with sustainability education or for simply strengthening integrative big-
picture thinking for students, starting in the earliest years of schooling. It also easily provides a common
symbol, a metaphorical "centre of gravity," around which everyone in the school community can gather and
feel part of this great civilisational journey toward a sustainable society.

Compass Education – School Sustainability Compass Self-Assessment 4

WHAT IS THE COMPASS SCHOOL SUSTAINABILITY SELF-ASSESSMENT?
The Compass School Self-Assessment of Sustainability is a tool for evaluating the existence and progress
in development of different school focused systems required to successfully practice and model “education
as sustainability” through the framework of the four Compass Points (Nature, Economy, Society and
Wellbeing). We feel that it can help a school recognize systemic structural gaps in relation to fully
integrating sustainability as a core value and practice in all domains and aspects of a school.

HOW TO USE THE COMPASS SCHOOL SUSTAINABILITY SELF-ASSESSMENT?

The Compass school self-assessment is meant to be simple to use and relatively quick, though it is best
done as a team of individuals with sufficient knowledge of the school from the various Compass Points and
their related indictors. There are in all 28 Indicators equally divided between the four Compass Points.
Thus each Compass Point has 7 indicators to evaluate.

Scoring Method
The Compass self-assessment evaluation uses a simple 0-3 scoring method that is the same for each of the
28 indicators. As it is supposed to be a relatively quick process, it is not designed to be used as a detailed
audit tool that looks at actual data, but is primarily concerned with the existence of systems and the extent
of their implementation and reach within a school. The scoring can be based on the following criteria:

Interpretation
0 Nothing has been done at the school in regards to this indicator. There is no action, no policy or
work plan, or monitoring & reporting system in place in any area of the school.
1 Some action and activities have been undertaken related to this indicator in certain areas of the
school. However, there are no explicit policy directives, nor any monitoring, tracking, reporting
system developed, nor formally structured school-wide programmes. Only some school
stakeholders (e.g. students, teachers, staff, etc.) are involved with this indicator.

2 There are concrete steps to more formalized school-wide systemic structure for this indictor
taking place (e.g. existence of goal, targets, coordinated action, some monitoring and reporting,
etc.), but is not yet fully integrated into all areas of the school. i.e. not every department, building,
school level is implementing.
3 Fully operationalized and integrated programme for this indicator. This includes school-wide
policy, goals, measurable targets and indicators, work plans, teams, and a transparent monitoring
and reporting system. A high level of whole-school community stakeholder involvement is
achieved through all areas of teaching and learning and school operations.

Getting a Compass Sustainability Index Score

 Once you have scored each indicator for each Compass Point, add the individual indicator scores
together for all seven.
 Take this number and divide by 21 (the best possible score).
 Next, multiply this figure by 100. The result is your Sustainability Index value overall for that
Compass Point.

Compass Education – School Sustainability Compass Self-Assessment

 Sustainability Index = (Total Score/21)*100
After you have calculated the overall Sustainability Index score for each of the 4 Compass Points
you will then fill in the table provided on Sustainability Summary Worksheet 1, like is shown
below. To calculate an overall School Compass Sustainability Index, aggregate the four Compass
SI scores and divide by four.

Compass Point Sustainability Index (SI) Score

Nature 56
Society 53
Economy 44
Wellbeing 78

Overall School Compass 57.75

Sustainability Index

Sustainability Radar Graph

Use the radar graph to visually show the spread of your schools Compass Sustainability Index scores. Do
this by connecting the point scores on each Compass axis with a line, such as shown in the example below.

Interpreting the Results of a Compass Assessment

The self-assessment can provide feedback to your team in two helpful ways:
1) It can give you a good idea as to the extent to which sustainability goals, policies, and
systems have been incorporated into the school from each Compass direction.

Compass Education – School Sustainability Compass Self-Assessment

 2) It can also make evident to you as to what data you have readily available (or not) that
reflects the current situation and trends of the school in relation to these indicators of
whole-school sustainability.

The Compass Assessment is a diagnostic assessment tool, used for gauging relative and absolute
strengths and weaknesses with regards to a whole-school approach to sustainability. The results
are used to guide interventions to strengthen and further integrate sustainability as an orienting
framework for management and operations.
Use the “Explanation” section to note the facts or observations that justify your assessment. Note
that this is a self-assessment; assess and explain things as they actually are, not as you wish they
might be. You are under absolutely no obligation to share your results; this assessment is entirely
to support your own reflection, and to support internal strategic planning and priority setting.

SOME TIPS AND SUGGESTIONS ON COMPLETING THE ASSESSMENT

It is suggested that the Self Assessment be completed in sections over a period of time by a group, team or
committee comprised of different stakeholders involved in the school, including administrators and
teachers primarily, though other stakeholders (staff, students, parents, community members) certainly may
also be involved. Some aspects of the Self Assessment may require additional ‘research’ within the
institution or involvement of additional stakeholders. While the process may seem lengthy, such a
comprehensive review reflects the interrelated nature of all the systems at work in a school, and reflects the
fact that sustainability is not a check-box to complete; rather it is an ongoing process of evaluation and
adaptation. This tool covers the major points that will challenge, stretch and inspire, yet not overwhelm
with too many topics or meaningless topics, and provides the structure of having a plan with goals and
outcomes to help those new to the ideas or those who are unsure which are the right things to focus on.
One way to complete the Self Assessment might be to, at each meeting, try to answer the questions in one
discreet section (such as the ‘Nature’ portion) and review the questions in the next section so that
appropriate inquiries can be made in the interim.

Compass Education – School Sustainability Compass Self-Assessment

 Nature Compass Point Indicator Explanation

No. Nature Compass Indicators

1 Water Use & Management
The school prioritizes the conservation of water throughout the school’s various facilities via
procedures, established behavioral norms, and technology utilization, as well as ensuring the
sufficient delivery of clean, safe water for human consumption purposes continuously.
2 Habitat, Biodiversity & Ecosystem Services
The school’s activities do not degrade or have negative impacts on natural habitats and
biodiversity, on or off campus. The school also actively works to restore and increase natural
green space and ecosystem health.
3 Green Energy Sourcing
The school strives to source and use 100% clean and renewable energy sources for all electricity
and energy consumption. This can be self –generated / produced by the school itself, or derived
from outside energy sources.
4 Green House Gas Emissions
The school actively works to reduce its carbon and other green house gas emissions, with a goal of
no net contribution to the accumulation of greenhouse gases in the atmosphere (i.e. the school is
carbon neutral). This includes all emission related activities, particularly electricity use,
transportation, construction, and other school activities.
5 Waste Management
All members of the school community work together to continually reduce the generation of waste
in all categories and areas throughout the entire school. This is carried out through the curriculum,
co-curriculum, school operations and management, and is accomplished through reduced resource
consumption, and through reusing and recycling of waste. The overall long-term goal is to be a
zero waste school.
6 Environmental Compliance Standards
The school meets and strives to go beyond all local environmental compliance standards, with full
active participation of the entire school community in meeting these standards, including waste
water discharge, solid waste management, air emissions, hazardous materials storage and disposal,
etc.
7 Connection With Nature
The school prioritizes and fosters an experiential based learning process that ensures that all
students have access to green places and continuous engagement with nature. The school does this
through naturalizing outdoor learning environments on campus, as well as providing ample
opportunity for students to experience nature outside of the formal school learning environment.

Nature Compass Point Scoring Example

Key Interpretation Example: Green House Gas Emissions

0 Nothing has been done at the school in There is no discernable activity on reducing the
regards to this indicator. There is no action, school’s Greenhouse Gas Emissions through any

Compass Education – School Sustainability Compass Self-Assessment

 no policy or work plan, or monitoring &
reporting system in place in any area of the
school.
1 Some action and activities have been
undertaken related to this indicator in certain
areas of the school. However, there are no
explicit policy directives, nor any
monitoring, tracking, reporting system
developed, nor formally structured school-
wide programmes. Only some school
stakeholders (e.g. students, teachers, staff,
etc.) are involved with this indicator.
2 There are concrete steps to more formalized
school-wide systemic structure for this
indictor taking place (e.g. existence of goal,
targets, coordinated action, some monitoring
and reporting, etc.), but it is yet not fully
integrated into all areas of the school. i.e. not
every department, building, school level is
implementing.
3 Fully operationalized and integrated
programme for this indicator. This includes
school-wide policy, goals, measurable targets
and indicators, work plans, teams, and
monitoring and reporting system, with high
level of whole-school community
stakeholder involvement.
Compass Education – School Sustainability Compass Self-Assessment
area of the school (i.e. any of the 5 portals). There
is very little in the curriculum that addresses climate
change and CO2 emissions, and hence this is
reflected by the low awareness and concern about
this issue among school community.
There are some teachers who are actively addressing
climate change and carbon emissions through their
subject teaching and co-curricular responsibilities.
There are some students who work on this issue
through a club or group. However, the school does
not have any policy or formal monitoring system
established to measure carbon emissions.
The school has a goal to reduce greenhouse
emissions by 20% by 2015. Last year we produced
200 tonnes of Greenhouse in 2009 and we have the
data, which the power plant collects on electricity
consumption and students in the environmental
studies class have calculated the school’s carbon
footprint. Not integrated yet school wide.
We aim to be carbon neutral by 2025, and we met
20% of our target in 2009. We remain on target to
meet our goal (absolute standard - zero impact) of
being carbon neutral. All school facilities are
monitored and teachers work to integrate climate
change and carbon footprint accounting into their
lessons. All students, teachers, staff, and parents are
given orientation on this issue.
 Economy Compass Point Indicator Explanation

No. Economy Compass Indicators

1 Considered Consumption And Production
The school’s purchasing, procurement, consumption, and production of materials, resources, and
services strive to align principles of sustainable consumption and production (e.g. avoiding social
and environmental external impacts). This includes stationary, paper, energy, water, clean
materials, food, office equipment, sport equipment, etc.
2 Energy & Water Use
The school also prioritizes energy and water conservation and reduction of electricity and water
consumption through daily behavioral habits and procedures, through installation of various energy
efficiency technology and equipment.
3 Value for Ethical Business Practice
The school fosters the value of ethical business practice in all school endeavors, including values
of social entrepreneurship, corporate social responsibility, socially responsible investments, and
considered innovation.
4 Fair and Equitable Remuneration
The school ensures that all school-contracted employees receive fair and equitable remuneration
for their services that meet or exceed standards within their sector, including both monetary and
non-monetary benefits (e.g. social security, health, holiday time, breaks, access to appropriate
school facilities, etc.)
5 Investment in the Sustainability of School Facilities
The school continually invests in construction, upgrading and retrofitting its facilities, materials,
and equipment to decrease environmental impact and increase the social emotional development,
learning, and individual wellbeing of students and the entire school community.
6 Socially Responsible Investments (External)
The school makes its external investment decisions based on criteria of environment, social
(ethical) and financial sustainability – i.e. profit through positive impact on the environment and
human wellbeing.
7 Community Contributions (Financial and in-kind)
The school annually supports the outside community through financial contributions in different
areas; including student scholarships, grants for social and environmental projects through service
learning and other channels, etc.; as well as in selection of product/service provision contracts with
local businesses.

Economy Compass Point Scoring Example

Key Interpretation Example: Considered Consumption &

Production
0 Nothing has been done at the school in Consumption of resources (renewable and non-

Compass Education – School Sustainability Compass Self-Assessment

 regards to this indicator. There is no action,
no policy or work plan, or monitoring &
reporting system in place in any area of the
school.
1 Some action and activities have been
undertaken related to this indicator in
certain areas of the school. However, there
are no explicit policy directives, nor any
monitoring, tracking, reporting system
developed, nor formally structured school-
wide programmes. Only some school
stakeholders (e.g. students, teachers, staff,
etc.) are involved with this indicator.
2 There are concrete steps to more formalized
school-wide systemic structure for this
indictor taking place (e.g. existence of goal,
targets, coordinated action, some
monitoring and reporting, etc.), but it is yet
not fully integrated into all areas of the
school. i.e. not every department, building,
school level is implementing.
3 Fully operationalized and integrated
programme for this indicator. This includes
school-wide policy, goals, measurable
targets and indicators, work plans, teams,
and monitoring and reporting system, with
high level of whole-school community
stakeholder involvement.
renewable has not received any attention at the
school. There is very little or nothing in our
curriculum that addresses sustainable consumption
and hence this is reflected by the low awareness
and concern about this issue among school
community.
There are some teachers who are actively
addressing reducing consumption through their
subject teaching and co-curricular responsibilities.
There are some students who work on this issue
through a club or group. However, the school does
not have any policy or formal monitoring system
established to address consumption patterns.
The school has a goal to the consumption of paper
by 20%, energy by 15%, and water by 10% by
2015. Students in the middle school are starting to
collect data and we have the data on consumption
patterns. There is no school wide programme put
in place yet with the support of entire school
community.
The school aims have reduced all consumption
targets by minimum of 20% by 2020. We remain
on target to meet our goal. All schools and
departments are monitored and teachers, students
and school staff work together integrate to carry
out all parts of the programme.

Society Compass Point Indicator Explanation

No. Society Compass Indicators

1 Inclusive Decision-Making & School Governance
The school engages the school community in the establishment and operationalization of school
policies, programmes, and projects (at various levels of consultation). School stakeholders
participate in monitoring and evaluation of the implementation of these policies, programmes and
projects and have the means to provide feedback to school leadership.
2 Equity and Inclusion
The school gives priority to providing opportunities equally for all individuals and groups within
the school community through the most appropriate means possible. The school also strives to
ensure that all students - representing the full range of learning differences: mild, moderate,
intensive needs and the exceptionally able - have the same chance for earning the same
qualifications when they leave the school, independent of their circumstances of origin.
3 Social Cohesion

Compass Education – School Sustainability Compass Self-Assessment

 The school activity works to ensure cohesion and positive relationships among the different ethnic,
religious, nationality, gender, age, ability and job roles of people who make up the internal school
community. The school has strong conflict prevention and resolution policies and programmes in
place, which are continuously monitored, evaluated and updated as required.
4 Sense Of Place & Belonging
The school ensures that all students are activity engaged with their local environment, community
and school in a variety of ways that effectively builds a sense of place and belonging. The schools
also strives to build understanding and empathy among teaching staff and students with the host
country
5 Community Engagement & Partnerships
The school works to have strong partnerships with outside community stakeholders – including
local and international schools, government agencies, non-profit organizations, businesses and/or
other community groups – to work together towards overall sustainable community development
and improvement. The school openly shares its knowledge and experience with others to assist
them to effectively participate in sustainable development.
6 Global Citizenship
The school prioritizes global citizenship, social responsibility through its mission statement, and
put priority on student graduates demonstrating intercultural understanding and competence so that
they can successfully engage with diverse peoples for transformational outcomes.
7 Authentic Service & Action
The school inspires and supports students and other members of the school community to
understand themself and their place in the world, develop sustainable and mutually beneficial
relationships with community, and are empowered to act through service to others based on their
learning.

Society Compass Point Scoring Example

Key Interpretation Example: Equity and Inclusion

0 Nothing has been done at the school in
regards to this indicator. There is no action,
no policy or work plan, or monitoring &
reporting system in place in any area of the
school.
1 Some action and activities have been
undertaken related to this indicator in
certain areas of the school. However, there
are no explicit policy directives, nor any
monitoring, tracking, reporting system
developed, nor formally structured school-
wide programmes. Only some school
stakeholders (e.g. students, teachers, staff,
etc.) are involved with this indicator.
2 There are concrete steps to more formalized
school-wide systemic structure for this
indictor taking place (e.g. existence of goal,
Our school currently does not have a special
policy or program that specifically targets
ensuring full equity and inclusion for all members
of the school community.
There are some initiatives that have been started
in the school to ensure equity of school members,
and inclusion of all students, regardless of
circumstances, into the school teaching and
learning program. However, this has been
periodic and irregular up to this point.
The school has implemented policy and support
the early movement to systemise inclusive
education for all students in all grade levels,

Compass Education – School Sustainability Compass Self-Assessment

 targets, coordinated action, some monitoring
and reporting, etc.), but it is yet not fully
integrated into all areas of the school. i.e.
not every department, building, school level
is implementing.
3 Fully operationalized and integrated
programme for this indicator. This includes
school-wide policy, goals, measurable
targets and indicators, work plans, teams,
and monitoring and reporting system, with
high level of whole-school community
stakeholder involvement.
however, the programme is in the early stages of
trail and monitoring.
The school has development of a genuine system
of beliefs and values that support the ensuring
equity of all school community members and
inclusion of all students in every aspect of the
school’s learning programme. This is expressed
in a simple, shared mission statement with
aligned policies and procedures.

Wellbeing Compass Point Indicator Explanation

No. Wellbeing Compass Indicators

1 Sense of Purpose & Resiliency
The school provides opportunities and supports students to participate in selecting learning strategies
and goals to pursue that gives them sense of purpose and meaning, while nurturing and supporting
students abilities to develop resiliency skills in order to handle set-backs and challenges. The school
provides opportunities for students to make meaningful contributions to the school and community life.
2 Individual Wellness
The school supports the overall mental and physical wellbeing of students, teachers and staff, and puts a
priority on individual wellness. An emphasis on the importance of personal wellness is clearly
articulated and integrated into all aspects of school-life.
3 Health And Safety
The school ensures the health and safety of everyone on campus, so that all school community members
feel healthy and feel safe at all times and in all activities connected with the school. This includes
aspects of nutrition (food services), physical exercise, balance lifestyle, mental health promotion and
awareness, and personal safety (e.g. free from bullying, violence, unlawful and risky cyber activity,
unhealthy and unsafe facilities, and other un-necessary risks and unintended accidents).
4 Balanced Working/Learning Conditions
The school sets priority on ensuring that school community members have a balanced and positive
working & learning environment that creates opportunities for creativity, and emotional and academic
excellence. - i.e. the built environment, personal space, time allowance, and communication channels -
facilitate people engagement and participation with others, as well as providing space for personal time
and reflection.
5 Interpersonal & Self Relationship
The school cultivates positive relations and trust among all school community so that students have a
strong sense of comfort and safety from both physical and emotional abuse and criticism in their
classrooms, and have the opportunity to develop trusting and supportive personal relationships with
teachers and other students.
6 Social And Emotional Learning

Compass Education – School Sustainability Compass Self-Assessment

 The school prioritises social and emotional learning through the curriculum and co-curriculum by
supporting the development of intrapersonal skills, positive self-image, and resiliency, and involvement
in community service. Students report high levels of emotional wellbeing and satisfaction with their
role in the school community and are happy being at school. Teachers respond to student social
emotional needs.
7 Growth and Development
The school places strong emphasis on personal growth and development for all members of the school
community so that they can continue to improve themselves pursue their interest and passions, and
develop a personal growth mindset.

Wellbeing Compass Point Scoring Example

Interpretation Example: Individual Wellness

0 Nothing has been done at the school in
regards to this indicator. There is no action,
no policy or work plan, or monitoring &
reporting system in place in any area of the
school.
1 Some action and activities have been
undertaken related to this indicator in
certain areas of the school. However, there
are no explicit policy directives, nor any
monitoring, tracking, reporting system
developed, nor formally structured school-
wide programmes. Only some school
stakeholders (e.g. students, teachers, staff,
etc.) are involved with this indicator.
2 There are concrete steps to more
formalized school-wide systemic structure
for this indictor taking place (e.g. existence
of goal, targets, coordinated action, some
monitoring and reporting, etc.), but it is yet
not fully integrated into all areas of the
school. i.e. not every department, building,
school level is implementing.
3 Fully operationalized and integrated
programme for this indicator. This includes
school-wide policy, goals, measurable
targets and indicators, work plans, teams,
and monitoring and reporting system, with
high level of whole-school community
stakeholder involvement.
The school currently has not discussed the issue and
concept of wellness as part of the curriculum and
learning pedagogy, or in the context of the overall
school community (students, teachers, staff, etc.).
There are no wellness related programmes or
activities in our school currently.
There are some teachers who are actively
addressing wellness through their subject teaching
and co-curricular responsibilities. There are some
members of the school community advocating
school community wellness programmes and
activities individually and/or through groups and
clubs. However, the school does not have any
policy or formal wellness programmes and
activities established and it is not part of the overall
school development and strategic plan.
The school has a goal to integrate wellness
education into all grade levels by 2015. Students in
the primary and middle are already participating in
several school sponsored wellness activities, and
curriculum teams are working to build in wellness
assessment indicators and training for all primary
and middle school teacher by next school year.
The school currently has a whole school community
wellness programme aimed at all stakeholders in
the school community. Wellness is measured
through various indicators, and a wellness
committee sets priorities and plans for the next year
based on this data. All schools and departments are
monitored and reported on to the School Board and

Compass Education – School Sustainability Compass Self-Assessment

 school community annually.

Compass Education – School Sustainability Compass Self-Assessment

 Compass Education School Sustainability Self Assessment Scoring Sheet
double click table below to open in Excel and fill in to get Sustainability Index (SI) score

SCORE Economy Domain SCORE Society Domain SCORE Wellbeing Domain SCORE
Nature Domain Indicator
Indicator Indicator Indicator
0-3 0-3 0-3 0-3

Considered Inclusivity in
Water Use & Sense of Purpose &
1 Consumption And Decision-Making &
Management Resiliency
Production School Governance

Habitat, Biodiversity,
Equity and
2 and Ecosystem Energy & Water Use Individual Wellness
Inclusion
Services

Green Energy Value for Ethical

3 Social Cohesion Health And Safety
Sourcing Business Practice

Balanced
Green House Gas Fair And Equitable Sense Of Place&
4 Working/Learning
Emissions Remuneration Belonging
Conditions

Investment in the Community

Interpersonal And
5 Waste Management Sustainability of Engagement &
Self Relationships
School Facilities Partnerships

Socially Responsible
Environmental Social And
6 Investments Global Citizenship
Compliance Emotional Learning
(External)

Community
Connection with Contributions Authentic Service & Growth and
7
Nature (financial and in- Action Development
kind)

Total Score 0 0 0 0
Sustainability Index = 0 0 0 0
(Total Score/21)*100

Compass Education – School Sustainability Compass Self-Assessment

 SCHOOL SUSTAINABILITY ASSESSMENT SCORING GRAPH
double click table below to open in Excel and fill in to complete the Sustainability
Radar graph

Compass Point Sustainability Index Score

Nature
Society
Economy
Wellbeing

Nature

10

Wellbeing 0 Society

Economy

Overall 0

Compass Education – School Sustainability Compass Self-Assessment 17

COMPASS SCHOOL SUSTAINABILITY SELF-ASSESSMENT SUMMARY

Overall Tally of the Compass Sustainability Self-Assessment

Instructions: Look through your Compass Sustainability Self-Assessment for each of the Four Compass
Points and summarize your results in the table below.
 Indicate your overall score for each point then discuss as a team and come up with a summary
explanation in the first column of why you gave the score you did for each indicator.
 In the second column, you can record some ideas for improving the school for each specific
indicator.

No Nature Score Rationale for giving this Ideas for improving school
Compass Point 0-3 sustainability score sustainability for this
indicator
1 Water Use &
Management

Habitat, Biodiversity,
2
and Ecosystem
Services

3 Green Energy Sourcing

4 Green House Gas

Emissions

5 Waste Management

6 Environmental
Compliance

7 Connection with Nature

No Economy Compass Score Rationale for giving this Ideas for improving school

Compass Education – School Sustainability Compass Self-Assessment

 Point 0-3 sustainability score sustainability for this
indicator
Considered
1
Consumption And
Production

Electricity & Energy

2
Use

3 Value for Ethical

Business Practice

Fair And Equitable

4
Remuneration

Investment In Green
5
Facilities

Socially Responsible
6
Investments (External)

Community
7
Contributions (financial
and in-kind)

No Society Compass Score Rationale for giving this Ideas for improving school
Point 0-3 sustainability score sustainability for this
indicator

Compass Education – School Sustainability Compass Self-Assessment

 Inclusivity in Decision-
1
Making & School
Governance

Equity For All

2

Social Cohesion
3

Sense Of Place &

4
Belonging

5 Community
Engagement &
Partnerships

Global Citizenship
6

Service &
7
Sustainability Action

No Wellbeing Compass Score Rationale for giving this Ideas for improving school
Point 0-3 sustainability score sustainability for this
indicator

Compass Education – School Sustainability Compass Self-Assessment

1 Sense of Purpose &
Resiliency

2 Individual Wellness

3 Health And Safety

4 Balanced
Working/Learning
Conditions

5 Interpersonal And Self

Relationship

6 Social And Emotional

Learning

7 Growth and
Development

Compass Education – School Sustainability Compass Self-Assessment