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The indicators for a sustainable school have been developed by the Sustainable Schools Initiative Working Group of
the National Environmental Education Network, comprised of representatives from Australian, State and Territory Government education and environment agencies. The indicators are intended as a practical means of measuring certain aspects of change through the Sustainable Schools Initiative and not as a comprehensive evaluation tool.

Educational
 

• The extent to which the school staff has participated in professional development in environmental education
• The extent to which all staff members have participated in professional development activities to gain
  an understanding of Ecological Sustainable Development (ESD)
• Whether the school curriculum supports the principles of environmental education
• The extent to which the school community (eg students, administrative, grounds and canteen staff, and teachers) has been educated to actively participate in the sustainable management of the school

Environmental
 

• Whether the objective of the school’s overarching management plans and/or policies explicitly mention ESD
• Whether the school has a School Environmental Management Plan (SEMP)
• Whether the school is implementing the SEMP
• Extent to which the plan incorporates a long-term vision for the school in its move towards sustainability
• The extent to which the school considers the environmental consequences of its actions (eg when purchasing products, during construction/demolition)
• The extent to which there is support from other levels of the education system to assist the school achieve sustainability (eg facilities and operations sections)
• Whether an environmental audit has been completed to collect baseline data

Water

• Extent to which water consumption at baseline date and since participating in the initiative has been reduced in KL per annum
• Extent to which factors may have influenced the results (eg a leaking pipe, reduction strategies implemented, not targeted in SEMP and other)

 Electricity

• Extent to which electricity consumption at baseline date and since participating in the initiative has been
  reduced in kilowatt hours per annum
• Extent to which factors may have influenced the results (eg a heat wave, reduction strategies implemented,
  not targeted in SEMP and other)

Waste

• Extent to which waste to landfill (from the audit and bills) at baseline date and since participating in the
  initiative has been reduced by the number of bins
• Extent to which factors may have influenced the results (eg construction, reduction strategies implemented,
  not targeted in SEMP and other)

School grounds

• Extent of school gardens and their use for food production and education *
• The extent to which the school has increased the variety of habitats in the school ground
• Whether the school grounds contain local native or indigenous vegetation
• The extent to which the area of local native vegetation and local native habitat has increased since
  participating in the initiative
• Extent to which factors may have influence the results
  (eg projects undertaken, drought, not targeted in SEMP and other)
• Whether landscape design reduces the consumption of resources
  (eg shade trees planted near buildings, mulch added, or drip irrigation installed)

Social

• The extent to which partnerships have been established between the school and the local community (eg environmental experts, local businesses, government and non-government organisations)
• The extent to which the school community is actively involved in the development and implementation
  of the SEMP
• The extent to which the local community (eg environmental experts, state government agencies, local
  government, businesses and industry) is actively participating in the development and
  implementation of the SEMP
• The extent to which the school community has shifted towards more sustainable practices and
  processes
• The extent to which the school has encouraged the broader community to shift towards more
  sustainable practices and processes

Economic

• Extent of savings from a baseline or previous year of reduction of waste to landfill
• Extent of savings from a baseline or previous year of reduction of energy use
• Extent of savings from a baseline or previous year of reduction of water consumption
• Whether the school has attracted additional funds from sponsorships and other sources
• Extent to which commercial enterprises in the school (canteen) support the SEMP
   

* Added to highlight importance and role of school gardens
in understanding and experiencing sustainability

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