A National School of Character

1. Get on the Bus with Sentinel CTC A National School of Character

2. In your opinion, what is Character Education?Write down at least 3 thoughts on the BUS paper.

3. Why the 11 Principles? • Cornerstone of program • Serve a guideposts & help build program • Character Education Partnership’s (CEP) guide to an effective program

4. What is Character Education? • Core values • Intentional effort • Must permeate the school climate & curriculum • EVERYONE!

5. What does CE involve? • Positive school culture • Moral education • Positive youth development • Civic education • Service Learning Basically, it is our job to help young people become responsible, caring, & contributing citizens.

6. Why “Do” Character Education? • Not a new concept • Transform school (discipline, achievement) • Teach core values • Help students reach full potential • Improves job satisfaction & retention among staff

7. Flip over the BUS paper. Right Hand/Left Hand Activity

9. Team Activity The Beatles

10. Where Do I Get Started? The 11 Principles

11. Principle 1 The school community promotes core ethical and performance values as the foundation of good character.

12. PreAssessment – What? Make a list of the values that you feel are most important in your own life?

13. What Does This Mean to Me? • Determine core values • Virtues, traits, pillars, expectations • Core Values vs. Performance Values • CE Mission & Touchstone WESTWOOD PLEDGE I will make good choices today. I will respect myself, my teachers, and others. And give my best effort in all I do.

14. Basic Implementation • Representative group of stakeholders has input into core values. • Common language is used • Staff ownership • Values are everywhere! • The school has defined what values “look like” and “sound like.”

15. “Great learning and superior ability are of little value unless honor, truth, and integrity are added to them.”~Abigail Adams First lady of the United States, 1797-1801

16. Listen Up! Activity Establishing Core Values Through Music Video: Special thanks to Barbara Gruener – Westwood Elementary, Friendswood, TX

17. Principle 2 The school defines “character” comprehensively to include thinking, feeling, and doing.

18. PreAssessment – How? Make a list of the ways you think people learn to develop character?

19. Is this what your students sound like?

20. What Does This Mean to Me? • Link values to behavior & behaviors to values • How do you want your students to act? • Create moral awareness • Develop other perspectives • Raise questions in the classroom • Moral reasoning • Ethical decision making • Social problem solving

21. Basic Implementation • Student responsibilities in classrooms • Aaron Thompson • Model & Practice • Show empathy • Not interrupting • Welcome students into class (caring environment) • Lead discussions of real-life problems • Teach lessons on core values

22. Activity My CHARACTER Garden

23. My “CHARACTER” Garden Plant (Draw) the following: • 3 Rows of Peas (Green) • 4 Hills of Squash (Yellow or Orange) • 3 Rows of Lettuce (Different Green) • 2 Turnips (Purple)

24. Principle 3 The school uses a comprehensive, intentional, and proactive approach to character development.

25. PreAssessment – When? Think of a teachable moment that you have recently used in your classroom?

26. What Does This Mean to Me? • The Hidden Curriculum • How does your school rate? • Complete Survey – labeled Exercise #2 worksheet • Decide your approach • Large group, small group, open, developmental, thematic, calendar

27. Basic Implementation • Develop a plan/direction for CE program • Classroom routines set (based on core values) • ALL school activities • Classes, extracurricular, cafeteria, halls, playground • Embedding values in curriculum • Employability Grade • Use variety of activities (rubric)

28. Intelligence is not enough. Intelligence plus character—that is the true goal of education.” ~Martin Luther King, Jr.

29. Summary of Principles 1 - 3 Top 5 Ways to Find Joy at Work (D. Letterman) 5) Find every supporter a task, however small. 4) Widen the circle of the informed. 3) Remain positive. 2) As the bits of the “cube” start moving, keep communicating & coordinating 1) Celebrate each “Rubik’s Cube” moment of accomplishment.

30. Principle 4 Creating a Caring School Community

31. PreAssessment – How? How would you characterize your relationship with students?

32. What Does This Mean to Me? The ABC’S of Effective Community Building A is for Autonomy B is for Belonging C is for Competence

33. Three Aspects of Community Building • Between Staff and Students • Among Students • Among Adults in the School Community

34. Basic Implementation • Show Interpersonal Warmth and Concern • Encourage Student Thinking and Expression of Ideas • Encourage Student Collaboration, Autonomy, and Self-Direction • Pay Attention to the Beginning • Teach Social and Emotional Skills • Set the Tone • Belonging Among the WHOLE Staff • Building Positive Relationships with Parents

35. Principle 5 Providing Opportunities for Moral Action

36. PreAssessment – What? What relationships, in your own life, have made the greatest impact on your character?

37. What Does This Mean to Me? Moral Action is at the Heart of Character Education 1. Getting Ready 2. Taking Action 3. Follow-up Process…

38. Basic Implementation • Create a Full Range of Opportunities for Moral Action • Foster the Conditions in which Opportunities for Moral Action Become Significant Learning Experiences • Build School and District Level Commitment to Moral Action

39. Activity Lend a Helping Hand

40. Principle 6 Providing a Meaningful Academic Curriculum

41. “Character Education is not another thing on the plate, it is the plate.”Anonymous

42. PreAssessment – How? Make a list of the ways you presently address character development in the academic curriculum.

43. What Does This Mean to Me? Intellectual Dispositions • Curious • Open-minded • Metacognitive • Eager to find truth & understanding • Skeptical • Strategic

44. Conditions for Intellectual Character • Modeling and Cueing • Developing Thinking Strategies • Honoring Student Thinking What we hope ever to do with ease we may learn first to do with diligence. - Samuel Johnson, author

45. Infuse Character into the Curriculum • Embed Values in the Curriculum • Develop Core Ethical Values Through Teaching Strategies • Discuss Ethical Dilemmas • Provide Opportunities for Student Reflection • Lead by Example

46. Basic Implementation • Respect How Students Learn • Develop Intellectual Character • Embed Values in the Curriculum

47. Principle 7 Fostering Student’s Intrinsic Motivation

48. PreAssessment – What? What motivates your own behavior?

49. What Does This Mean to Me? • Larger Goal – Developing Students Who Will Become Good People and Responsible Members of Society. • Schools Meet the Basic Psychological Need of Student’s ABC’s.

50. Basic Implementation Identify Disciplines that support Character Development • Student Needs • Create Shared Norms • Live by Shared Norms Recognize Good Character • Pros and Cons • Guidelines of Student Recognition