character ed

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character ed

  1. 1. Implementing Character Education Into Curriculum Striving to attain achievement as a school community!
  2. 2. Problem <ul><li>There has been a 25% increase in reported bullying incidents within our building over the past three years. </li></ul><ul><li>Students are not developing positive character traits that are valued by our school and community </li></ul>
  3. 3. Proposal <ul><li>To cooperatively develop strategies to improve upon the number of reported incidents of bullying through the incorporation of Character Education into our curriculum. </li></ul>
  4. 4. Program Goals <ul><li>GOAL 1 – Successful implementation of Character Education into every subject area at the High School level (Process) </li></ul><ul><li>GOAL 2 – Decrease by 30% the number of reported incidents of bullying over the next two years (Product) </li></ul>
  5. 5. What is Bullying? <ul><li>Definition: </li></ul><ul><li>Bullying can be defined as repeated acts against someone who cannot easily defend themselves. </li></ul><ul><li>Threatening words or gestures </li></ul><ul><li>Physical/Emotional harm </li></ul><ul><li>Name calling </li></ul><ul><li>Mimicking </li></ul><ul><li>Harassing </li></ul><ul><li>Shunning (Isolating someone) </li></ul>
  6. 6. What is Character Education? <ul><li>Learning about shared beliefs </li></ul><ul><li>Moral issues in daily interaction </li></ul><ul><li>Instruction, curriculum, and assessments based on core values </li></ul><ul><li>An integral part of the educational process </li></ul>
  7. 7. Character Education <ul><li>Six Pillars of Character Education: </li></ul><ul><li>1. T rustworthiness </li></ul><ul><li>2. R espect </li></ul><ul><li>3. R esponsibility </li></ul><ul><li>4. F airness </li></ul><ul><li>5. C aring </li></ul><ul><li>6. C itizenship </li></ul>
  8. 8. <ul><li>How can we as a staff collectively approach the problem so that we are working together to achieve a common goal? </li></ul>
  9. 9. Formation of a Character Education Committee <ul><ul><li>Representation will include: </li></ul></ul><ul><ul><li>-Two Representatives from each Department </li></ul></ul><ul><ul><li>-Two Building Administrators </li></ul></ul><ul><ul><li>-Two Community Representatives (PTA/Youth Organizations) </li></ul></ul><ul><ul><li>-Committee Facilitator </li></ul></ul>
  10. 10. Responsibilities of Committee Members: <ul><li>Establish Goals (Shared Vision) </li></ul><ul><li>Define important traits of someone of Character (Core Beliefs) </li></ul><ul><li>Develop Assessment (Data to determine gaps between Reality + Shared Vision) </li></ul><ul><li>Collaborate with staff on developing strategies to implement Character into curriculum and instruction through staff development/department meetings (Action Plan) </li></ul><ul><li>Analyze Results/Develop and Modify Program Approach (I.D. Innovations that Close Gaps) </li></ul><ul><li>Report to District Personnel/Community (Endorse Collective Accountability) </li></ul><ul><li>Provide Time, Resources, Training, and Support to achieve goals </li></ul>
  11. 11. Responsibilities of Teachers: <ul><li>Incorporate elements of Character Education into daily lessons </li></ul><ul><li>examples: </li></ul><ul><li>>Class discussion of moral choices </li></ul><ul><li>>Write a persuasive speech on an issue </li></ul><ul><li>>Assignment notebooks </li></ul><ul><li>>Independent research projects </li></ul><ul><li>>Inspirational readings </li></ul><ul><li>>Interview someone who is “ T e RR i F i CC ” </li></ul><ul><li>Provide feedback (+/-) to Committee Members </li></ul><ul><li>>Keys/Barriers to success </li></ul>
  12. 12. Program Assessments: <ul><li>Process Assessment -Incorporate evaluation criteria for Character Ed. implementation through formal and informal observation of teachers ( Instructional Rubrics ) </li></ul><ul><li>>union negotiation </li></ul><ul><li>>develop trust between staff & administration </li></ul><ul><li>Product Assessment - Record and evaluate reported incidents of bullying over the course of the school year and compare results to previous years results </li></ul>
  13. 13. Program Design (Two Fold Strategy) <ul><li>Understanding by Design (backward-design approach) </li></ul><ul><li>Stage 1: Identify desired results (curriculum) </li></ul><ul><li>Stage 2: Design Assessments </li></ul><ul><li> (what is acceptable performance/behavior?) </li></ul><ul><li>Stage 3: Create a learning plan (instructional approach) </li></ul><ul><li>Curriculum Mapping (Dual-Lens approach) Analyzes implementation across each grade level as well as by building (9-12) </li></ul><ul><li>Provides critical information: </li></ul><ul><li>>What is being taught </li></ul><ul><li>>When it is taught </li></ul><ul><li>>How it is assessed </li></ul>
  14. 14. Program Goals For Students: <ul><li>Develop Tolerance </li></ul><ul><li>Treat others with Respect and Kindness </li></ul><ul><li>Be Polite </li></ul><ul><li>Develop Empathy </li></ul><ul><li>Display Stewardship </li></ul>
  15. 15. <ul><li>In addition to achieving program goals, the aim of this intervention is to become a more competent staff, where we can work together more efficiently and effectively for the benefit of student learning. </li></ul>

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