This document provides an overview of Character Education Partnership's (CEP) schools of character program and framework. The program offers schools a path to improvement through high-quality character education. Schools implement CEP's 11 principles which guide character development. The principles cover areas like defining character comprehensively, taking an intentional approach, creating a caring community, providing opportunities for moral action, and fostering shared leadership. Examples of evidence schools may provide to demonstrate implementing each principle are also discussed.
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
MOLDING MINDS, SHAPING HEARTS Role of Character Formation in School SuccessMann Rentoy
MOLDING MINDS, SHAPING HEARTS: The Crucial Role of Character Formation in School Success
by Emmanuel Mann Rentoy
Presented by FilPass and CATALYST PDS
Key Highlights:
Insights for Success: Learn why character formation is the linchpin of academic triumph and personal growth.
Teacher Training Revolution: Discover innovative strategies to empower your educators in fostering character development within the classroom.
Real-world Impact: Understand how schools can become incubators for future leaders, instilling values that extend far beyond textbooks.
Don't miss this opportunity to revolutionize your school's approach to education. Elevate your institution, empower your teachers, and shape a future generation of leaders through the power of character-driven teaching.
CLASSROOM MANAGEMENT 100+ STRATEGIES by Emmanuel Mann Rentoy
Email us at catalystpds@gmail.com
www.characterconferences.com
View the Recorded Presentations here: https://www.youtube.com/@characterformation
https://www.youtube.com/c/TEACHERTRAINING
The Bureau of Jail Management and Penology (BJMP) celebrated the Values Restoration
Week and Anniversary of the Chaplaincy Service Office on September 26-29, 2023. During
the week-long celebration, the Chaplaincy Service Office (CSO) conducted various talks
and seminars for the integration of values to the Jail Bureau. This was the talk for the 2nd day of the week-long celebration on September 27, 2023 at 800am via zoom platform.
The target theme for the 2nd day is “Buidling Values – Character Community.” The
participants were Officers of the Jail Bureau composed of Uniformed personnel.
DEVELOPING GRIT, RESILIENCE & EMPATHY: 3 Essential Virtues for the Digital Generation
by Emmanuel Mann Rentoy
2022 International Champion for Character of Character.Org
Presented in Colombo, Sri Lanka on November 26, 2022
KIND AND CARING CLASSROOM
Presented by Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
www.characterconferences.com
mannrentoy@gmail.com
PRESENTED BY Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
mannrentoy@gmail.com
www.characterconferences.com
TEACHERS AS AGENTS OF CHARACTER FORMATION Mann Rentoy
PRESENTED IN Hotel Sapphire, Colombo Sri Lanka on November 12, 2022
by Emmanuel Mann Rentoy
baybrookseminars@gmail.com
Subscribe to my YouTube Channel to access hundreds of Teacher Training Videos: https://www.youtube.com/@characterformation
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele BorbaMann Rentoy
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele Borba
An International Conference organized by PAREF WOODROSE SCHOOL and CATALYST for Professional Development Services
JANUARY 29, 2022
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Beauty of Art as a Powerful Tool to Teach the Catholic FaithMann Rentoy
Presented by Emmanuel Rentoy
January 28, 2022
Series of Seminars for Teachers of Catholic Schools
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Raising a Generation of Pro Life Youth Who Will Stand Up for LifeMann Rentoy
www.characterconferences.com
PART OF THE SERIES OF SEMINARS FOR TEACHERS OF CATHOLIC SCHOOLS
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. 1. Overview of CEP
2. Overview of the 11 Principles
3. Implications to the school/
Expectations from Admin, Faculty
and Staff
4. Application and Visit
3
31. Founding Institutional Members
Autohub Institute of Technology
Childlink Learning Center and Childlink High School,Inc.
CITE Technical Institute, Inc. (Cebu)
Don Bosco School (Salesian Sisters) Inc.
Mary Help of Christians College - Salesians Sisters, Inc.
MGC New Life Christian Academy
Morning Star Montessori School, Inc.
Notre Dame-RVM College of Cotabato
Parents for Education Foundation, Inc. (PAREF)
Saint Mary's Angels College of Valenzuela
Saint Philomena School
Southgate Institute of Malvar
St. Charles Academy (Pangasinan)
The University of Mindanao
32. Founding Individual Members
Aguiling, Maria Adiel Alfonso, Genalyn D Amorado, Dr. Ronnie
Arias, Emmanuel A Arias, Irma A Batugal, Ma. Leodevina C.
Bedana, Mardy Buenaobra Bugayong, Emelyn E Cabas, Domitila M
Canoy, Ailene A Carual, Feliza Paz O Casis, Noemi B
Cruz, Fernando A. Del Fierro, Loreta A Dela Cruz, Dr. Dorothea C
Delfino, Digna M Enverga, Elizabeth R Espino, Norma Evangelista
Gadin, Gloria B Guerrero, Anita M Guiriba, Emmielyd R
Ilagan, Teodora Madelyn V Inciong, Raquel Patricia O Lorenzana, Erdie E
Lorenzo, Dr. Rustica R Malafu, Rolando F Mangabat, Sr. Irene P. FMA
Mercado, Nenita E Mortel, Geraldine M Naguit, Dr. Ofelia Y
Oducado, Sr. Yolanda O Padilla, Maria Arwin Padron, Sr. Teresita C
Paranis, Maria Laarni Carla, CRemiter, Jesus Jr. BReyes, Dr. Ma. Magdalena
Ronquillo, James Bryan B Rosales, Jeff Maria Saludes, Angela B
Singson, Renato C Sollesta, Peter Miles S. Tamondong, Moises R.
Valdez, Teresita Valeriano, Anthony U Verzosa-Doria, Veronica
Villena, Angeleca S.J. Zurita, Ma. Icelyn A.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64. They become so, if at
all, only as the result
of life-long
personal and
community effort.
- Jon Moline
65. LOGO
Now more than ever,
this work of formation is
urgent and important.
71. “The first step in
teaching moral
intelligence is by being a
moral example”
-Michelle Borba
72. Principles
• Every Teacher is a Character Formator
• Not just another subject
• Education is not just covering curriculum
• No other better way to teach character than through the
power of our example
• The teacher is the most important teaching tool
• The school is only as good as its teachers.
74. Students in schools of character feel safe, respected, and connected to
those around them, allowing them to thrive academically and socially
and be motivated to give back to their communities.
74
Positive results:
• Academics
• Behavior
• Culture/climate
OUR GOAL:
To bring these dramatic improvements to as many schools
as possible.
75. CEP’s National Schools of Character program offers K-12 public
and private schools across the Philippines a path to school
improvement and excellence through high-quality character
education.
When schools engage in the schools of character process and
seek to implement CEP’s framework for success (11
Principles), they:
Bring stakeholders together
to identify a common set of
core values and unite around a
common purpose
75
76. CEP’s National Schools of Character program offers K-12 public
and private schools across the Philippines a path to school
improvement and excellence through high-quality character
education.
When schools engage in the schools of character process and
seek to implement CEP’s framework for success (11
Principles), they:
Go through a process of
reflection and self-
assessment that helps the
school community identify
76
77. CEP’s National Schools of Character program offers K-12 public
and private schools across the Philippines a path to school
improvement and excellence through high-quality character
education.
When schools engage in the schools of character process and
seek to implement CEP’s framework for success (11
Principles), they:
Receive professional
feedback on their programs as
well as suggestions for growth
77
79. 11 Principles
These principles are also not a policy or program, but a
guide to help focus on the things that matter when trying
to alter a school’s culture.
80. CEP Framework for
Effective Character
Education
The Eleven Principles
Family &
Community
Partners
10
Comprehensive
Intentional
Proactive
3 Meaningful
Academic
Curriculum
6
Self
Motivation
7
Thinking
(Cognitive)
Staff
Learning
Community
8
Caring
Community
4
Moral
Action
5
Shared
Moral
Leadership
9
Feeling
(Affective)
Acting
(Behavioral)
2
Character
Formation
Assessment 11
1
Core Values
83. 83
Reviewers look for
evidence of each
key indicator and
assign a score of 1
to 4 for each
scoring item based
on the evidence
they find.
84. 84
The 11 Principles as the Scoring Rubric
Principle #1: The school community
promotes core ethical and performance
values as the foundation of good
character.
Each Principle has 2 to 4 numbered Scoring Items.
1.1 Stakeholders in the school
community select or assent to
a set of core values
85. 85
The 11 Principles as the Scoring Rubric
Principle #1: The school community promotes core ethical and
performance values as the foundation of good character.
Key Indicators of exemplary
implementation:
A highly inclusive representative group of stakeholders
(professional and other staff, parents, students, and
community members) have had input into or at least
assented to the school’s core ethical and performance
values. If the values have been in place for some time,
current stakeholders have been involved in ongoing
reflection on the values.
Staff understand how and why the school selected its core
values.
Each Scoring Item lists:
88. •Vision and/or Mission
statements, motto, touchstone
•Visible statements or lists of core
values in school building, on
website, in student
handbook/planner, discipline
code, newsletters, etc.
•Examples of how the core values
are defined in terms of what they
look/sound like
SAMPLE
EVIDENCES
89.
90. 90
Defines “character”
comprehensively to include
thinking, feeling, and doing.
2.1: Thinking (understanding)
2.2: Feeling (reflection, appreciation)
2.3: Doing (behavior, students practice)
Principle 2
91.
92.
93.
94. examples of strategies being used
that help students practice core
values – such as class meetings,
cross-age buddies, peer mentors,
and cooperative learning.
examples of classroom routines
and policies that help students
understand and adopt core values
SAMPLE
EVIDENCES
95.
96. 96
Uses a comprehensive,
intentional, and
proactive approach
3.1: Intentional at all levels
3.2: Integrated into academic content
3.3: Integrated into classroom routines
3.4: Integrated throughout total program
Principle 3
97. •Character education plan, goals,
or calendar
•Lesson plans or curriculum
frameworks that demonstrate
curricular integration of character /
core values
•Expectations for behavior
throughout the school that are tied
to core values
SAMPLE
EVIDENCES
100. Examples of Evidence
•Evidence / examples of strategies
that form good relationships
between staff and students (e.g.
mentoring, advisories, tutoring)
•Evidence / examples of staff
interacting with students outside of
the classroom (e.g.
school/community events,
mentoring/tutoring)
101. •programs or strategies being used
to build positive relationships
among students (e.g. tolerance
programs, anti-bullying strategies,
class meetings, advisories, conflict
resolution strategies)
•examples of ways adults in the
school community are brought
together (e.g. staff gatherings and
celebrations, school events, home
visits)
SAMPLE
EVIDENCES
102.
103. 103
Provides students with
opportunities for moral
action.
5.1: Clear expectations
5.2: Moral action within school; tied to the curriculum
5.3: Moral action in community; tied to the curriculum
Principle 5
104.
105. •examples of students serving the wider
community (e.g., elderly, needy, veterans, animals,
environment)
•Evidence that demonstrates how service projects
allow students to identify community needs,
plan/organize projects, and reflect on outcomes
•Evidence that service projects are tied to
content/curriculum
106.
107. 107
Offers a meaningful and
challenging academic
curriculum that respects all
learners
6.1: Challenging curriculum
6.2: Meeting diverse student needs
6.3: Addresses performance character
Principle 6
111. 111
Staff is an ethical learning
community that shares
responsibility for character
education and adheres to core
values
8.1: Staff modeling
8.2: Staff development for ALL; staff is ethical
learning community
8.3: Staff planning and reflection;
enough time for character education.
Principle 8
112. •Evidence of staff modeling of
core values
• agendas from staff
development /training
•Faculty meeting agendas that
show commitment to
character education
•Examples of resources
provided to staff/faculty
113.
114.
115. 115
Fosters shared leadership
and long-range support of
the character initiative.
9.1: Leaders champion effort
9.2: Leadership group plans
9.3: Student leadership
Principle 9
116.
117. 117
Engages families and
community members as
partners in the character-
building effort
10.1: Engages families
10.2: Communicates with families
10:3: Involves community
Principle 10
122. 122
Assemble a group of knowledgeable stakeholders
that includes staff, parents, and students (if
appropriate) – an existing group or one formed for
this purpose.
Assess your character education initiative using the
revised 11 Principles of Effective Character
Education.
11 Principles Self-Assessment
123. 123
If your school community has not yet selected core
values, this group should determine a process for
doing so and begin that process.
11 Principles Self-Assessment
124. 124
During the application process, you will be asked how
you know that your character education efforts have
had an impact on your school culture and climate. The
best evidence you can provide is climate survey data.
Your school may already give climate surveys each
year. If not, be sure to conduct a climate survey of
students, staff, and parents prior to submitting your
application. Visit “Assessment Tools” at
www.character.org for samples and resources.
If no climate survey data is available, think about how
else you can demonstrate growth in this area.
Climate Surveys
125. 125
During the application process, you will be asked to demonstrate
the impact of your character initiative on student behavior and
academic achievement.
Gather data on attendance, disciplinary referrals and infractions,
suspensions, test scores and other measures of academic
achievement, performance of at-risk students, drop-out rates, and
graduation rates as well as rates of college attendance (if
applicable).
Principle 11 is your opportunity to make a persuasive case that your
school has thoughtfully implemented character education. To
demonstrate positive and significant results, be prepared to provide
specific qualitative and quantitative evidence such as full data and
analysis from climate surveys and other measurements. Plan to use
numbers, not percentages, when reporting changes in student behavior
(such as referrals or suspensions). Your narrative and supporting artifacts
should clearly demonstrate that your community has gathered data,
reflected upon it, and then acted as needed.
Student Impact
126. 126
You will be asked to explain how your character education
initiative exemplifies the 11 Principles.
Brainstorm responses to the following questions.
1.What are your character education goals?
Define your school’s view of character education and the
values your school community has agreed upon. Describe
your philosophical approach, and explain what your
character education initiative is trying to accomplish.
Explain why you are doing what you are doing. Citing the
texts, publications, or experts that have influenced your
initiative helps evaluators understand your philosophy.
Student Impact
127. 127
2.What is special about your school? In what ways is your
school a model for others?
Explain what is special about your accomplishments in
character education. What feature of your initiative would
CEP want to hold up as a model of exemplary
implementation of the 11 Principles?
Student Impact
128. 128
3.How are you implementing character education?
Describe your accomplishments in each of the 11
Principles. Note that each principle has three or four
“scoring items.” Include specific, illustrative examples
and insert artifacts that address the scoring items. Keep
in mind that to receive a score of 4 on an item, you must
show evidence of all the key indicators of exemplary
practice described under each scoring item. Refer to the
11 Principles document.
Student Impact
129. 129
Gather artifacts that will amplify and support your claims.
Examples include:
Data on positive behavioral or academic change
School climate survey results
Mission statements and school mottos
Examples of student work or student reflections
Lesson plans or assignments that integrate character
education into the curriculum
Documentation of staff development or staff meetings
See 2014 Application (Word) at www.cepphilippines.com for more
applicant tips and suggested evidence.
Supporting Evidence
Tip: Limit the use of photos.
130. 130
If your school has previously applied, include and
identify the changes that you have made since the
last application in your narrative.
If you see your school as a leader in helping others
schools with their character education efforts or if
you have outreach plans, describe your leadership
efforts in Principle 9.
Be aware that evaluators may look at your website
to see whether it reflects your character education
initiative.
Additional Information to Gather
131. 131
Information requested of National Finalists
DATA ON ACADEMICS:
Test scores, achievement gap, other evidence of academic achievement (grades,
failures, honor roll, etc.)
DATA ON STUDENT BEHAVIOR:
Attendance, suspensions, referrals, graduation / dropout rates
DATA ON CULTURE/CLIMATE:
Climate survey results that show:
bullying rare / students feel safe
students respect each other
students and teachers respect each other
adults respect each other
STAKEHOLDER TESTIMONIALS
PHOTOS AND CAPTIONS
LESSON PLAN
The Proof Is in the Data
NOTE:
This information may
appear on CEP’s
website or in CEP
publications if your
school is selected as
an NSOC.
149. • A value is a belief about
what is good that
transcends a specific
situation and guides
judgment and decision-
making
(Rokeach 1973)
• In order for a value to be a
“core” value, it must be of
central importance in the
life of the individual and
the community
(Lickona 2002)
Core Values
150. • Universal
• Moral and ethical
• Affirming and supportive
of every individual
• Educationally significant
• Important to relationships
• Affects decision making
• Significant, rather than
trivial
Defining Characteristics of Core Values
151. Performance Character
• Striving for excellence
• Core values such as effort,
diligence, perseverance,
positive attitude, ingenuity,
self discipline
• Mastery orientation
Moral Character
• Striving for ethical behavior
• Core values such as integrity,
justice, caring, respect and
responsibility
• Relational orientation
Lickona and Davidson Suggest 2 Aspects of
Character
152. Moral Values vs. Performance Values
“Be our Best”
• Integrity
• Justice
• Compassion
• Honesty
“Do our Best”
• Commitment
• Perseverance
• Effort
• Responsibility
Paul Tough (2012): How Children Succeed: Grit, Curiosity,
and the Hidden Power of Character
153. “To educate a person in mind and not in
morals is to educate a menace to society”
-- Theodore Roosevelt
“If moral character is developed without
performance character, we get people with
good hearts who can’t get the job done”
-- Tom Lickona
154. Examples from Character-Rich Schools
Emperor Elementary, San Gabriel CA
The Seeds of Character:
Respect, Responsibility, Integrity
Compassion, Cooperation,
Perseverance, Positive Attitude
St. Leonard Elementary, St. Leonard, MD
The 3 R’s:
Respect, Responsibility,
The Right To Learn
Montrose Academy, MA
Truth, Liberty, Charity
added Flexibility
155. You will need Worksheet #3
1. List the core values you think are important
2. Through discussion, speak for or against each value.
3. Circle your agreed-to top three values.
Core Values Activity
156. The Process of Creating Core Values
First Steps:
• Gather the community
• Develop a list
• Evaluate the list
• Agree on values
• Define the values
Next Steps:
• Make the values a part
of everything a school
does
• Consider writing a
social contract.
(mission, vision
statement)
• Plan to revisit your core
values
157. Self-Assess
Turn to page 2 in the Framework
workbook.
• Read through key indicators.
• Give yourself a (+) if you feel your school is strong.
• Give yourself a (-) if that indicator needs attention.
158. Principle 9 The school
fosters shared leadership
and long-range support of
the CE initiative.
159. Principle 9 The school fosters shared leadership and
long-range support of the CE initiative.
9.1 The school’s CE initiative has leaders,
including the principal,
who champion the
CE efforts, share
leadership,
and provide
long-range
support.
160. 11 Principles and
Sourcebook Activity
•Read your assigned principle to understand
it.
•Look through your assigned guidebook.
•What is the topic, and what do you spot that
is interesting?
•Could you identify leaders? What were they
doing?
•Talk to your partner(s) about one important
strategy you found.
162. Co-Character Leaders
9.1 is about the principal’s focus on character.
9.2 is about the character leadership team.
9.3 focuses on student leadership.
163. Self-Assess
Turn to pgs. 18-19 in the Framework workbook.
• Read through key indicators.
• Give yourself a (+) if you feel your school is strong.
• Give yourself a (-) if that indicator needs attention.