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Building a District of Character
Mapping your Character Journeythrough the Eleven Principles
Birmingham MI Public SchoolsPresentationAugust 2011
"Inspiring Learners Through Educational Excellence for a lifetime of global opportunities."
Presenter: Richard Benjamin CEP Senior Consultant rbenjamin@character.org
Agenda
August 7 - Morning Overview / Introduction
Great-To- Great Dilemma
Character Education Partnership
11 Principles of Quality Character Education
Break Moral / Ethical Leadership WOTS Up Analysis What do you want to
Learn? (Set Objectives)
August 7 - Afternoon Leadership by Job-Alike
Groups Leadership by Cross-
Teams Encouraging Teacher
Leadership Team Presentations Closure
Special Recognition This is to recognize the quality work of Dr.
Eileen Dachnowicz, who prepared the initial plan for the Birmingham Public Schools workshop. The illness of her husband prevented her from presenting.
Marvin is home now, but still requires close care.
Eileen researched BPS and had great suggestions for ‘customizing’ this presentation – We thank her very much….
Crucial Step in YOUR Journey: Taking a Snapshot of Your School/District
WHAT is special about
your school/district in
its character journey?
WHERE would you like
to go?
Creating a District of Character
How does character education impact academics?(distract, neutral, accelerate / deepen learning?)
How do the Eleven Principles provide a framework for teaching character and deepening learning?
How can character be embedded into everything we do? ( (NSOC Examples))
What should a school/district of character look like? (NSOC Examples)
How can we apply what we learned today to our district, school? (Imagination / Innovation)
Essential Questions: Your Character Journey
Leadership….
Key Issues Concepts:
Moral ValuesPerformance Values Intellectual ValuesEncourage/DemandHuman PotentialClimate / CultureBalance / SynergyOther….
Strategies:Modeling (Respect)Opportunities for
Moral ActionCaring CurriculumValues EducationDinner DilemmasStorytellingOther….
Leadership: What are we doing?(Laying bricks or building a cathedral?)
Pins / balloonsGood-To-GreatAssess-to-21st Cent
Skewer / BalloonAcademics
Balance YardstickAcademics / 21st
Century & Character
Will PowerTest for 4-year oldsChina – single child
Intrinsic Motivation Empathy
Evidence that Character Education Improves Academics in 2011 NSOC:
Primary Level: Renfro, RooseveltK-5 Economically Disadvantaged: Walnut St., Oakwood, Union K-5 Affluent: Duffy, Bingham Farms, Pierce, PembrokeMiddle School: Carusi, FoxHigh Schools: Lindbergh, South Brunswick
Helpful Guides in Mapping Your Character Journey
Eleven Principles of Effective Character Education (www.character.org)*
Capsule Summary Sheet of
11 Principles (includes revisions)
Quick Overview of Revisions
District Guidelines
*Web site: You can download the revised 11 Principles as well as Sourcebook Connections pages of topics for each Principle. Also, look at NSOC videos, lesson plans, research articles.
Eleven Principles of Effective Character Education: An Overview
Principle 11: Assessment
Where are we now?Where do we want to go?How well are we doing?
Principles 1,2,3What is quality
character education?
Principles 4,5,6,7What does a school or
district with quality character ed
look like?
Principles 8,9,10Who should be involvedin character education?
CEP Framework for Effective Character
EducationThe Eleven Principles Family &
Community Partners
10
ComprehensiveIntentionalProactive
3 MeaningfulAcademicCurriculum
6
SelfMotivation
7
Thinking(Cognitive)
StaffLearning
Community8
CaringCommunity
4
MoralAction
5
SharedMoral
Leadership9
Feeling (Affective)
Acting(Behaviora
l)
2CharacterFormation
Assessment 11
1Core Values
Ethical
Next
Old-timers: Check the Overview of 2010 Revision to See Changes to 11 Principles.
Advantage of 2010 Revision: Process no longer competitive Schools/districts show a level
of excellence Annual Publication honors SSOC and NSOC More space to write Fewer pages of artifacts YOU decide what’s more
important to highlight.
Try the 11 Principles Capsule Summary Sheet
(with revisions)
Wow! This is a great short cut!
Where are YOU on this road?
Fill in the empty boxes. Where is your school/district in your character
journey?
A Tale of Three Districts: Putting the Pieces Together
Fox C-6 District School District of Jefferson Peters Township School District
What did you learn that could be applied to Birmingham?
Principle 1: Promotes Core Ethical/Performance Values
AARP: ALL agree/affirm ALL actions (common
language; staff model; staff hiring, training)
Revisit annually Promote everywhere
Mill Pond School, MA:
Bingham Farms, Pembroke, Pierce: Touchstones
Our Core ValuesHead – Heart – Hands / Behavior
Leadership
Beyond the CORE(Respect, Responsibility, Honesty, Caring, etc.)
Character strengths such as empathy, fairness, trustworthiness, generosity, and compassion are aspects of our capacity to love. These qualities make up what we could speak of as “moral character”; they enable us to be our best ethical selves in relationships and in our roles as citizens.
Character strengths such as effort, initiative, diligence, self-discipline, and perseverance constitute our capacity to work. These qualities make up what we could speak of as “performance character”; they enable us to achieve, given a supportive environment, our highest potential in any performance context (the classroom, the athletic arena, the workplace, etc.).
BPS - CORE VALUE STATEMENTS Birmingham Public Schools value: Strategic Plan
Individuals We value and respect each member of our community and are committed to each individual’s growth and development.
Diversity We celebrate and embrace the unique qualities each person contributes to our global community.
Collaboration We foster collaboration through engagement and effective communication in all of our interactions, in preparation for developing partnerships throughout the world.
Innovation We nurture innovation and change by modeling courage, resilience, curiosity, creativity, risk-taking, exploration, and reflection.
Excellence We inspire academic excellence by challenging all learners to exceed expectations.
Leadership We empower all learners to demonstrate strong character as they lead and mentor within the school and the community.
Learning We instill passion and excitement for continuous learning through an intellectually rich, engaging and safe learning environment.
Civic Responsibility We foster civic responsibility by engaging students in community service learning and inspiring them to become involved in local, national, and international topics.
Principle 2: Involves thinking, feeling, doing
URP Understand values Reflect on them Practice them
Roosevelt Primary School, Ferndale, MI: providing the road map from the earliest days.
Principle # 3 -
Spirit - Covey
Head – Thinking – Moral Reasoning
Heart – Feeling – Moral FeelingsHands – Acting - Moral Behavior
Also: Consider the Organizational Chart, and Servant Leadership?
21st Century StandardsFeelings / Relationships – Meaning, Purpose, Identity
Emotional Intelligence
Goleman
Understanding yourself, your goals, intentions, responses, behavior and all.
Understanding others, and their feelings.
Knowing your emotions. Managing your own emotions. Motivating yourself. Recognizing and understanding other
people's emotions. Managing relationships, ie., managing
the emotions of others.
Whole New Mind –
Daniel Pink
Design - Moving beyond function to engage the senses.
Story - Narrative added to products and services - not just argument. Best of the six senses.
Symphony - Adding invention and big picture thinking (not just detail focus).
Empathy - Going beyond logic and engaging emotion and intuition.
Play - Bringing humor and light-heartedness to business and products.
Meaning - the purpose is the journey, give meaning to life from inside yourself.
Principle 3: Comprehensive, Intentional, Proactive
Four I’s: Intentional
Integrated into academics
In daily routines
Infused in school life
Orrs Elementary School, GA: Character-building shapes the students’ lives.
Leadership in Birmingham Schools….Perhaps a 5th ‘I’ - Innovation…. of Strategies
Clarity of shared values
Focus on high levels of achievement
Courage to seriously pursue broader (character) objectives
Artful Leadership? Next Slide
Culture of Continuous Improvement
Encouragement of trying experiments
Taking risks...even in a very good school….direct assault on the ‘good-to-great’ barrier
Reframing Organizations: Artistry, Choice, and Leadership by Lee Bolman & Terry Deal
“…Artistic leaders…help us see beyond today’s reality to new forms that release untapped individual energies and improve collective performance. The leader as artist relies on
images as well as memos, poetry as well as policy, reflection as well as command, and reframing as well as refitting.” p 18
Look at your journey in terms of
Principles 1 through 3.
What new insights about shaping your journey did you get?
Principle 4: Caring Community
Four Kinds of Caring: Adults for kids Kids for kids Processes in place
that help kids to care Adults for adults
Fuguitt Elementary School, Largo, FL:
Character CoachesLargo, Pinellas County Schools
Principle 5: Opportunities for Moral Action
Moral Actions & Service:
Opportunities for showing character: sportsmanship conflict resolution, academic integrity; service learning
Service Learning in school: connected to curriculum ASL
Service Learning in community: students assess community needs
Greenfield Elementary: Red Carpet Gala
SIX Parts to Service-Learning:IPARDC
Investigating an Issue Preparation Action Reflection Demonstrating to
Wider Audience Celebration
QUICK REVIEW
What core values does
each of these steps develop?
What core values does
each of these steps develop?
Academic Service Learning - China
Principle 6: Meaningful Academics
Curriculum: Engaging,
interactive Accommodates
differences & helps ALL achieve
Performance values: thinking working social habits academic integrity
Academic Integrity in the Digital World: Birmingham Covington; Beverly,
Birmingham Public Schools, Michigan
CEP - Principle 6 Providing A Meaningful Academic Curriculum
When teachers bring to the fore the character dimension of the curriculum, they enhance the relevance of subject matter to students’ natural interests and questions, and in the process, increase student engagement and achievement. p1
How can schools harness the time and energy going into academics to simultaneously (and naturally) promote character development? p2
How can schools enhance academic learning through character development? p2
21st Century Teaching & Learning in the Birmingham Public Schools
ResultsSocial Studies Pre-Post 1st 9 Weeks
Pre-test
Post-test ▲
Pre-test
Post-test ▲
Pre-test
Post-test ▲
Teacher 1 SFA 28.9 28.9 0% OL 27.3 36.5 34% AC 29.4 40.1 36%
Teacher 2 –’No Dog & Pony’ SFA 24.0 31.7 32% OL 29.1 39.5 36% AC 34.1 47.4 39%
Panter SFA 18.0 31.0
72% OL 28.2 47.1
67% AC 31.5 51.1 62%
TOTAL SFA 20.6 27.2 32% OL 26.1 35.3 35% AC 31.7 46.2 46%
Character & Arts Integrationrbenjamin@character.org
Principle 7: Develops Students’Self-Motivation
Moral Action for its own sake
Intrinsic not extrinsic rewards
Behavior management tied to values vs Rules
Academic Integrity stressed
Milwaukee College Prep, WI: Students striving to be the very best they can be
Intrinsic Motivation
Lesson Design Rubric
Drive by Daniel Pink Bill Scott Dissertation
STOP! Look back at your journey. Which programs
worked for you?Let’s SHARE our successes.
Name of Program
Description Level Contact
Dr. David Larson, Superintendent
Academic Achievement
Each BPS graduate understands the core elements of what makes a person of strong character. (integrity, respect, kindness, responsibility)
Our graduates also understand what it means to be a 21st Century Learner. (problem solvers, critical thinkers, and proficient communicators)
Finally, our graduates understand what it means to be a balanced and complete individual. (sports, visual and performing arts, and service projects)
Principle 8: Staff shares responsibility for
character education & models it.
Staff models values Training for ALL staff Staff as ethical
learning community Adequate time for
planning, trainingCross Bayou
Elementary School, FL; Pinellas County
Schools, FL
Pinellas County
Modeling! (Like a Mobius)
Internal Growth Becoming more like the
person you want to be
Influencing the Culture, with others
Managing Trust & Agreement – Peter Block
How do you plan to deal with: Cynics Victims Bystanders
Principle 9: Shared Leadership
All Involved: Principal, leadership group;
students; CE will continue if principal leaves!
Rockwood Public Schools, MO: Everyone’s involved!
Shared Leadership Servant Leadership –
Greenleaf / Spears
Transformational Burns / Bass
Principle-Centered Covey
Moral – Sergiovanni
Invitational Purkey / Siegel
Teacher Leadership Modeling / Staff
Meetings?
Student leadership Academic Service
Learning
Parent Leadership Community Leadership School Board
Leadership / Modeling
Principle 10: Family & Community as Partners in Character Education
Recognize families as partners Two-way communication between families/school Recruit & include business, faith, civic, youth in wider community/integrate values in their work
Lindbergh School District: Hearts to Serve, Hands to Help
Calling All in the
Community
Learning Communities -
Who do the Schools Belong to? My School??? Our School Your School
Brought 72 Chinese teachers to visit Stephenson High School Dufour & Eaker Through New Eyes
Charles Darwin HS How do you plan to
deal with students who fall through the cracks?
Dinner Dilemmas – Each Month / In English & Spanish
Pinellas County (FL) Schools – Character Education Partnership – Commitment To Character
Dinner Dilemmas – Writing Prompt Caring – Week Four Situation: It is Monday morning and the student responsible for cleaning the
cage and feeding the class pet is absent. Dilemma: On the one hand Sam does not like to clean the pet’s cage and
knows it is not his job this week. On the other hand Sam knows someone needs to volunteer to care for the pet.
Discussion: What is your advice to Sam? Task: Write about the dilemma, identifying three or more ways to address
the dilemma, and, telling why it might feel like a real dilemma to Sam, and clearly letting Sam know what you think he should do, and why. Be sure to practice good writing skills, and turn in a paper you have proofread with another student and revised until it is very good.
Principle 11: Assess character of school, school staff, and students
Evaluate performance, discipline data, growth
Survey teachers, staff, students, parents: shape plans accordingly
Staff reflects on self, student perceptions & reports to community
Alan B. Shepard Elementary, Old Bridge, NJ: Uses survey results, CEP Feedback to design new programs.
School Transformation
Transformational Leadership Transformational vs
Transactional Ethical Invitational Moral Principle-Centered
School Level Transformation Rubric
Classroom Level Transformation
Let’s talk about teamwork: What should a school, district of character look like?
Principles 8, 9,10 are about teamwork, and Principle 11 is about assessment. Each table agrees on what should be included in transforming a school or district into a true model of character?
School Transformation / Transformational Leadership
Transformational Leadership
Transformational vs Transactional Ethical Invitational
Break Reflection –
What have you identified, during the morning, that is surprising, significant, or helpful?
Please be ready to share….
Planning – What would be the best
next steps for you? What would be the best
next steps for your School or Department?
What would be the best next steps for the Birmingham Public School System / Community?
Using the Principles to Chart Your Journey TIME FOR REFLECTION: WHICH Principle will be your
“area of growth”?
TIME FOR ACTION: (This can be done later)Design a plan of action for the Principle which is your “area of growth.” WHAT will you do and WHO will be involved in order to add needed chapters to your story?
Attack the TargetHead-on!
Let’s see what we learned today:
What does a district/school of character look like?
How do the 11 Principles apply to our district? Our jobs?What does the role of an administrator look like in a district of character?Despite our workload, how can we integrate character into what we’re doing? Pulley MetaphorHow do we do it so people see it as a way of life not an add-on?
Classroom ‘Leverage’ From Student Engagement
What happens with little or no Student Engagement?
Teacher stilldoing all the lifting
Teacher doing all the lifting
Adding ‘Technology’
Classroom ‘Leverage’ From Character Education & Student Engagement
Teacher – Role Change - Identifies, needed inputs, strategies (Then Get Out Of the Way)
Teacher adds one single and one double pulley….Reducing the work to ¼ of the original effort for the same result
Double PulleyTo Do: Identify the metaphor for the ‘distance’ variable…..(Emotion)?
Classroom ‘Leverage’ From Character Education & Student Engagement
Teacher – identifies outcomes, needed inputs, strategies
Culture of Character –Respect / Responsibility, Class Meetings, Cooperative Learning, Co-Teaching
Real world application, Academic Service Learning,Drama/Performance ofTeaching other students
Character Education:Core ValuesPerformance ValuesIntellectual Character
Arts-Based, Hands On Activities, with Formative Feedback from self-assessment, And co-learning
Student – Engaged and taking Responsibility for his/herown learning……Pulling his/her Share!
Let’s see what we learned today:
Let’s put what we learned into action!What specific things can we do at our level to facilitate character education in my building?What can we contribute specifically as administrators?What steps can we take to be leaders of character?
Fitting all the pieces together is not easy, but with
the help of students, staff,
parents, it can be done.
Fitting all the pieces together is not easy, but with
the help of students, staff,
parents, it can be done. Only thing harder is to NOT
put the pieces together!
How does character education impact academics?
How do the Eleven Principles provide a framework for teaching academics & character?
How can character be naturally embedded into everything we do?
What should a school/district of character look like?
Essential Questions: Did we address them?
How can we apply what we learned today to our district, school?
Time for Review and Reflection!
Quick Review:
Cite ONE concept you will remember from today’s session.
Quick Implementation: Cite ONE strategy that you deem your school/
district needs most.
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