ideas and inspiration for high school character ed! maryland character education on the web:

VARSITY CHARACTER: PROMISING CHARACTER EDUCATION PRACTICES IN MARYLAND HIGH SCHOOLS

Why did MSDE create this presentation? Who should use it and how? Maryland State Character

Education Committee identified high schools as a gap in Maryland’s overall character education effort.

MSDE has been collecting promising character ed. strategies from Maryland high schools for over two years.

This presentation is designed to give high school level educators ideas for implementing character education in their schools.

Ideas and

inspiration for

high school

Character Ed!

Maryland Character Education on the Web:www.MarylandPublicSchools.org

http://www.marylandpublicschools.org/MSDE/divisions/studentschoolsvcs/youth_development/character_ed

http://www.marylandpublicschools.org/MSDE/divisions/studentschoolsvcs/youth_development/character_ed

Character efforts at the high school level must be appropriate for the age and intellect of the high school student.

High school students need information and guidance to help them develop good character, be productive citizens and community members, and make ethical decisions.

High schools face unique challenges in character education.


Three Characteristics of Successful Character Education in High Schools

3. Some measure of evaluation is in place. For example, decreases in suspension or dropout rates, increased service-learning participation, improved school climate, etc.


2. The character education effort addresses a problem or issue at the school, e.g., bullying, dropout rates, freshman initiation, etc.

1. Students and teachers “buy in” to the character education effort.

Aim for Total Integration

This presentation highlights specific strategies. Keep in mind that the more comprehensive the character education initiative, the greater the results in the school climate and student achievement.


STRATEGY ONE: MENTORING

What is Mentoring?“Mentoring is a strategy for teaching and coaching, for strengthening character, improving racial harmony, promoting social change, assuring total quality education for all, and creating opportunities for personal empowerment.”

From Marion White-Hood, “Taking up the mentoring challenge,” Educational Leadership

Tip: Identify

clear expectations

for the mentoring

program.

The need for positive role models and relationships between students and adults.

Through the use of “character coaches,” schools can help students develop positive character traits.

Issue that mentoring addresses:


The bottom line for kids

Potential outcomes are many:

Improved attendance and academics

Lowered dropout and suspension rates

Improved school climate for teachers and students.


Character Coaches

are one approach to mentoring. Through the use of

“character coaches,” schools can help students develop positive character traits.

Next, how one Maryland high school uses

Character Coaches…


Identify Target Audience and Gather Materials and Resources Ninth grade students Recruit “Character Coaches”—Caring adults

who are dynamic speakers and able to connect with students.

Character Coaches range in ages and professions and may include realtors, legislators, bank employees, and local artists.

Coaches should be established in the community and willing to make a multi-year commitment.

Identify regular opportunities for Character Coaches to meet with students, such as during a homeroom or advisory period.

Do this first!

STRATEGY ONE: MENTORINGCharacter Coaches

How to make it happen!Start in ninth grade and continue through students’ high

school careers. Character Coaches visit the same group of students (about

20) each month. Character Coaches lead discussions on topics that include

character traits and ethics, often presented through current events of interest to students.

Over time, students build authentic relationships with the Character Coaches; some relationships even continue past graduation.

To help achieve student and staff buy in, consider allowing students to vote each year on whether the program should continue.

Allow teachers to evaluate the coach’s effectiveness. Remember that staff buy in is critical. One Maryland school

implementing the Character Coaches strategy reports that the relationship between coach and teacher is a key component to the coach being successful in the advisory.

Then follow these steps!

STRATEGY ONE: MENTORINGCharacter Coaches

Leadership Training

is another approach to mentoring.

Leadership training can enhance the developmental assets and leadership skills of a core group of students in order to reduce student conflict, improve student involvement in extra-curricular activities, and develop a more positive school climate for all students.

Next, how one Maryland high school uses Leadership Training…


Identify Target Audience and Gather Materials and Resources Define the purpose of the initiative as

engaging students on all grade levels in the character education effort.

Develop program and “buy-in” among staff. Sell the program to students. IT MUST BE

ATTRACTIVE TO STUDENTS!! Selling points may include: the close friendships that develop within the club, being able to help younger students,making the school a more positive, friendly place, and leadership experience.

Solicit funding for planned activities, such as a “lock in,” outdoor challenges, and any other planned leadership and team-building activities that require funding. Also, consider funding for shirts or other items with the leadership group’s name.

Do this first!

STRATEGY ONE: MENTORINGLeadership Training

How to make it happen!Recruit and select a diverse group of upperclassmen

for leadership training through an application process. Students are required to write an essay and provide written recommendations from teachers. Find students who want to make the school a better place.

Hold a “lock in” event at the school , develop a focus for the school year. Also develop in students a sense of responsibility for helping others.

Students receive leadership as well as peer mediation trainings.

Establish a code of conduct for the student leaders. They are expected to lead by example. If the code is broken, a discussion takes place.

Arrange weekly meetings between each student leader and his or her underclass mentees.

Provide ongoing trainings and social opportunities.


STRATEGY ONE: MENTORINGLeadership Training

Student to student

is one approach to mentoring. High school

students work with middle school students to improve their grades and social interactions.

Next, how one Maryland

middle/high school uses the student-

to-student approach.

STRATEGY ONE: MENTORINGStudent to Student

Identify Target Audience and Gather Materials and Resources About a month into the school year, high

school teachers identify students as potential mentors.

Students can also apply to be mentors, but they must obtain a teacher’s endorsement.

Mentors must be a positive role model and have at least a 2.0 GPA.

The Dean of Discipline coordinates the program, matching mentors with middle school mentees based on similarities. Mentees get parent/guardian permission to participate.

Character education “how to” books can provide ideas for lessons.

Do this first!


How to make it happen! Mentors/mentees meet monthly during a

class period. The program coordinator provides activities

that focus on academics and social skills. High school students are encouraged to touch

base with their middle school students weekly.

Evaluate the program. Interview mentors, mentees, and teachers. Also, determine if grades, attendance, and behavior have improved as a result of the mentoring relationship.

Make adjustments to the program and enrollment as a result of your evaluation findings.



Building Confidence

Through Successis one approach

to mentoring.An intensive teacher-student mentoring relationship involving daily monitoring and interactions focused on individual student needs, such as attendance, behavior, and academics.


school system uses mentoring

to build confidence.

STRATEGY ONE: MENTORINGBuilding Confidence Through Success

Identify Target Audience, Gather Materials and Resources

Designate a coordinator for the initiative. Identify a core group of teacher

advocates. Train involved staff in the components of

mentoring. Identify students who need an advocate

to address attendance, behavioral, and academic issues.

Plan mentoring, tutoring and career planning activities.

Do this first!

Building Confidence Through SuccessSTRATEGY ONE: MENTORING

How to make it happen! Incorporate life skill lessons through daily

conversations, class work assistance, and crisis management.

Focus lessons on areas where students can experience success.

Train mentors to build upon these successes to further improve students' academic achievement, behavior, and self-esteem.

Provide incentives to mentors for their mentees’ successes.

Assess effectiveness of advocacy each quarter by measuring attendance, grades, and behavior of students being mentored.

Remove/replace students who have not shown improvement in 2 quarters.

Add students who would benefit from teacher advocacy.




TIPFor mentoring programs, consider "on-the-

fence“ kids rather than severely at-risk

students. Why? Because at-risk students

often need more intense intervention than

mentoring can provide. Also, many at-risk

students are already regularly receiving

counseling and other support services.

“Character Education by Design” by Maryland educators

A blueprint for character education initiatives at the district and school levels, this book is available by request from the MSDE Character Education Specialists. See pages 61 and 74 for mentoring information.

“Smart and Good High Schools”Integrating Excellence and Ethics for Success in School, Work, and BeyondThomas Lickona, Ph.D. & Matthew Davidson, Ph.D.

Smart & Good High Schools is national study of American high schools - including site visits to 24 diverse schools, hundreds of interviews, a comprehensive research review, and the input of a National Experts Panel and a National Student Leaders Panel. The report offers a vision of educational excellence and nearly 100 promising practices designed to foster human flourishing over a lifetime.

RESOURCES for mentoring


“Taking Up the Mentoring Challenge” by Marian White-Hood in Educational Leadership

Concern over low student achievement led to the creation of a mentoring program that involved not only school staff but the larger community.

“Humility Among Adolescent Purpose Exemplars”by Kendall Cotton Bronk, The Journal of Research in Character Education, Volume 6, Number 1, 2008, pp. 35-51.

This article discusses the value of mentoring. Students with long-term mentoring relationships are more likely to demonstrate humility and purpose, two characteristics that support positive youth development.

http://www.marylandpublicschools.org/MSDE/divisions/studentschoolsvcs/youth_development/character_ed_by_design.htm




http://www.cortland.edu/character/highschool/


http://www.ascd.org/publications/educational-leadership/nov93/vol51/num03/Taking-Up-the-Mentoring-Challenge.aspx





Graduation Successfrom News Observer, August 30, 2011This letter to the editor from the Chairman of Communities in Schools North Carolina, an initiative that supports mentoring in public schools, cites improved graduation rates as a result of his organization’s efforts.

Pittsburgh Public Schools Teachers’ Task: Make schools safer”by Rachel Weaver, Pittsburgh Tribune-Review, August 30, 2011The school system instituted a mentoring program to help students feel safe and to provide mentoring, promote conflict resolution, and reduce bullying.

RESOURCES for mentoring


http://www.newsobserver.com/2011/08/30/1445746/graduation-success.html

http://www.pittsburghlive.com/x/pittsburghtrib/news/s_754072.html?_s_icmp=NetworkHeadlines



STRATEGY TWO: CHARACTER THROUGH SERVICE

Through service-learning, students

show respect for and

give back to the school and

community.

What is character through service? Schools can help students build character by involving students in service-learning projects that benefit the school and broader community.

Based on research studies, “it is clear that character education supports service-learning and that service-learning provides an environment in which the goals and values of character education can be enhanced” (National Service Learning Clearinghouse Fact Sheet on Character Education and

Service Learning).

Service –learning

activities build

relationships and

trust.

Making kids feel like they belong and are connected to the school and to the larger community

Character education through service-learning helps make the kids better people and the school and community a better place.

The Issue that service- learning addresses:




Improved attendance

Lowered suspension rates

Improved school climate for

teachers and students.

Increased sense of

belonging to the school and

community.

Students gain service-

learning hours.


“Belonging”is one approach

to Character through Service.

Students need to feel welcome in the school and that they belong. When every student participates in service-learning, it reinforces their place in the school community.

Next, how one Maryland high school involves

students so that they feel

they “belong”…

STRATEGY TWO: CHARACTER THROUGH SERVICEBelonging


Encourage every student to participate in at least one service-learning activity. The activity may be as part of a club or sports group, or it may be a classroom project, but the focus is on the contribution to the community.

Decide which character traits will be a focus for the school, and share these traits with student organizations for them to embrace and promote. One Maryland high school that has been successful promoting character through service-learning has concentrated on the character traits of responsibility, self-control, gratitude, integrity, and respect.

Do this first!


How to make it happen! Allow students to lead activities, for example, the Student

Government Association might lead the charge for large-scale service activities, such as food or clothing drives. Other student groups should plan activities as well.

Encourage student groups to have a motto that connects to the community. From one high school’s Young Researchers organization: “We could have cared less, but we decided to care more.”

Provide repeated and varied opportunities for students to engage in ethical action in the larger community.

A few examples of service-learning activities in one Maryland high school include blood drives, clothing drives, toy drives, litter pick-ups, and a Cystic Fibrosis walk.

Plan a reflection activity for each service-learning activity.



“Club Time”is one approach

to Character through Service. The character activities

at one high school are all related to service to others. The service activities are planned by students within their clubs, sports teams, or sometimes classes during a designated “club time.”


“Club Time”…

STRATEGY TWO: CHARACTER THROUGH SERVICEClub Time

Identify Target Audience, Gather Materials and Resources Determine specific character traits to be

developed through service-learning. Solicit staff buy-in. Although activities

are student-led, teachers are needed to guide students.

Interested teachers organize a club based on their own interests.

Establish one “club day” per month when students will have 45 minutes during the school day to meet and plan service activities.

Do this first!


How to make it happen! All students belong to a club or sports team

with whom they plan and carry out service-learning activities.

During club time, students plan service activities.

Some meetings may also occur after school. Examples of club activities include blood

drives and food drives. Students lead the activities. For the blood

drive, for example, students helped set up, sign in donors, serve snacks to donors, and escort donors back to class.

After each service learning activity, provide time for reflection.



“Virtue of the Month”

is one approach to Character through

Service. One school created a “Virtue of the Month” program that acknowledges students demonstrating the school’s defined core ethical virtues. As part of the program, students, staff, and the school community demonstrate understanding of the virtues by participating in service activities.

Next, how one Maryland high school uses “Virtue of the

Month”…

STRATEGY TWO: CHARACTER THROUGH SERVICEVirtue of the Month

Identify Target Audience, Gather Materials and Resources Identify and define the school’s core

ethical virtues. Project coordinators (teachers) are

needed to organize the community outreach projects, to communicate the Virtue of the Month to faculty and staff, and to recognize Virtues that are displayed by the faculty and students.

Do this first!


How to make it happen! Create a planning committee to identify service

learning activities. Invite students and faculty to planning events.

The language of the Virtues is used in the invitations and during the planning events.

Promote the attitude among students that to give of oneself is the right and the “cool” thing to do!

Despite the lower economic status of many families in the community, the money and resources delivered by this school reflect total student buy-in and intrinsic character. Over the past 5 years, students have raised close to $40,000 for charity. Race for the Cure, The Polar Bear Plunge, and Adopt a Family were a few of the events.



Maryland State Department of Education Service-Learning in Maryland Web sitewww.msde.maryland.gov/MSDE/programs/servicelearning/

Building Character Through Service Learningby Kathy Winings, Character Development Group, 2002

This book offers an in-depth look at the integral role service-learning plays in the development of character. It offers insight and practical information on how to connect service-learning with civic, family, or character education.

RESOURCES for building character through service learning

How does current research in character education support service-learning?National Service-Learning Clearinghouse Fact Sheet

This fact sheet cites a number of research studies supporting the benefits of and links between character education and service-learning. For example, a 2005 study found that students participating in a character education project integrating service-learning components reported greater increases in prosocial behaviors, such as altruism, caring, respect, and ability to choose between right and wrong, than their peers in the comparison group.



Available by request from the MSDE Character Education Specialists.



http://www.msde.maryland.gov/MSDE/programs/servicelearning/









http://www.servicelearning.org/instant_info/fact_sheets/k-12_facts/char_ed








STRATEGY THREE: Advisory

During advisory time,

“activities should be

provided … that lead to

the development of

positive attitudes,

values, and emotional

control” (Connors, 1990, p. 165).

What is Advisory?

An advisory is a teacher spending time and developing relationships with a small group of students. The advisory time is spent discussing school and personal student issues as needed, delivering character lessons, and nurturing relationships. A key benefit of the advisory period is that it provides students a voice.

Advisories should

help students

develop

meaningful

relationships.

Advisory periods provide students an outlet to express concerns, discuss school-related and personal issues, and celebrate each other.

Successful advisories set the stage for a positive school day and help students connect with peers and adults in their school.

The Issue that advisory addresses:

STRATEGY THREE: ADVISORY



Improved relationships with adults and peers.

Improved behavior and social interactions.

Increased sense of belonging to the school.

Improved school climate.


Focusing on Character Traits

is one approach to advisory.

During the advisory period, teachers and students study specific traits that lead to success in school and in life. Examples of possible attributes are courage, respect, honesty, preparation, empathy, and leadership.

Next, how one Maryland high school uses an advisory period

to focus on traits.

STRATEGY THREE: ADVISORYCharacter Traits


Assign a character trait to each month during the school year.

Provide monthly character trait signs to each teacher to display in classrooms.

Develop a mini-lesson for each monthly trait.

In the mini-lesson, define the trait, introduce a famous role model that exemplifies that trait, and plan an activity around this trait.

Provide a quotation for the lesson that embodies the trait.

Do this first!

Character TraitsSTRATEGY THREE: ADVISORY

How to make it happen! Teach the lesson during an extended

advisory period. Try to engage the entire class in the

lesson. Guide students in examing their own

behavior in relation to the trait of the month.

Encourage students to identify appropriate behavioral responses associated with the trait being discussed.

Evaluate student understanding of the trait at the the end of the lesson.


Character TraitsSTRATEGY THREE: ADVISORY

Need-based lessons

are one approach to advisory.

Schools identify issues that can be addressed by strengthening specific positive character and performance traits. Lessons that emphasize these traits and behaviors are developed for delivery during an advisory time.

Next, how one Maryland high school uses an advisory period to deliver need-based lessons.

STRATEGY THREE: ADVISORYNeed-based Lessons


Counselor surveys students to determine perceived needs.

Identify school issues that can be addressed with advisory lessons.

Examples of possible needs: respect among students, responsibility for schoolwork, compassion for others, or showing caring for your community

School counselor generates a monthly lesson around a need.

Make the lesson relevant by linking it to current events through news articles.

Emphasize any additional character traits which relate to the need.

Do this first!

Need-based LessonsSTRATEGY THREE: ADVISORY

How to make it happen! Teachers decide when they can incorporate the

month’s lesson into their schedule. (There is not a regular, designated advisory period in this example school.)

Teachers can adjust or enhance the lesson based on the needs of their students

Students and teachers provide feedback via a survey on the impact of the lesson

Display posters of trait being discussed which are provided by the counselor

Counselor collects follow-up information and resources from the lesson to ensure the lesson was completed

If a community need is addressed, responses from the people who were served are communicated to the school.


Need-based LessonsSTRATEGY THREE: ADVISORY

Climate-focused

initiative is one approach

to advisory.A dedicated advisory period is used to deliver lessons on traits and behaviors that will improve the school climate. The advisory lessons are tied to a school-wide, multi-year initiative to improve school climate.

Next, how one Maryland high school uses an advisory period to improve the

climate.

STRATEGY THREE: ADVISORYClimate-focused


A big-picture, long-term timeline and a detailed school year agenda guide the overall school climate intiative of which the tenth through twelfth grade advisory periods are a critical part.

The guidance department chair coordinates the initiative and is the point of contact. Strong support from the administration strengthens the entire effort.

All stakeholders have input into the topics of the lessons: students, teachers, guidance, administrators.

A faculty committee suggests specific lesson topics. Students were also consulted and revealed deep issues they wanted addressed. Staff and parent surveys also inform the effort.

Topics focus on a climate of civility and are relevant to current events.

Do this first!

Climate-FocusedSTRATEGY THREE: ADVISORY

How to make it happen! Create and distribute faculty advisory notebooks

that cover the advisory theme, advisory goals, schoolwide behavior expectations, teacher tips for a safe and civil classroom, and bullying prevention information.

Create posters, classroom “cheat sheets” for teachers and other materials to support the initiative.

Teacher-generated lessons completed in summer. Delivered during regular advisory periods to groups of about 18. Larger groups are supported by an para-professional.

In addition to teaching the advisory lessons, teachers act as an advisor to students and will alert the school counselor when students need support.

Schoolwide, special activities and school clubs reinforce topics introduced during advisory.


Climate-Focused STRATEGY THREE: ADVISORY

Teen Talk is one approach

to advisory.

The Teen Talk program uses small groups to encourage healthy relationships and build a sense of belonging to the school. Teen Talk is similar to mentoring, but takes place in a group setting. It is an afterschool advisory time.

Next, how one Maryland high school created an afterschool

advisory program.

STRATEGY THREE: ADVISORYTeen Talk


The initiative at this example school is funded through a grant from the Department of Social Services (DSS) Healthy Marriages.

Teen Talk uses the"Love You Too" curriculum from DSS, with teen input.

Day school staff are group facilitators. Facilitators are trained on what community

resources are available in the area. Facilitators receive domestic violence training

(DSS requirement). Staff recommend students for Teen Talk. Students are prescreened and grouped according

to their needs. Ground rules for the Teen Talk groups are

established, such as confidentiality, reportable information, and respect for others.

Do this first!

Teen TalkSTRATEGY THREE: ADVISORY

How to make it happen! Groups of 16 students meet weekly after

school for 90 minutes. First groups engage in a craft activity or

service-learning to facilitate communication in the group.

Groups discuss topics related to healthy relationships, communication and trust, relationship building, and parenting skills for teen parents.

To foster a sense of connection or belonging, students are given something that identifies them as a Teen Talk member.

Each semester a Parent Night is held. Parents attend the Teen Talk and are given information on healthy relationships.


Teen TalkSTRATEGY THREE: ADVISORY

RESOURCES for building character through advisory time



Available by request from the MSDE Character Education Specialists.



Institute of Education Sciences USED

An initiative of the U.S. Department of Education, this website houses the search engine for education research, evaluation, assessment, development and statistics. This site is linked to the What Works Clearinghouse.

http://ies.ed.gov/

What Works ClearinghouseUSDE

An initiative of the U.S. Department of Education, this subsection of the Institue for Education Sciences website contains program evaluations from programs that were reviewed for evidence of effectiveness. The evaluators identified 93 studies of 43 programs and found that 13 programs met standards for evidence of effectiveness. They looked at behavior, knowledge, attitudes, values and student achievement. Visit the site for information on specific programs.http://ies.ed.gov/ncee/wwc/

http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED360078






http://ies.ed.gov/

http://ies.ed.gov/

http://ies.ed.gov/

http://ies.ed.gov/

http://ies.ed.gov/ncee/wwc/



STRATEGY FOUR: CHARACTER RECOGNITION

TipSchedule regular

opportunities or events for this reinforcement to occur.

What is Character Recognition?

A deliberate strategy that recognizes and rewards character in students and helps to create a positive academic climate that emphasizes achievement

The need to acknowledge and celebrate students of good character.

The need to identify students as models of character for their peers.

The Issue that character recognition addresses:




Improved behavior at school and home.

A feeling of belonging to the school and community.

A feeling of success in the school setting, which will enhance academic achievement.


Character Awards

are one approach to character recognition.

Students are recognized and celebrated school wide for demonstrating good character. The program both rewards deserving students and designates them as examples of good character for the rest of the school.


character awards to

recognize good character.

STRATEGY FOUR: CHARACTER RECOGNITIONCharacter Awards


Develop selection criteria for the Titans of Character award. For example: Is the student a good person? Does the student set a good example for others? Does this student exemplify the school's character traits?

Secure support for the program from the administration and teachers. Principal earmarks necessary funds.

Teachers nominate students for the Titans of Character each quarter.

There is no limit on the number of students to be nominated.

Do this first!

Character AwardsSTRATEGY FOUR: CHARACTER RECOGNITION

How to make it happen! Teacher nominations are submitted to the

Character Committee, which selects students to be recognized as Titans of Character.

School administrators recognize students during morning announcements.

Art/Graphics students design indivdiual certificates as well as posters featuring the students.

School system central office handles the printing of student-designed posters, which are then displayed in each classroom.

Students receive a frame-worthy Titan of Character certificate.

The names and photographs of the students are featured in the school newspaper.


Character AwardsSTRATEGY FOUR: CHARACTER RECOGNITION

Student Recognition Events

are one approach to character recognition.

Selected students are invited to a character recognition event where they are recognized and celebrated for demonstrating good character.

Next, how two Maryland high schools use a

recognition event to

recognize good character.

STRATEGY FOUR: CHARACTER RECOGNITIONStudent Recognition Event


The Character Education Committee is one of four teams meeting monthly to improve student achievement.

The Committee creates a recognition event to celebrate students who demonstrate exemplary character. The students are deemed “Local Heroes,” “Cougars of Character,” or some other special designation.

Students are nominated for the award by teachers. Criteria include doing good deeds, being helpful, assisting teachers and peers, working hard in class, and other activities that display good character.

Do this first!

Student Recognition EventSTRATEGY FOUR: CHARACTER RECOGNITION

How to make it happen! Nominated students and their parents are

invited to a special meal, where students are recognized for good character and awarded a certificate and pen.

The event is part of “Pride Week” activities throughout the school, such as:• Photography students take photos of the

honored students and large posters are displayed in school hallways.

• Honored students are recognized on the morning announcements, on bulletin boards throughout the school, and during school meals.

• Journalism students write "Stall Stories" about character that are posted in school bathrooms.


Student Recognition EventSTRATEGY FOUR: CHARACTER RECOGNITION

Student, Staff, and Parent Recognition

Events are one approach

to character recognition.

STRATEGY FOUR: CHARACTER RECOGNITIONStudent, Staff, and Parent Recognition Event

Selected guests are invited to a formal character recognition event where students, teachers, and parents are recognized and celebrated for demonstrating good character.

Next, how one Maryland high school uses a student, staff,

and parent recognition

event.


Teachers and students nominate students to be recognized for exemplary character at an annual Character Brunch.

School staff members nominate peers to be recognized for character.

Make the Character Brunch a formal, high profile event. Send formal invitations. In addition to inviting school staff and students, invite the students’ parents, a guest speaker, and leadership from the school system and community.

Do this first!

Student, Staff, and Parent Recognition EventSTRATEGY FOUR: CHARACTER RECOGNITION

How to make it happen! At the Character Brunch, recognize

students indivdiually by reading a brief statement about why they were selected.

Recognize parents for their contributions in helping their children develop into people of character.

Recognize the annual staff member of character.

Invite a guest speaker to talk about living a life of character, overcoming hurdles, and other relevant topics appropriate to a high school audience.


Student, Staff, and Parent Recognition EventSTRATEGY FOUR: CHARACTER RECOGNITION

RESOURCES for building character through character recognition



Available by request from the MSDE Character Education Specialists. See pages 61 and 74 for mentoring information.


Smart & Good High Schools is a national study of American high schools - including site visits to 24 diverse schools, hundreds of interviews, a comprehensive research review, and the input of a National Experts Panel and a National Student Leaders Panel. The report offers a vision of educational excellence and nearly 100 promising practices designed to foster human flourishing over a lifetime.

http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED360078

“Character Education Year One, Grades K-6” John Heidel and Marion Lyman-Merereau, Incentive Publications, Inc., 1999

From the publisher’s review: One in a series of four books “which encompasses a complete two year program of character education. Each year encompasses nine universal values - one value for each month of the school year.”

“Evaluating Character Development, 51 Tools for Measuring Success” Edward F. DeRoche, Ph.D., Character Development Group, 2004. From the publisher’s review: “Now that you've established a character education program in your school or district, how do you measure its success? Edward F. DeRoche, co-director of the International Center for Character Education and professor in the School of Education at the University of San Diego, has developed a much-in-demand and invaluable collection of assessment tools for calculating and benchmarking your character development initiative's progress.”






http://www.amazon.com/Character-Education-Grades-Year-Stuff/dp/0865304270/ref=sr_1_1?ie=UTF8&qid=1330013847&sr=8-1


http://www.charactereducation.com/resourcestore/product/tabid/59/productid/6/sename/evaluating-character-development/default.aspx




STRATEGY FIVE: CHARACTER TRAITS

Essential to the character trait strategy

is that staff consistently model and reinforce helpful traits

for students to observe and learn.

What are Character Traits?

Universally accepted traits that support good character and academic success. Schools can explicitly teach the traits and provide students opportunities to practice them.

Tip:Using student and

staff input, clearly

define the traits and

what they look like

behaviorally.

The need for students to conduct themselves in ways that will enable them to be successful in school

The need for students to examine and improve their own behavior

.

The Issue that character traits address:




Improved behavior in the classroom and throughout the school

Improved school climate Improved academic

achievement


Tip-a-Day calendaris one approach

to character traits. A county resource for all education stakeholders containing ideas for character lessons, quotations, projects and more.


school system uses a Tip-a-

Day Calendar to promote

character traits.

STRATEGY FIVE: CHARACTER TRAITSTip-a-Day Calendar


Design a school system wide daily calendar of tips to help parents, teachers, and community members promote character and leadership in students.

Collaborative effort between Student Leadership and School Counseling Offices

Gather character lessons, activities and websites, quotes, and other resources to be included in the calendar. Look for activities that can be integrated into the curriculum. The tips must be relevant for high school students.

Ensure easy access to the calendar.

Do this first!

Tip-a-Day CalendarSTRATEGY FIVE: CHARACTER TRAITS

How to make it happen! Post on the school system web site.

(Link to AACPS calendar: http://www.aacps.org/admin/templates/crasc.asp?articleid=531&zoneid=20 )

Present to school counselors, student government advisors, principals, and central office staff.

Monthly themes: acceptance/diversity, teamwork, citizenship, service, diligence, respect, perseverance, resilience, and honesty/integrity

Evaluation: Solicit feedback from stakeholders on whether they are using the calendar, how they are using it, and whether the techniques have been effective.


Tip-a-Day CalendarSTRATEGY FIVE: CHARACTER TRAITS

http://www.aacps.org/admin/templates/crasc.asp?articleid=531&zoneid=20




Focusing on the Positiveis one approach

to character traits. By focusing on students’ strengths and positive qualities, teachers and parents can help students further develop character, leadership, and academic success.

Next, how one Maryland high

school is Focusing on

the Positive to promote

character traits.

STRATEGY FIVE: CHARACTER TRAITSFocusing on the Positive


Review and share with staff members and parents research that shows the asset development approach is effective in promoting good decision making in students.

Hold trainings for staff, community members, and agencies on asset development.

Communicate asset development to parents in person and provide information on the school website.

Obtain baseline data (attendance, academics, discipline) to compare quarterly after asset development has been instituted.

Do this first!

Focusing on the PositiveSTRATEGY FIVE: CHARACTER TRAITS

How to make it happen! Students identify their own assets, especially

those they can use to improve their academic achievement.

Teachers use the student's assets to focus their educational goals.

School staff use students’ individual assets to address discipline and academic conerns and during student-parent conferences.

Assets are promoted on hallway posters and announcements throughout the school.

Students are rewarded with "I saw you..." notes for displaying their assets.

Administer a post-test to students to guide their re-evaluation of their assets.


Focusing on the PositiveSTRATEGY FIVE: CHARACTER TRAITS

RESOURCES for building character through the teaching of character traits





















STRATEGY SIX: FOCUS ON POSITIVE BEHAVIORS

Tip:

Establish a character or discipline committee with

students, teachers, and administrators to plan

and implement this initiative.

What is a Focus on Positive Behaviors?

A purposeful strategy incorporated into the entire school community to promote and recognize successful behaviors

A strategy which seeks to correct specific disciplinary issues within the school

The need to address and reduce problematic behaviors in the classroom and school

This strategy can be adapted to the particular needs of a school and expanded as new behavioral issues arise.

The Issue that positive behaviors address:




Increased student knowledge of appropriate behavior

Improved behavior

Reduced office referrals and suspensions

Improved school climate

Increased recognition for positive behaviors among all students

Improved academic achievement


Target an Issueis one approach

to positive behavior.

Use data to identify issues and behaviors in the school that can be addressed through character education.

Next, how one Maryland school focuses on an

issue to promote positive

behaviors.

Target an IssueSTRATEGY SIX: FOCUS ON POSITIVE BEHAVIORS


Survey stakeholders to determine the issue to be addressed.

Stakeholders should include: parents, students, staff, administration.

Conduct a needs assessment to determine issues to be addressed. Bullying is an example of a high school issue.

Train staff in effective techniques for addressing the issue.

Allow students to share their personal experiences around this issue at the staff training.

Do this first!

Target an IssueSTRATEGY SIX: FOCUS ON POSITIVE BEHAVIORS

How to make it happen! Create a plan of intervention and prevention

strategies to resolve the issue. Involve students in the implementation of the

plan. For example, theater students can perform a skit around the issue, art students can make posters, and journalism students can write articles.

Develop a method for students to report incidents related to this issue.

Track the number of reports and the effectiveness of the response to the issue.

Continue to revisit the issue and implement strategies to further resolve it.


Target an Issue


Acknowledging the Positive

is one approach to positive behavior.

School staffs identify a character trait to be cultivated throughout the school, teach the trait and related behaviors to other staff members and to students, and then recognize those who demonstrate the positive behavior.

Next, how one Maryland school acknowledges the positive to

promote positive behaviors.

Acknowledging the PositiveSTRATEGY SIX: FOCUS ON POSITIVE BEHAVIORS


Survey stakeholders to determine a character trait that needs to be addressed.

Develop a chart on this trait that displays the trait’s definition, examples, and expectations.

Expectations: Respect for Self, Others, Learning, and Property

Examine the research on approaching problems from a proactive position.

Create a method of acknowledgement that appeals to all stakeholders.

Make the initiative user-friendly and relevant to high school students.

Ask students and staff how they want to be rewarded.

Do this first!


How to make it happen! Plan a kick-off event to introduce and explain

this program. Explain the character trait chart to students. Acknowledge all stakeholders for positively

displaying this trait. Create a schedule of recognition involving this

trait. Develop a variety of ways to reward students

and staff individually or by class. Offer a variety of rewards to stakeholders. Solicit regular feedback from staff and

students on the effectiveness of this initiative.



RESOURCES for promoting positive behaviors.




















ideas and inspiration for high school character ed! maryland character education on the web:

Documents

character efforts

good character

high school students

use of character coaches

high school character

maryland character education

character education

positive character traits