Transcript Eleven Principles of Effective Character Education

CEP’s State and National
Schools of Character
Summary of 2011
Program Changes
Overview of Program Changes
New Program:
• Non-competitive: numbers of Finalists and Winners are not limited; all
who meet the standard can win
• Not all Finalists will receive site visits – other sources of data may be
used by National Evaluators
• Hold SSOC designation for 3 years; NSOC for 5 years – past winners
can reapply
New Application:
• Up to 25 pages for schools; 30 for districts
• Artifacts are inserted throughout application; proportion of narrative
and artifacts is up to applicant (at least 25% each)
New Scoring Rubric:
• The Eleven Principles and Quality standards have been combined into
a new, revised 11 Principles document
• 11 Principles now outlines key indicators of exemplary implementation
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Summary of NSOC Program Changes
NSOC 1998 - 2010
Awards program
3+ years of character ed
Competitive
Approx. 20 diverse Finalists
Approx. 10 distinctive models
Quality Standards
All Finalists receive site visits
Blue Ribbon Panel
“Winners”
NSOC 2011 and beyond
School improvement process
No eligibility requirements
Non-competitive
All who meet the standard
All who meet the standard
Revised 11 Principles
Site visits not required for all
National evaluation process
“National Schools of Character”
What the application will look like
COMPOSITION:
NEW IN 2011:
Length: Up to 25 pages for
school; 30 pages, district
Narrative Length: Applicant chooses
proportion (text or artifacts at least ¼ of total).
Cover Page with school information
Placement of Artifacts: Inserted after claims
made or each Principle or at end
Page 1 (not scored):
WHY is the school doing CE?
WHAT makes it SPECIAL to
deserve NSOC status?
Pages 2-25 (district: 30):
HOW it is implementing CE
according to the 11 Principles.
Artifacts included in body
.
Self-evaluation sheet/responses
Some Changes in Key Indicators: e.g.,
Academic integrity, using data to shape
plans; more SEL
Key indicators now outline exemplary
implementation.
Appendix/Table of Contents
Only if unable to insert artifacts
NOTE: Eleven Principles, not Quality
Standards = the Scoring Rubric.
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The Revised Scoring Rubric
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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
Each Scoring Item lists:
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 district selected
the values or 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.
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Principle 1
Promotes core ethical and performance
values
1.1: Stakeholders select core values
1.2: Core values guide everything
1.3: Core values are visible
NEW:
 Observable behaviors moved from 1.2 to 1.3
 1.2 is now about core values guiding all (common language, staff
ownership, hiring)
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Principle 2
Defines “character” comprehensively to
include thinking, feeling, and doing.
2.1: Thinking (understanding)
2.2: Feeling (reflection, appreciation)
2.3: Doing (behavior, students practice)
NEW:
Principle 2 was simply clarified and specific examples were added.
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Principle 3
Uses a comprehensive, intentional,
and proactive approach
3.1: Intentional at all grade levels
3.2: Integrated into academic content
3.3: Integrated into classroom routines
3.4: Integrated throughout total program
NEW:
3.1: Should have a CE plan
3.2: Can demonstrate integration with lessons
3.3: Academic integrity added
3.4: Artifacts should demonstrate
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Principle 4
Creates a caring community.
4.1: Student – staff relationships
4.2: Student – student relationships
4.3: Peer cruelty prevention
4.4: Adult relationships
NEW:
4.3 is stronger: students report bullying is infrequent, all
students participate in programs
4.4: Applies to all adults, including parents
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Principle 5
Provides students with opportunities
for moral action.
5.1: Clear expectations
5.2: Moral action within school
5.3: Moral action in community
NEW:
Overall: Moral action is more broadly defined and service learning is clearly
defined and expected
5.1: Artifacts demonstrate expectations; moral action includes conflict
resolution, academic integrity, sportsmanship; school has service learning
expectations
5.2: Service tied to curriculum and core values
5.3: All students given opportunities and time to identify community needs
and plan projects; service tied to curriculum and core values
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Principle 6
Offers a meaningful and challenging academic
curriculum that respects all learners
6.1: Challenging curriculum
6.2: Meeting student needs
6.3: Performance character
NEW:
6.1: Students are challenged and have voice and choice
6.2: Teachers identify needs and differentiate; schools work to close
achievement gap
6.3: Performance character clarified; academic integrity added
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Principle 7
Fosters students’ self-motivation
7.1: Motivation and rewards
7.2: Behavior management and discipline
NEW:
 Old 7.1 is gone and folded into 7.2, creating a new 7.1 and 7.2
 7.1 now focuses on intrinsic vs. extrinsic motivation and use of material
rewards and more clearly explains expected outcomes
 7.2 now focuses on behavior management and discipline, academic
integrity added
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Principle 8
Staff is an ethical learning community
that adheres to core values
8.1: Staff modeling
8.2: Staff development
8.3: Staff planning and reflection
NEW:
Old 8.1 and 8.2 were switched so that staff modeling now
comes first
8.2: Ethical learning community created through staff
development
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Principle 9
Fosters shared leadership
9.1: Leaders champion effort
9.2: Leadership group plans
9.3: Student leadership
NEW:
Clarified overall
Must be able to show artifacts
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Principle 10
Engages families and community
members as partners
10.1: Engages families
10.2: Communicates with families
10:3: Involves community
NEW:
Clarified overall
10.2: Survey parents
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Principle 11
Assesses school culture/climate, staff’s
functioning, and students’ character
11.1: Assesses culture/climate
11.2: Staff report on progress
11.3: Assesses student progress / behavior
NEW:
11.1: New emphasis on culture/climate, ethical learning community, and
using data to make changes
11.2: More concrete examples of reflection given
11.3: Changes attributed to data collected
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The Scoring Process
NEW
IN 2011:
Items
are scored from 0 to 4:
Items are scored from 1 to 4 (no 0).
0 the
Notkeyevident
Use
indicatorsorofvisible;
exemplarypoor
practice
as a guide:
1 Some
implementation
1 Lacking evidence
Good
implementation
22 Good
implementation
3. Highly effective implementation
3 Very good implementation
4 Exemplary implementation
4 Exemplary implementation
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Scoring Districts
NOTE: Districts are required to demonstrate additional evidence
of character implementation that shows an explicit
commitment to building character in its students, staff &
community.
Principle 1.3 Example:
The district incorporates core values
in its community and public
relations efforts.
The district establishes core values
as part of its vision, mission, goals,
objectives, regulations, and policies
and seeks to promote a community
of adults and students based on a
commitment to excellence and
ethics.
The following list of scoring items apply to
districts:
1.3; 3.1; 3.2; 4.4; 5.1; 7.1;
8.2; 8.3; 9.1; 9.2; 10.3; 11.2
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New Guidelines for State Schools of
Character
SSOC serve as models within the state and are
available for mentoring.
SSOC automatically become nominees for the NSOC
award.
Beginning in 2011, SSOC hold their status for
three years.
During those three years, SSOC apply for NSOC
status by sending their applications to the SSOC
sponsors for feedback and to be sent on to CEP.
SSOC sponsors provide technical assistance and
feedback to applicants and/or refer them to CEP
resources.
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