Dr. Grio's Presentation

1. 11 Principles of Effective
Character Education
Catalyst for Character Formation Association
University of Asia & the Pacific (UA&P)
May 11, 2018

2. UNDERSTAND
EXPLAIN
REFLECT
the best practices of CEP Schools of
Character in the Philippines
how the best practices contribute to an
excellent character education
program based on CEP standards
on how to adapt these best practices
to answer the needs of one’s school

3. SCHOOLS OF CHARACTER
PAMPANGA
CEBU
LAGUNA

4. Active Participation
 We learn when we reflect and take action.
 Brief explanation of the principle
 Best practices of a School of Character
 What experts are telling us about a best
practice
 Focus on a recommended best practice
 Individual reflection/plan for action 5 minutes

5. Principles of Character Education
 1 Core ethical and performance values
 2 Character includes thinking, feeling, and
especially doing
 3 Comprehensive, intentional, and proactive
approach to character education
 4 Presence of a caring community
composed of all stakeholders

6. 6
Promotes core ethical and
performance values
1.1: Stakeholders select core values
1.2: Core values guide everything
1.3: Core values are visible
Principle 1

7. Core Values
 Consideration for
members of the class and
the school
 Presence of care and
mutual respect
 Values are caught rather
than taught Roy Gardner, Jo Cairns, and Denis Lawton
(2000). Education for Values: Morals, Ethics and Citizenship in Contemporary Teaching.
London, England: Kogan Page.

8. Basis of
good
character
Standards
of
conduct
Individual
and
common
good
Core Ethical Values

9. Clearly Defined
Well
Communicated
CORE VALUES
Strategic
Places
Behavioral
Indicators
Induction
Seminar
Essential
Agreement
(Meaning)

10. Research Tells Us
 Core Values are visible.
 Consider this item below:
 Teachers and students must be clear of the
purpose of a lesson, and understand that
learning is a process, full of errors, and that
there is a need for all in the class to
participate in the learning. John Hattie (2012). Visible Learning for
Teachers: Maximizing Impact on Learning. London, England: Routledge.

11. Key Considerations
• Core Values are clearly defined.
• The stakeholders understand the
core values.

12. Time to Reflect
• Questions: Have we identified our school‟s
core values? How do we help our
stakeholders understand the values?
• Actions to answer the questions
• Need for documentation
• Who, when and how do we analyze the
data?

13. 13
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

14. Character Education
 Character education is “the deliberate effort
to cultivate virtue.”
 Focus on the key role of the school to help
students “become young adults of good
character” Maryland State Department of Education (2007). Character Education By Design. Baltimore, Maryland:
Author.

15. CHARACTER EDUCATION
Cognitive
Emotional
Behavioral
Understand
the
“good”
Value the
“good”
Act according
to the core
ethical values

16. CHARACTER EDUCATION
Comprehensive
• Mentoring system
• Writing journal entries
• Student seminars
• Buddy system with a foreign student

17. An Expert Tells Us
 Mentoring the student
 Why have a mentor?
 Promotes specific skills and effective
behaviors.
 Provides feedback.
 Nurtures curiosity.
 Someone to turn to. Howard Hendricks and William Hendricks (1995). Building
Character in a Mentoring Relationship: As Iron Sharpens Iron. Chicago, Illinois: Moody Publishers.

18. Take Home Message
• Do consider a personalized
approach to educating a student‟s
character.

19. Sorting the CE “Artifacts”
Artifacts Thinking Feeling Doing

20. 20
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

21. Proactive Approach
 Beyond management, towards leadership
 Maximizing – development of individual and
school potential and capacity
 Mobilizing – getting all stakeholders on
board to help attain school goals Jackie Acree Walsh and Beth
Dankert Sattes (2010). Leading Through Quality Questioning: Creating Capacity, Commitment, and Community. Thousand Oaks, California:
Corwin Press.

22. COVERS ALL ASPECTS
School
Curriculum
Teachers
School
Policies
Parents

23. Curriculum School Program
Identify virtues for
integration in
academic lessons
Communicating and
reflecting on the Core
Values
Teacher training
workshops
Studying lesson
implementation
Retreats
Recollections
Value formation
seminars for partner
communities

24. Uncovering An Idea
 Importance of training the teachers
 Researchers and practitioners note that
when the traditional programs of
professional development - usually single-
event, so-called “drive-by” interventions -
are replaced by longer-term designs, there
is a greater chance that teachers will
improve instruction. Jenny DeMonte (2013). High-Quality Professional Development
for Teachers: Supporting Teacher Training to Improve Student Learning. Washington, D.C.: Center for American
Progress.

25. Worth Repeating
• Teachers must be provided with
opportunities to talk about the
implementation of the Character
Education program.

26. Plan Ahead
• Do collaborative action research
• When: Faculty meetings/Summer training
program
• Do teachers talk about Character
Education? List down the opportunities
for teachers to reflect on the Character
Education program.

27. 27
Creates a caring
community.
4.1: Student – staff relationships
4.2: Student – student relationships
4.3: Peer cruelty prevention
4.4: Adult relationships
Principle 4

28. Caring Community
 Something familiar for
everyone (Classroom level)
 Establish a strong
classroom culture with
high expectations and a
focus on caring which has
been shown to increase
engagement and
academic outcomes Jonathan Ryan
Davis (2018). Classroom Management in Teacher Education Programs. Cham,
Switzerland: Palgrave MacMillan.

29. CARING SCHOOL COMMUNITY
Proud of
their
school
Friends in
school
Want to go to
school

30. School Wide
Discipline Plan
Emphasis on
Civic Skills (CLG)
Covers all Stakeholders
Professional
Ethical Learning
Community

31. Need to Dig Deeper
 Professional ethical learning community
 Improving the school culture
 Successful cultural change is what
distinguishes sustainable transformations
from short-term fixes that have no lasting
impact. Peter Ostbo, Robbin Cattermole and Mark Wetherill (2016). Going Beyond Lean: The Seven
Drivers of Productivity. London, England: Palgrave Macmillan.

32. Key Point for Reflection
• The teacher plays a crucial role in
helping create a caring community.

33. The Checklist
 School as a Caring Community
 Do our teachers implement a „warm
pedagogy approach‟?
 Are there a lot of opportunities for students
to work as a group?
 Do we have an anti-bullying program?
 Are there indications that we have made gains
in establishing a culture of collegiality?

34. Assess Your School
 4 highest score/1 lowest score
 1 Core ethical and performance values
 2 Character includes thinking, feeling, and
especially doing
 3 Comprehensive, intentional, and proactive
approach to character education
 4 Presence of a caring community
composed of all stakeholders

35. Principles of Character Education
 5 Opportunities for moral action
 6 Meaningful and challenging academic
curriculum for all learners
 7 Develops self-motivation/Promotes
intrinsic motivation
 8 Teachers and staff are members of a
professional ethical learning community

36. 36
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

37. Moral Action
 Students serve and learn
 Students engage in activities that address
human and community needs, together
with structured opportunities for reflection
designed to achieve desired learning
outcomes Barbara Jacoby (2015). Service-Learning Essentials: Questions, Answers, and Lessons Learned. San
Francisco, California: Jossey-Bass.

38. MANY OPPORTUNITIES
Class Meetings
Recitations
Cooperative
Learning
Group
Playground
Community
Outreach
Use of
Social Media
STUDENT

39. Share what you have
Social action
Humanitarian effort
Addressing societal problems
Service learning
Leadership program
Basic materials
Movie review and classification
committee
Typhoon ravaged areas
Program for „detecting‟ fake
news
As a teaching approach
Everyone is a leader

40. Taking a Deep Dive
 Service Learning even in the grade school
 Service learning activities offer a unique
opportunity for student growth through
allowing students to make connections
between conceptual classroom information
and experiences gained through field/site-
based activities. Tara Newman and Ashley Schmitt (2017). Field-Based Learning in Family
Life Education: Facilitating High-Impact Experiences in Undergraduate Family Science Programs. Cham, Switzerland:
Palgrave Macmillan.

41. Important Stakeholder
• Schools must listen to the student‟s
voice when they do moral action.

42. Supporting Students
• Answer the survey questions below:
• 1. Do we take photos of students when they do
service learning? “Classroom Art”
• 2. Do we recognize students who do moral action?
“Written Notice”
• 3. Do we have an „open door‟ policy? “Feel Free to
Consult Me”
• 4. Do we conduct a rain-check before the activity?
“Practice, Rehearse, Clarify”
• High Expectations, All-Out Support

43. 43
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

44. Challenging Curriculum
 Long-term transfer goals refer to students‟
capacity to apply what they‟ve learned to a
new situation or different context. Jay McTighe (2018). “3 Key
Questions on Measuring Learning”. Educational Leadership, February, 14-20.

45. HIGH SUPPORT
1 Warm Pedagogy
2
Learner-centered
teaching
3
Understanding how
students learn

46. SCHOOL
CURRICULUM
• Performance tasks
• Common teacher
expectations
• Exemplary subject heads
Meaning, Connection, Fun and
Joy in Learning

47. Using a Lens
 Understanding the learner
 Student-centered learning environment is
one that allows for appropriate motivation
and engagement in learning due to its
capacity to be tailored to students‟ differing
needs, abilities and interests and meaning
making. Mellita Jones and Karen McLean (2018). Personalising Learning in Teacher Education.
Singapore: Springer Nature Singapore Pte Ltd.

48. Curriculum Implementation
• A demanding curriculum facilitates the
development of virtues among the
students.

49. Evaluating a Colleague
 The quality of a school is dependent on the
quality of the teachers.
 1 Master 2 Professional 3 Novice
 Employs various teaching strategies
 Employs various grouping strategies
 Engages students through questions and explanation
 Focuses on students demonstrating what they know
 Teaches students to reflect

50. 50
Fosters students’
self-motivation
7.1: Students intrinsically NOT extrinsically
motivated.
7.2: Behavior management and discipline tied to
core values; academic integrity stressed.
Principle 7

51. Key Role of the Teacher
 Key points to consider:
 Teacher mindset (the caring teacher
compared to an authoritarian teacher)
 Provides adequate student support
 Meaning, connection, joy in learning Marc Smith and
Jonathan Firth (2018). Psychology in the Classroom: A Teacher’s Guide to What Works. London, England: Taylor and Francis.

52. INTRINSIC MOTIVATION
• Discipline
• Commitment to the
core values (minimize
rewards)
• Academics
• Develop motivation
to learn (design engaging
instructional tasks)

53. • Emphasis on academic integrity
• Ideal student award (best effort to
practice the virtues)
• Training the teachers to understand
how students think and learn

54. Understanding the Concept
 Focus on the Student Voice
 Student as an active participant
 Learned helplessness is usually seen as a
stable pattern of attributing many events to
uncontrollable causes, which leaves the
individual believing that there is no
opportunity for change that is under their
control. William M. Reynolds and Gloria E. Miller (2003). Handbook of Psychology: Educational
Psychology. Hoboken, New Jersey: John Wiley & Sons, Inc.

55. Foundational Idea
• Intrinsically motivated students love to
learn. They know when, how, and why
they use learning to learn strategies.

56. Self-Reflection
• Seeing learning as a Generative Activity
• Learning strategies aimed at teaching
students how and when to engage
• During classroom observations, do we focus
on
• Learning by summarizing
• Learning by mapping
• Learning by teaching
• Learning by self-explaining?

57. 57
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

58. Improving Practice
 Teacher Reflection
 A teacher's capacity to
engage in an ongoing
internal dialogue that
results in purposeful
action to improve
professional practice. Tony
Frontier and Paul Mielke (2016). Making Teachers Better, Not Bitter: Balancing
Evaluation, Supervision, and Reflection for Professional Growth. Alexandria,
Virginia: Association for Supervision and Curriculum Development.

59. ETHICAL COMMUNITY
Points to Consider Action Item
ALL SCHOOL STAFF Ownership of the
program
SCHOOL’S CORE
VALUES
Must be experienced
by the school staff
BEST PRACTICES – NEXT
PRACTICES
Need to talk and reflect
as members of a
community

60. Emphasis of the School of Character on:
• Peer mentoring/observations
• Faculty mentor
• Participation of faculty and staff in
decision making process
• Developing teacher leaders

61. Worthwhile Conversation
 “Hidden Curriculum” or the Inspiring
Teacher
 A passion for the profession and being able
to transmit that enthusiasm, either for
learning or for a particular subject, to their
students.
 Prioritise maintaining positive relationships
with all students Pam Sammons, Alison Kington, Ariel Lindorff-Vijayendran and Lorena
Ortega (2016). Inspiring Teachers: Perspectives and Practices. Berkshire, England: Education Development Trust.

62. Revisiting a Key Idea
• We have to take seriously the idea that
“the teacher is the curriculum”.

63. PLC in My School
 Collective responsibility for character
education
 Reflective professional inquiry on the
effectiveness of the character education
program
 Teacher collaboration, collegiality, and
congeniality focused on character formation
 Promotion of group and individual learning

64. Assess My School
 5 Opportunities for moral action
 6 Meaningful and challenging academic
curriculum for all learners
 7 Develops self-motivation/Promotes
intrinsic motivation
 8 Teachers and staff are members of a
professional ethical learning community

65. Principles of Character Education
 9 Collaborative school leadership with all-
out support for sustaining the character
education program
 10 Presence of a home-school-community
partnership
 11 Focus on building school culture
especially bringing all the data together for
improvement of the program

66. 66
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

67. Promoting Collaboration
 Research consistently shows that schools
are more effective when school leaders and
staff work together towards achieving the
aims and values of the school
 And when school leaders are collaborative
in their decision-making and approach to
leadership Paul W. Miller (2018). The Nature of School Leadership: Global Practice Perspectives. Cham, Switzerland:
Palgrave MacMillan.

68. KEY POINTS TO CONSIDER
1
School
Leaders
2
Share the
Leadership
role
3
Students

69. Shared Leadership
Clear champion
in the person
of the Principal/
Dean
Establishment
of an
Institute
Collaborative
practices including
working with
students/parents

70. Researcher Informs Us
 Developing teacher as leaders
 In every school, we need teacher leaders.
 Teacher leaders "possess an insider's
knowledge of the local school conditions [by
knowing] their colleagues, the curriculum,
and the culture of the school“ William Sterrett (2016). Igniting
Teacher Leadership: How Do I Empower My Teachers to Lead and Learn? Alexandria, Virginia: Association for
Supervision and Curriculum Development.

71. Something to Reconsider
• A character education program‟s
success depends on the passion and
commitment of stakeholders.

72. Teacher Leaders
• We need a character education champion in
each and every classroom.
• As a school leader, create a „habit loops‟ or a
bundle of habits.
• “I love my job”.
• Celebrate teacher success
• Immediate, effective feedback
• School-wide outing for the staff and faculty
• Co-present with teachers at conferences

73. 73
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

74. Building Partnership
 Connection as the energy that exists
between people when they feel seen,
heard, and valued; when they can give and
receive; when they derive sustenance from
the relationship.
 Strong relationships and trust Nancy Feyl Chavkin (2017). Family
Engagement with Schools: Strategies for School Social Workers and Educators. New York, New York: Oxford University Press.

75. SCHOOL’S GAME PLAN
• Parents are the most
important moral educators of
their own children.
• Seek the help of the
immediate community

76. Families
Community
Three Pronged
Approach
Family Day, Mentoring chat
with the parents, Parenting
seminars
Outreach programs, Understanding
the community, Community-based
projects
Home-School-Community
Partnership

77. Pushing Forward
 Key role of the family in education
 Family as the children‟s first teachers
 Communities recognize that, while a high-
quality education is perhaps the most
crucial component in setting up children for
success in life, schools cannot do it alone.
Annenberg Institute for School Reform (2014). Family Engagement and Education: A Research Scan and
Recommendations. Providence, Rhode Island: Brown University.

78. A 21st Century Macroskill
• Partnership must be sustained during
the planning, implementation, and
evaluation stages.

79. Program Evaluation
 Drill Down on Sub-Groups
 Start with a purpose: Grade 8 parents are
not participating well in PTA activities.
 Study the data: type of activities,
speakers/facilitators, schedule, level of
expectations, level of participation, survey
results, etc.
 Conclusions and recommendations

80. 80
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
Principle 11

81. Assessment for Improvement
 Assessments are timely.
 Purpose and results are
clear and understandable:
they can help students
understand how their
knowledge, skills, and
behaviors are developing Jobs for
the Future (2018) 10 Principles for Building A High-Quality System of Assessments. Boston,
Massachusetts: Author.

82. QUALITY ASSURANCE
DATA
Student
Attendance
Quality of
Outreach Projects
Individual
PD Plan
Class
Observations

83. Extending the Conversation
 Using assessment data for improving
Character Education
 1. Clarifying and sharing learning intentions
and criteria for success
 2. Providing feedback that moves learners
forward
 3. Activating students as the owners of their
own learning E. Caroline Wylie, Christine J. Lyon and Laura Goe (2009). Teacher Professional
Development Focused on Formative Assessment: Changing Schools, Changing Teachers. Princeton, New Jersey:
Education Testing Service.

84. • School Climate Survey Results
• Mid-Year Assessment
• Health Check Indicators
• Performance “Scorecard”
• Research program on Character Education

85. Worth Mentioning Again
• Assessment of the character education
program must be aligned with goals
and content.

86. Rate Your School
 9 Collaborative school leadership with all-
out support for sustaining the character
education program
 10 Presence of a home-school-community
partnership
 11 Focus on building school culture
especially bringing all the data together for
improvement of the program

87. Open the Floor
Questions
Clarifications
Comments

88. Catalyst for Character
Formation Association