Created by: • Jim Carroll • Joe Montecalvo
Project CHARACTER Director: Howard Krieger
Project CHARACTER* was established through a grant awarded by the U. S. Department of Education’s Character Education Program on October 1, 2002 to Community School District 3 of New York City. The grant was developed by James J. Carroll, Ph.D.
Jim and Joe also lead… Project LEGAL—since 1976: implemented in 34 states Project CRITICAL—Gifted Ed. project for Region 10 since 1996; new $3M grant: 2004--2009 Project TIPS--$7M+ Technology Challenge Grant for Bronx Schools (1999—2004)
Workshop Objectives: • Overview of Project CHARACTER • Clarify the Role of the Leadership Teams • Demonstrate the CHARACTER Education Public Policy Analyst (CEPPA) • Develop Initial Plans for School Implementation
1-Minute Ice-Breaker • Turn to a neighbor sitting near you and say hello (if possible, introduce yourself to someone you don’t already know or get the chance to talk to very often). • Each person should share 1 piece of good news and 1 thing you’re looking forward to in your life.
Overview of Project CHARACTER
CHARACTER • Citizenship and High Academic standards, Reinforcing the • Aspen Character Traits, and Ethical Reasoning
CITIZENSHIP Includes the skills of a Public Policy Analyst: the ability to define social problems & develop new public policy solutions
High Academic standards Effective character ed will promote academic improvement.
Reinforcing the ASPEN Character Traits respect, responsibility, trustworthiness, caring justice & fairness civic virtue & citizenship
Ethical Reasoning Using analysis and technology to solve our school’s problems and create a caring environment
Eleven Principles of Effective Character EducationFrom: The Character Education Partnership 1. Character education promotes core ethical values as the basis of good character. 2. ‘Character’ must be comprehensively defined to include thinking, feeling, and behavior. 3. Effective character education requires an intentional, proactive, and comprehensive approach that promotes the core values in all phases of school life. 4. The school must be a caring community. 5. To develop character, students need opportunities for moral action.
6. Effective character education includes a meaningful and challenging academic curriculum that respects all learners and helps them succeed. 7. Character education should strive to develop students’ intrinsic motivation. 8. The school staff must become a learning and moral community in which all share responsibility for character education and attempt to adhere to the same core values that guide the education of the students. 9. Character education requires moral leadership from both staff and students. 10. The school must recruit parents and community members as full partners in the character-building effort. 11. Evaluation of character education should assess the character of the school, the school staff’s functioning as character educators, and the extent to which students manifest good character.
Goals of Project CHARACTER Caring Schools and Improved Academic Performance
The four CRITICAL objectives of Project CHARACTER may be summarized as: (1) Curriculum Restructuring to focus on the Six Pillars of Character—respect, responsibility, trustworthiness, caring, justice and fairness, and civic virtue and citizenship—in all content courses and on school-wide social problems,
The four CRITICAL objectives of Project CHARACTER may be summarized as: (2) Implementation and Training among five new target schools each year: summer workshop, 4 release days, Saturday & after school workshops
August Workshop: Technology Center: 425 W. 123rd August 28-30: 8:30—3:00 (per session pay rate)
The four CRITICAL objectives of Project CHARACTER may be summarized as: (3) Integrating Computer Applications—The Character Education Public Policy Analyst (CEPPA) and The Public Policy Analyst (PPA), all of which develops
The four CRITICAL objectives of Project CHARACTER may be summarized as: (4) Learning standards in both character and academic achievement related to the new NY content standards.
The key to our success is… The School Leadership Teams
School Leadership Teams (LT) • Building Principal • Three Highly Respected Teachers • A Concerned Parent
The CEPPA addresses theseschool social problems… • (a) discipline problems • (b) students’ grades • (c) participation in extracurricular activities • (d) parental and community involvement • (e) faculty and administration involvement • (f) student and staff morale
June: Review project goals with principal
June: Select LT Members: Must be able to attend August workshop and lead after school workshops
July: Check e-mail for listserv messages
August 28—30: LT members attend workshop
September: Implementation begins with after school committee meetings
Leadership Teams lead after school committees in use of the CEPPA to analyze problems Committees develop and implement new school policies
October, January, March, & April Release Day Workshops
If we all work together as a team… …then CHARACTER will achieve its goals and objectives in our five target schools