Welcome to Project CHARACTER*
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Welcome to Project CHARACTER*. Created by: Jim Carroll Joe Montecalvo. Project CHARACTER Director: Howard Krieger. Project CHARACTER*

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Created by:

  • Jim Carroll

  • Joe Montecalvo


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Project CHARACTER

Director:

Howard Krieger


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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.


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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)


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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


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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.


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Overview of

Project CHARACTER


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CHARACTER

  • Citizenship and High Academic standards, Reinforcing the

  • Aspen Character Traits, and Ethical Reasoning


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CITIZENSHIP

Includes the skills of a Public Policy Analyst:

the ability to define social problems & develop new public policy solutions


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High Academic standards

Effective character ed will promote academic improvement.


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Reinforcing the ASPEN Character Traits

respect, responsibility, trustworthiness, caring

justice & fairness

civic virtue & citizenship


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Ethical Reasoning

Using analysis and technology to solve our school’s problems and create a caring environment


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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.


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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. 


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Goals of challenging academic curriculum that respects all learners and helps them succeed.

Project CHARACTER

Caring Schools and Improved Academic Performance


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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,


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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


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August Workshop: summarized as:

Technology Center: 425 W. 123rd

August 28-30: 8:30—3:00

(per session pay rate)


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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


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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.


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The key to our summarized as:

success is…

The School

Leadership Teams


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School Leadership Teams (LT) summarized as:

  • Building Principal

  • Three Highly Respected Teachers

  • A Concerned Parent


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LT Members’ role is described in the summarized as: CHARACTER Handbook



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The the CEPPACEPPA 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



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Planning the CEPPA

Activities


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June: the CEPPA

Review project goals with principal


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June: the CEPPA

Select LT Members: Must be able to attend August workshop and lead after school workshops


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July: the CEPPA

Check e-mail for listserv messages


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August 28—30: the CEPPA

LT members attend workshop


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September: the CEPPA

Implementation begins with after school committee meetings


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Leadership Teams lead after school committees in use of the CEPPA to analyze problems

Committees develop and implement new school policies


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October, January, March, & April CEPPA to analyze problems

Release Day Workshops


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If we all work together CEPPA to analyze problemsas a team…

…then CHARACTER will achieve its goals and objectives in our five target schools


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