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Using the 11 Principles of Effective Character Education to Start, Strengthen, & Assess Your Program. Region 10 - Project Character School Leadership Team Workshop April 3, 2004 Matthew L. Davidson, Ph.D Research Director Center for the 4 th & 5 th Rs (Respect & Responsibility)
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Region 10 - Project Character
School Leadership Team Workshop
April 3, 2004
Matthew L. Davidson, Ph.D
Center for the 4th & 5th Rs (Respect & Responsibility)
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
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.
“Character education is not a new idea. It is,
in fact, as old as education itself. Down through
history, in countries all over the world, education
has had two great goals: to help young people
become smartandto help them become good.”
—Tom Lickona, Educating for Character
—Jim Collins, (2001), Good to Great
5 Leader: understands role as a contributing team member; actively models the value.
4 Contributor: understands role as a member of team & seeks opportunities to display teamwork.
3 Participant: understands role as a member of team, but displays little proactive teamwork.
2 Observer: engages in teamwork only when directed & to promote self-interests.
1 Detractor: Detracts from team. No regard for teammates.
“Effective character education includes
a meaningful and challenging academic
curriculum that respects all learners and
helps them succeed.”
425 North Craig Street Suite 302
Pittsburgh, PA 15213
"Cinderella," by the Brothers Grimm
"The City of Trembling Leaves," by Walter van Tilburn Clark
"Sixteen," by Maureen Daly
"What Means Switch," by Gish Gen
"The Makeover of Meredith Kaplan," by Barbara Girion
"Sonnet 130," by William Shakespeare
"Love Poem," by John Frederick Nims
"Too Early Spring," by Stephen Vincent Benet
“The Heart Is a Lonely Hunter,” (excerpt) by Carson McCullers
"Up on Fong Mountain," by Norma Fox Mazer
"Houseparty," by Walter BernsteinThe Art of Loving WellTable of Contents
Nancy McLaren, Project Director
School of Education, Boston University
605 Commonwealth Ave.
Boston, MA 02215
A = Advanced B = Basic
I = In progress P = Proficient
6. I will not be limited by current boundaries and limitations.
7. I will look for “How Can We” rather than “Why We Can’t.”
8. I will focus on helping others toward their purpose through listening and sharing of thoughts.
2. Write about the character of a person you greatly admire. How has that person’s character affected you?
3. As a society, have we lost sight of the qualities that constitute character?
“Character education should strive to
—Franklin Classical Charter School
Directions: In the three columns below list at least 5 goals
for each category. When you have listed at least 5 goals for
each category, circle your top 3 goals and rank them by
order of importance.
For each of your goals from each category above, list
potential assistance you will need (from friends, coaches,
teachers, etc.) to help you reach your goals.
—Hal Urban, Teacher, Redwood City, CA
How to avoid trouble and make a good decision:
(adapted from Phyllis Smith-Hansen, Lansing Middle School)
“The school staff must become a learning
& moral community in which all share
responsibility for character education &
attempt to adhere to the same core values
that guide the education of the students.”
Do the Right Thing.
“Whatever hurts my brother, hurts me.”
“Character education requires moral
leadership from both staff and students.”
“The school must recruit parents and
community members as full partners in
the character-building effort.”
“Evaluation of character education should
assess the character of the school, the
school staff’s functioning as character
educators, & the extent to which students manifest good character.”