Transcript pp - Syr

Welcome to
Project
CHARACTER*
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
1.
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).
2.
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 Education
From: 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 schoolwide 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
LT Members’ role is
described in the
CHARACTER
Handbook
LT Members will
lead their after
school committees
in using the CEPPA
The CEPPA addresses these
school 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
The Brick Wall of
Success
Planning
Activities
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