SCHOOLWIDE

CHARACTER
EDUCATION
PROPOSAL
Emily Junk
College of Education, Grand Canyon University
Course Number: EAD-520
Betty Nardelli
February 3, 2020
  High quality Character Education Programs (CEPs)
can promote academic achievement (Lewis et al.
2011)
CHARACTER
 CEPs and service-learning leads to a better
EDUCATION
understanding of social issues such as poverty,
BASED ON
RESEARCH literacy, homelessness, and issues facing the elderly
(Brown 2013)
 Discipline problems, tardiness, and suspensions all
decreased after a CEP was implemented (Brooks &
Kann 1993)
 ◦Mission Statement: In a partnership with the home and
community students will have a variety of learning
experiences in a safe, comfortable environment where they
can learn to read, write and compute at grade appropriate
levels independently while instilling positive social skills
SCHOOL’S and a lifelong love of learning (Highland Primary n.d.).
MISSION &
VISION ◦Vision – Excellence in Education: SUSD will provide an
excellent education to every student, we believe all
students can learn and we are proud of our comprehensive
programs to meet their needs (Snowflake Unified School
District n.d.)
 CHARACTER TRAITS OF
CHARACTER.ORG
Core Values Define Character Weave Character In
• Defined Comprehensively • Intentional
• Implemented • Thinking • Proactive Caring Community
• Embedded in School Culture • Feeling
• Doing

Staff Shared
Responsibility
Opportunities for Moral Meaningful & Student’s Self • Developing
Action Challenging Curriculum Motivation • Implementing
• Modeling

Engage Families &

Shared Leadership Assess Implementation
Community

(Character.org n.d.)
  11 guiding principals
 Guidepost for creating,
implementing, assessing, and
sustain a character education
program
 Focus on all aspects of student life
EXPLANATION  Shared values are key to the success of
OF PROGRAM CEP and continues the positive school
culture
 Core Values are embedded into existing
CHARACTER.ORG curriculum, everyday teaching and
events
 Strong partnership between the school,
families and community reinforce the
character initiatives.
(Character.org n.d.)
 GOALS OF THE PROGRAM
 Raise student awareness of citizenship, morality, honesty, integrity and loyalty.
 Help students to be a part of something bigger than themselves.
 Strengthen the school’s culture.
 EVALUATION
 Discussions with teachers and staff members about what the students are learning
and how Character Education is woven into the daily routine and lessons.
 Walkthroughs and classroom observations.
  Parent involvement – share with parents the core value and
what the expectations are for students, staff, and families
 Community service projects revamped
STAKEHOLDE
 Mentorship program developed with the high school to pair
R SUPPORT
high school students with elementary students
 Community volunteers encouraged
 COMPARISION

Good Character
 Not individualized to the school’s needs
 Stand alone and not integrated into the existing curriculum
 Units must be purchased
(Good Character n.d.)

Core Essential Values

 Monthly values
 Stand alone not integrated into the existing curriculum
 One size fits all
(Core Essential Values n.d.)
  Work with stakeholders to determine the school’s core
values.
 Determine how core values will be shared with all
STEPS TO students, families, and the community.
IMPLEMENTATIO  Create a plan for students to study and practice the core
values.
N
 Develop a plan to weave the core values into all
aspects of the school
 Practice, practice, practice
 Develop and implement community service projects
Continue to work in grade level PLCs to foster
STEPS TO challenging curriculum and learning opportunities for all
IMPLEMENTATIO students.

N Check in with stakeholders each quarter to discuss our

progress and improvements that can be made.
Attend Character.org trainings or conference.
 In the First School Year
Reduction in referrals to the principal’s
office by 40%
Tracked using SchoolMaster’s
Discipline Management Tool
GOALS
Staff, students, and parents' ability to
FOR THE
describe the school’s core values
PROGRAM Assessed through interviews, surveys
and discussions with students & parents
Core Values are embedded into lessons
Assessed during classroom
walkthroughs & observations
 REFERENCES
Brooks, D. B., Kann, M. E. (1993). What Makes Character Education Programs Work. Character Education, 51(3), 19-21. Retrieved
from http://www.ascd.org/publications/educational-leadership/nov93/vol51/num03/What-Makes-Character-Education- Programs-Work
%C2%A2.aspx
Brown, E. (2013). No Child Left Behind and the Teaching of Character Education. ABNF Journal, 24(3), 77–82. Retrieved from
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101427249&site= eds-live&scope=site
Character.org (n.d.). Retrieved from https://www.character.org/
Core Essential Values. (n.d.). Retrieved from https://coreessentials.org/core
Good Character (n.d.). Retrieved from https://www.goodcharacter.com/
Highland Primary Student Handbook. (n.d.). Retrieved from
https://tb2cdn.schoolwebmasters.com/accnt_361052/site_366216/Handbook-Snowflake- Highland-Primary.pdf
Lewis, S. V., Robinson, E. H., III, & Hayes, B. G. (2011). Implementing an Authentic Character Education Curriculum. Childhood Education, 4,
227. DOI:10.1080/00094056.2011.10523183
Snowflake Unified School District (n.d.). Our District. Retrieved from https://www.susd5.org/Our-District