SCHOOLWIDE

CHARACTER
EDUCATION PROGRAM
Bradley J Ostendorf
Grand Canyon University: EAD-520
02/02/2022
What is Character Education?
◦ As defined by the U.S. Department of Education character education is:
◦ “… a learning process that enables students and adults in a school community to understand, care about and act on core ethical values such as
respect, justice, civic virtue and citizenship, and responsibility for self and others.” (U.S. Department of Education, 2005)

◦ Character education is a shared responsibility among all stakeholders

◦ Several key factors contribute to the successful implementation of character education
◦ Stakeholders identifying and defining the elements of character the school should emphasize
◦ The selection of a curriculum that supports the improvement of the identified elements of character
◦ Training/Professional Development
◦ Creating Partnerships with parents and community partners
◦ Modeling exemplary behavior
During this case study, several qualitative and quantitative studies were conducted
surrounding areas of concerns such as teacher talk during lessons, student on/off task
behaviors, disruptive incidents, and referrals to the office. These measurements were Is Character
taken prior to and after a 6-month period of implementing the Buillding Schools of
Character program Education
Effective?
After 6 months of implementation, the following data was recorded: To answer this question, lets
1) Teachers saw a 40% increase in teacher talk going towards content delivery and a look at the results of a case
48% decrease in addressing behavior management.
study conducted in the UK
2) Teachers saw a 21% increase in on-task behavior from students
3) Administration saw average office referrals decrease from an average of 12.27 to regarding how character
0.62 over a 6-month period education positively impacted
student performance and the
“As evidenced, both quantitative and qualitative data suggest that a humanistic overall quality of the school
approach to constructing a school of character may address ongoing concerns over
academic engagement and antisocial behavior.” atmosphere.
(White & Warfa, 2011)
Does Our School Need Character Education?

Qualitative surveys conducted among Mayer High School teachers showed the following:
• 11 of 12 teachers stated that addressing student behavior consumes a significant portion of their instruction time during each class
• 11 of 12 teachers stated that
• 12 of 12 teachers stated that student conduct/behavior is the number one issues surround students at Mayer High School

Quantitative data pulled from Mayer Unified School District and Mayer High School showed the following:
• At Mayer High School free and reduced lunch percentage has ranged between 88% – 91%
• Homeless student populations fluctuates between 28% – 34%
• Community poverty rate is at 32% (sometimes double the state average)
• Mobility rate in 2020 – 2021 totaled 212 students
• In the past 6 months, 38 office referrals were recorded
• 32 of these referrals resulted in suspension
Character Education Supports our Mission
Mayer High School has the
following mission statement
• “Mayer High School Strives to
meet the educational needs of all
students in safe and positive
environment” (Mayer Unified
School District, 2020)
Students' educational needs
transcend beyond textbooks and
state standards.
• School staff, parents, and
community members should be
helping educate students to
understand, care about, and act on
core ethical values
Character education helps meet the
needs of ALL students
• A significant portion of our student
population come from a non-
nuclear home
• Many students in our community
are not exposed to strong ethical
practices
• Our school may be the only
location where students receive
this kind of education and support
Character Counts!
◦ “CHARACTER COUNTS! provides practical character education/SEL strategies, curricular resources, and training to
positively impact your school system, community, youth-serving, or people-helping organization.” (Character Counts!, 2022)
◦ Character Counts works with programs such as Positive Behavior Interventions and Supports of Arizona to foster positive
climate change
◦ CC! uses the “Six pillars of character” as the foundation of the program
◦ These pillars are used as guiding pieces for student behavior

◦ Testimonials from all over the country/world support the effectiveness of the CC! program
◦ “Number of failing grades reduced by 26%. -Riverside Brookfield High, IL”
◦ “Physical violence reported as a problem by students, down 30%. -Monte Vista Elementary, CA”
◦ “88% of teachers say students are more emotionally and physically safe as a result of CHARACTER COUNTS! -Puerto Rico
◦ (Character Counts!, 2022)
The Six Pillars of Character
Trustworthiness

Respect

Responsibility

Fairness

Caring

Citizenship
Goals of the Program
Within the first six months, Character Counts! will engage students, teachers, parents, and community
members

Students will gain a stronger understanding of what it means to be a contributing member of the
school/community after one year of program implementation

Mayer High School will see a significant improvement in student engagement during class

Mayer High School’s office referrals will decrease by at least 50% after 1 full academic year of
implementation
Steps for Implementing CC!
Gain stakeholder input
• Needs assessments, stakeholder surveys,
parent/community meetings, etc.
• Establish a common definition of character education
Establish an implementation committee
containing representatives from all
stakeholder groups
• Committee members will assist in identifying areas in
which the program can be tailored to best serve our
population
Establish clear guidelines and expectations Provide training opportunities for both
for all school personnel staff and parents
• “The specific roles of school personnel, such as • CC! provides physical and digital training
counselors, administrators, and teachers, also must opportunities for all stakeholders
clearly be defined, as each plays a vital part in
implementing the character education programs”
(Lewis, Robinson III, & Hays, 2012)
Hold a school assembly at the start of the
Measure implementation progress
year to inform students of Character
throughout the year
Counts!
Monitoring Progress

A committee of all stakeholders will be formed to monitor and support Character Counts!
• Administration, teachers, school board members, and parents

This committee will conduct research connected to our goals prior to implementation

The committee will continue to work with individuals involved with implementing Character Counts! to monitor progress.
• Teacher/Parent/Student Feedback
• Disciplinary/attendance data
• Student involvement numbers within electives or extra curriculars

True progress will be monitored after one complete year of implementation

• The committee will complete the Character Counts! Implementation survey
• This survey will then be completed semi-annually every year after to ensure effective implementation
How can stakeholders support?
◦ Getting involved!
◦ Stakeholder committee
◦ Community events structured with Character Counts!
In mind
◦ Supporting/providing community service opportunities
◦ Volunteering at school events

◦ Encouraging students to get involved in both

Character Counts! and extra curriculars
◦ Creating consistent messages at home and in the
community
◦ Participate in any Character Counts! Trainings
provided by the school
Other Programs In Comparison
◦ Positive Action
◦ Affiliation with Arizona does not go beyond 8 th
grade
◦ No athletic component which CC! has with
“Victory With Honor” which is adopted by the
AIA
◦ District Made Character Education
Program
◦ Not a formal purchased character education
program
◦ K-8 school within the district has designed their
own character education program
◦ Although successful with our student's,
monitoring progress has been difficult
◦ No formal progress tracking when compared to CC!
◦ A lack of digital resources and training
◦ Struggles to appeal to students as they progress
to later grades
References

◦ Character Counts! (2022). Character Counts. Retrieved from Character Counts: https://charactercounts.org/character-counts-
overview/six-pillars/
◦ Lewis, S., Robinson III, E., & Hays, G. (2012). Implementing an Authentic Character Education. Childhood Education, 227-
231.
◦ Mayer Unified School District. (2020, August 27). Mayer High School Parent/Student Handbook. Retrieved from Mayer
Unified School District: https://mayerhs.mayerschools.org/en-US/calendars-handbooks-documents-cd5519cf
◦ U.S. Department of Education. (2005, May 31). Character Education...Our Shared Responsibility. Retrieved from U.S.
Department of Education: https://www2.ed.gov/admins/lead/character/brochure.html
◦ White, R., & Warfa, N. (2011). Building Schools of Character: A Case Study Investigation of Character Education's Impact on
School Climate, Pupil Behavior, and Curriculum Delivery. Journal of Applied Social Psychology, 45-59.