Internet Explorer 7, 8, and 9 are no longer supported. Please use a newer browser.
Concourse works best with JavaScript enabled.
University of St. Francis logo

www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Becoming a School of Character
REAL-616

  • Template 2016
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/29/2100
  • Modified 10/07/2019

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Organized around the 11 Principles of Effective Character Education which are a researched-based framework for school success that help a school to develop a comprehensive, intentional and proactive character development program or assess and improve their current program.  Various Schools of Character programs for teaching core values such as respect and responsibility in the classroom will be studied so that the participants can see how they can integrate character education in their curriculum, promoting academic integrity, creating a caring community and combating bullying.  Educators will review and assess their school’s character education program and complete the application to become a School of Character.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Participants will acquire a deep understanding of the process by which children develop their character and grow socially, emotional, and ethically through effective school and home initiatives.

Serving the Community

Participants will examine effective ways to engage families and community members as partners in the character building effort.

Finding Our Professional Selves

Participants will learn how to form an ethical learning community that shares responsibility for character education, adheres to the same values that guide the students and fosters shared leadership and long-range support for the character education initiative.

Outcomes

Access to standards referenced in this section can be found HERE
 
By the conclusion of this course, each participant will be able to do the following:
 
  1. Explain ways in which the school community can promote core ethical and performance values as the foundation of good character, defining “character” comprehensively to include thinking, feeling, and doing. IPTS 2b, SES 3A.3a, InTASC 1, NBPTS 1
  2. Give examples of how their school can/ or does develop a comprehensive, intentional, and proactive approach to character development, that creates a caring community, provides students with opportunities for moral action and fosters students’ self-motivation. IPTS 2B & 2G, 11, SES 2A.5b. 2B.3a, InTASC 3, NBPTS 5
  3. Develop a plan that shows how the school faculty and staff, as an ethical learning community, share responsibility for character education and adhere to the same core values that guide the students while teaching a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed. IPTS 2B & 2G, 10, 11, 11J, 11Q, SES 3A, 3A.3a, 3A.4a, 3A.5a, 3B.4b, InTASC 5, 7 & 8, NBPTS 1, 2, 3
  4. Give examples of how the school can foster shared leadership and long-range support of the character education initiative and engage families and community members as partners in the character-building effort. IPTS 10, 11, 11J, 11Q, SES 3A.4a, 3A.5a, 3B.4b, InTASC 9, 10, NBPTS 4, 5
  5. Complete an application to be a School of Character that shows through text and artifacts that the school regularly assesses its culture and climate, that its staff functions as character educators, and that data shows students manifest good character. IPTS 10, 11, 11J, 11Q SES 3A.4a, 3A.5a, 3B.4b, InTASC 9, 10, NBPTS 4, 5

Materials

  • 11 Principles of Effective Character Education. (2018). Character.org.   Available as a PDF download in Canvas
  • Readings from Sourcebook for the 11 Principles of Character Education (2010) Character Education Partnership posted in Canvas

Assignments

Weekly Assignments

Weekly readings, Digital lectures and Canvas Discussion responses

By reading about Schools of Character as found in the Eleven Principles of Effective Character Education Sourcebook and listening to webinars found on the Character.org website participants will be able

  1. To explain ways in which the school community can promote core ethical and performance values as the foundation of good character, defining “character” comprehensively to include thinking, feeling, and doing. IPTS 2b, SES 3A.3a, InTASC 1, NBPTS
  2. Give examples of how their school can/ or does develop a comprehensive, intentional, and proactive approach to character development, that creates a caring community, provides students with opportunities for moral action and fosters students’ self-motivation. IPTS 2B & 2G, 11, SES 2A.5b. 2B.3a, InTASC 3, NBPTS 5

Assignments One and Two

School artifacts that show how character education is integrated into the curriculum and all around the school and demonstrate how the school meets each of the Principles. Alternate Assignment can be a lesson plan or a newsletter home.

  1. Upload artifacts (pictures, documents, discipline plans, etc.) that show how the school faculty, administrators and staff share responsibility for character education and try to integrate it throughout the school with a curriculum and school environment that respects all learners, develops their character, and helps them to succeed. IPTS 2B & 2G, 10, 11, 11J, 11Q, SES 3A, 3A.3a, 3A.4a, 3A.5a, 3B.4b, InTASC 5, 7 & 8, NBPTS 1, 2, 3
  2. Give examples of how the school can foster shared leadership and long-range support of the character education initiative and engage families and community members as partners in the character-building effort. IPTS 10, 11, 11J, 11Q, SES 3A.4a, 3A.5a, 3B.4b, InTASC 9, 10, NBPTS 4, 5

Final Assignment

Application to Become a School of Character or a School Improvement Plan for Becoming a School of Character.

  1. Throughout the course you will complete various sections of the Application for Becoming a School of Character by addressing the 11 Principles either showing how your school meets this principles or how you plan to have your school work toward meeting these principles.

Your final application (when you actually apply) will also include artifacts that support each principle, i.e. examples from school handbook, classroom discipline code, letters how to parents, etc. IPTS 10, 11, 11J, 11Q SES 3A.4a, 3A.5a, 3B.4b ,InTASC 9, 10, NBPTS 4, 5

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing

Course Evaluations | IDEA Surveys

USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

Bohlin, K. (2005) Teaching character education through literature : awakening the moral imagination in secondary classrooms London: RoutledgeFalmer

Carter, S. C., (2011). On purpose : how great school cultures form strong character. Thousand Oaks, CA: Corwin Press.

Character.org. 11 Principles of Effective Character Education: A Framework for School Success, Revised. Washington, D.C., 2014.

Davis, S. (2011). Cheating in School : What We Know and What We Can Do. Wiley-Blackwell.

DeVitis, J. and Yu, T.eds. (2011) Character and moral education : a reader. New York, NY: Peter Lang.

Duke, D. (2002) Creating Safe Schools for All Children. Boston: Allyn & Bacon.

Elias, M. and et al. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandra, VA.ASCD

Hoffman, S. and Challiss-Hill, J. (2013) A to Z Character Education for the Classroom. Ferne Press.

Kilpatrick, William and Gregory & Suzanne M. Wolfe. Books That Build Character. New York: Simon & Schuster, 1994.

Lapsley, D. and Power, F.C. eds (2005). Character psychology and character education. Notre Dame, Ind.: University of Notre Dame Press.

Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam.

Lickona, T. (2004). Character Matters: How to Help Our Children Develop Good Judgment, Integrity, and Other Essential Virtues, Touchstone.

Murphy, M. (2002). Character Education in America's Blue Ribbon Schools, 2nd Edition. Lanham,: Scarecrow Education.

Nucci, L., Narvaez, D., Krettenauer, T. eds (2014) Handbook of moral and character education, 2nd ed.New York, NY : Routledge.

Sadlow, S. (1998). Advisor/Advisee Character Education: Lessons for Teachers and Counselors. Chapel Hill, NC: Cha Dev Group.

Salls, H. (2007). Character Education: Transforming Values into Virtues, University Press of America, N.Y.

Schwartz, M. (2007). Effective Character Education: A Guidebook for Future Educators, McGraw-Hill, NY.

Springer,S.,Persiani, K and Becker, M. (2010). The Organized Teacher's Guide to Building Character, with CD-ROM. McGraw Hill.

Tough, P. (2012) How children succeed: grit, curiosity, and the hidden power of character, Boston, MA:Houghton Mifflin Harcourt.

Udayar, S. (2013) Influence of Character Education: A Research-Based Approach to Student Behavior and Student Academic Achievement Paperback – LAP LAMBERT Academic Publishing, 2013

Winnings, K. (2002). Building Character through Service Learning. Chapel Hill, N.C.: Character Development Publishing.

Yeager, J. (2001). Character and Coaching. Port Chester, N.Y.: Dude Publishing.