www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Becoming a School of Character
- Template 2016
- Section TMPL
- 3 Credits
- 07/22/2015 to 07/29/2100
- Modified 08/15/2023
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.
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.
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.
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.
- Explain ways in which the school community can/or does 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
- 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
- Develop a plan that shows how the school faculty and staff, as an ethical learning community, plans to or does 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
- Give examples of how the school plans to or does 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
- Complete an application to be a School of Character that shows through text and artifacts how the school plans to or does 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
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
- 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
- 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.
- 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
- 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
Application to Become a School of Character or a School Improvement Plan for Becoming a School of Character.
- 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
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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 University of St. Francis 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 Accessibility 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 Accessibility 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 Accessibility Services at 815-740-3631 or [email protected] . The Office of Accessibility Services is located on the third floor of Tower Hall in room N320. Consultations are welcome; please contact the Office of Accessibility Services for an appointment.
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Academic Support Services
The Academic Resource Center (ARC) located in Room N316 in Tower Hall (815-740-5060 or [email protected]) 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.