Becoming a School of Character
REAL-616

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.

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.

3. 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
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

Final Assignment

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

5. 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.

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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