Character Education: An Elementary School’s Journey Dr. Deborah De Luca & Dr. Richard Hawkins

From Legislative Mandates To Positive Citizenship Safe Schools Against Violence in Education (SAVE) 2000 The Children’s Mental Health Act 2006 Learning Community Research Team

The Basics Character must be broadly conceived to encompass the cognitive, affective, and behavioral aspects of morality. All adults must help children understand “core virtues”, adopt and commit to them, and work to employ them in the school. Lickona (1991)

Vision Statement The William Floyd School District is an active learning community of students, parents, educators, and staff. We are committed to developing responsible citizens who demonstrate virtuous behaviors through the awareness, reflection, teaching, and internalizing of the core virtues. Our vision will be achieved through all constituent groups participating in continuous growth and personal mastery of the core virtues which will provide the social and emotional literacy necessary for academic success and responsible citizenship.

Guiding Ideas If we believe that social and emotional literacy is necessary for academic success then… If we believe responsible citizenship is developed through the teaching and learning of core virtues and skills of character development then… If we believe that all virtuous behavior is learned, then… If we believe all students will demonstrate the capacity to reflect on their behaviors through the lens of the core virtues and generate multiple strategies to correct and model appropriate behaviors then…

Our Core Virtues Respect - Showing high regard for an authority, other people, self and country; treating others as you would want to be treated; understanding that all people have value as human beings. Responsibility – Being accountable in word and deed; having a sense of duty to fulfill tasks with reliability, dependability, and commitment. Honesty – Telling the truth, admitting wrongdoing; being trustworthy, and acting with integrity. Tolerance – Enduring or putting up with practices or beliefs that are different from your own; keeping an open and understanding mind and accepting difference, even if you don’t agree with it. Perseverance – Continuing to try to do something in spite of difficulties; facing obstacles with determination and patience.

Core Virtues Empathy – Understanding and being sensitive to the feelings, thoughts and experiences of another. Integrity – Standing up for your beliefs about right or wrong; being your best self; resisting social pressure to do things that are wrong; showing commitment, courage, and self-discipline. “Walk your talk.” Humility – Recognizing and accepting your own talents, abilities and imperfections. Forgiveness - Letting go of angry feelings; excusing or pardoning an offense. Compassion – Showing understanding of others by treating them with kindness, generosity, and a forgiving spirit

On The Building Level Define the Virtue: Humility is the ability to recognize and accept my own imperfection. Without humility I cannot pursue my own improvement. What does it look like? What can it enable me to do? Humility enables me to self assess, reflect on my personal, and academic goals. It allows for self-improvement, quality, and excellence. What does it not look like? What does it prevent? Humility prevents arrogance, bigotry, and mediocrity. What activities can a classroom teacher (or buildings do to promote this virtue?) Have check-in and check-out, have students evaluate their work, set their goals, show evidence when they have met their goal, collect evidence to create and present their report cards, demonstrate growth in a developmental portfolio that includes reflection sheets. Teach the students to engage in dialogue and lead with inquiry.

On The Building Level The Character In Action Team Embedded in the Curriculum and Actions of All Daily Words of Wisdom Discipline and Consequences Town Meetings Parent Newsletters Monthly Calendars Renaming the Hallways

Imbedding Character Education: The Seven E’s Lickona Explain It Examine It Exhibit It Expect It Experience It Encourage It Evaluate It

The Results

The Following Year

This Year

Bus Reports

Unintended Consequences Strong Attendance Internal Complaints Decline External Complaints Decline Mental Models begin to shift Adults Students

Academic Gains Kindergarten into First Grade Reduction in Level 1 and 2 Students Significant Improvement from Baseline to Benchmark Reading Levels (Closing the Gap) No Significant Performance Gaps Between Disaggregated Groups New York State ELA Exam

The Journey Continues…