YORK REGION DISTRICT SCHOOL BOARD
Character Matters!
APPENDICES
Appendix A: Character Education Policy 380.0
Appendix B: Upcoming Events
Appendix C: Dr. Berkowitz Research
Appendix D: School Responses
Appendix E: Learnings on our Journey
Appendix F: Becoming Embedded
Appendix G: The Attribute
Appendix H: Executive Summary
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Appendix A
CHARACTER EDUCATION
Program Section
Policy #380.0
A. General Policy
1. Character education involves the preparation of learners to be responsible, caring and
contributing citizens. Good character is a cornerstone of a civil, just and democratic
society; it can be both taught and learned. It contributes to the development of safe,
supportive schools, develops the emotional and social learning and enhances academic
achievement. It contributes to the individual’s personal well being
2. The principles and attributes of character education are universal and transcend
religious, ethnocultural and other demographic distinctions.
3. The York Region District School Board believes that character development is primarily
the responsibility of parents and families and that schools play an important, supportive
role by ensuring that character development is valued and infused in the co-curricular,
curricular and the daily lives of students.
4. All teachers, staff and administrators are considered to be teachers of character
education and, as such, share in the responsibility to model the attributes of good
character.
5. The character education programme of the York Region District School Board is known
as Character Matters!
B. Character Education Attributes
Respect
Initiative
Responsibility
Perseverance
Honesty
Integrity
Empathy Fairness
Courage
Optimism
These attributes were chosen through an extensive consultation process involving parents,
families, educators, other community members, students, religious leaders and business partners
in a series of regional forums.

They are a symbol for the Character Matters! initiative and its principles.

They mark a standard for our behaviour as adults and youth across the system.

They represent many more worthy attributes that local classes, schools or communities
can build upon.
C. Guiding Principles of Character Matters!
Principles define the parameters within which we choose to act. They guide our planning, and
they provide a framework for decision making. In turn, this provides a stable, consistent, and
sustainable base upon which a range of diverse people, plans and projects will be supported. The
principles below provide a focus for purpose and action. We are all responsible for actualizing
them, for living them.
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1. The ten Attributes of Character Matters! transcend differences and express our common
humanity. They articulate our expectations of ourselves.
2. Character Matters! deals with the whole person. The social, emotional, and ethical
development of young people is as necessary as their academic development.
3. Character Matters! is invitational, as well as intentional and system-wide as reflected in the
System Plan and School Plans for Continuous Improvement.
4. Character Matters! recognizes, honours and supports all initiatives, programmes and
activities staff have done and continue to do that contribute to character development.
5. The effectiveness of Character Matters! increases significantly with the participation of the
entire learning community and the extended community. Together, we are stronger.
6. The pre-skills, skills and attributes of Character Matters! need to be overtly modeled, taught
and practiced by all members of the learning community.
7. Character Matters! strives for an ever growing depth of understanding.
8. The impact and implementation of Character Matters! needs to be assessed.
D. Professional Development
Professional development shall be made available for Board employees on an ongoing basis.
E. Responsibility of Administrative Personnel
The Director may assign the leadership responsibility for Character Matters! to a Supervisory
Officer. Every administrator and supervisor shall provide leadership in character development.
F. School Community Partnerships
The Board is committed to achieving effective parent, community and international partnerships
that address character development in our learning communities.
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Appendix B
UPCOMING EVENTS
Date
Event
September 22
Regional Team Session
September 29
Family Forum Training Session
October 7, 14, 21
School Contact Training
October 20
Regional Character Community Day
November 19th
Community Business Luncheon (Hayhurst)
November 18th - 19th
Quest 2004 - Quest for Effective Schools
November 24
Learning for a Sustainable Future School
Teams
November 29
Urban Aid Concert - World Aids Day (Dec 1)
December 1
Secondary Student Leadership Conference
December 2
York Region Stephen Lewis Foundation Event
January
Together We’re Better Conference
January
Families of Schools Character Development
Networking - Session 1
January 6
Elementary Student Leadership Conference
pilot
February 4
EA Conference
April 14th - 15th
Building Communities of Character
Conference
1st week in May
Education Week
School Storefronts
May
Families of Schools Character Development
Networking - Session 2
May 6
Fusion Conference
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QUEST 2004 - EFFECTIVE SCHOOLS
Helpful Websites to Visit:
Often, in order the get the most out of a speaker session, pre-reading can be helpful. The
sites below give this form or preliminary information.
Lezotte: http://www.waltonfarm.org/html/lawrence_lezotte.html
Daggett: http://www.daggett.com
He’s associated quite strongly with Character education his 12 principles are in the Character section and of interest.
Elias: www.CASEL.org
Appendix D
SCHOOL RESPONSES
In the fall of 2003, over 100 schools responded to a Character Matters Survey designed to
provide a snapshot of our character education in our system. The picture clearly showed that
students, staff and parents are using the language, followed by enhanced tone in schools,
enhanced pride in school culture and fewer suspensions.
Other observations by schools include:
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Families adopting the philosophy at home
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Growing committee participation by students, staff and parents

More student activities run with an emphasis on character
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Students wish to be perceived as demonstrating good character
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Community outreach programs well received by participants and community
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Students more comfortable coming forth with concerns
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Some schools tied lower suspension rates and fewer referrals to the office to their
character development work.
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Appendix E
LEARNINGS ON OUR JOURNEY
Implicit and Explicit Teaching
The initial approach to Character Matters in schools was to embed it through implicit teaching. It was woven
into existing lessons and teachers were encouraged to take advantage of teachable moments. Using opportunities
that were already a part of the curriculum were suggested, and the role of modeling was emphasized. This implicit
approach worked well.
Data gathering from our school surveys in the fall of 2003 showed that schools that were reporting a greater
impact were also reporting explicit teaching as a key strategy. Clearly, explicit teaching of the language of character
and the attributes resulted in a shared, common language. The explicit methodology was extended beyond content
curriculum to include classroom management.
The combination of both approaches creates a synergy that is integral to the creation of a culture
of character in the classroom and in the school.
Depth and Breadth
Students and staff are involved in a wide breadth of activities in the schools, some of which are overtly
labeled ‘character development’ and many that are not, but nevertheless enhance character development. These
range from inclusion in classrooms, and co-curricular activities, to building an overall climate of the school. The
emphasis varies according to the needs of the school.
Our schools have reported a wide range of strategies starting with raising awareness, to familiarization, to
the fostering of a deep appreciation of character development. Often activities are not even identified as ‘character’
activities, but function to develop character nevertheless.
Awareness activities can include a focus on: manners, courtesy, the language of the attributes, self
reflection, skills development, compliance with behavioural expectations and a reward orientation. This approach is
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deepened and broadened to include learning across a range of activities such as: conflict resolution, decision
making, problem solving, justice orientation discussions, self and others, the taking of personal responsibility, and
contributions to the school and the wider community.
Head Heart HANDS
Through the Head – Heart – Hands paradigm, Character Matters initially emphasized the need to balance
the three components. That was indeed correct, but experience showed us that the benefit of the first two, the
knowledge piece and the feeling piece, were often lost unless they were translated into action. At first, we captured
demonstrations of good character. We recognized and celebrated these. This was not enough. It is imperative that
we design multiple opportunities for all students to practice good character. All students need to practice until the
knowing becomes a habit and the habit becomes an integral part of the person.
The authentic experiences of
character activities reinforced the learning at all levels.
Appendix F
Becoming Embedded … some examples

In Schools: School conferences, character assemblies, sports, school and class behaviour
codes, family forums, town halls, volunteerism in and beyond the Region, sports, leadership
activities, anti bullying teams, community service projects, environmental programmes, peer
mentoring, transition activities, literacy through character, social and emotional skills
learning, school agendas, staff professional development, newsletters …
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Curriculum & Instruction:
Documents, Social and Emotional Learning, Choices Into
Action, Instructional Intelligence, Curriculum Units (Hana’s Suitcase, Homelessness, Grade
9 Summer School English, Markham District High School (Interdisciplinary Unit for Grade 9),
Literacy Through Music, Summer Institutes, Service Learning, New to Teaching support…
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Safe and Supportive Schools: Peer Mediation, Conflict Resolution, Anti-Bullying,
Prevention …
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Learning Plus: Re-culturing Subcommittee: Language, Culture Building … (Supporting AtRisk)
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Organizations: Stephen Lewis Foundation, Harmony Movement, Street Kids International,
Learning for a Sustainable Future, CIVC, Volunteer Bureau of York Region, Sport Vibe,
Green Acres,…
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Transitions Protocol: new document supporting student transitions through the
intermediate division
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Employee Services: Vanguard of Character Conference 2003, Educational Assistants
Conference (February 2005), Ontario Disabilities Act, staff recruitment
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Quest 2004 / 2005
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School Councils visits, Family Forums
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Professional Development: Principal / VP Induction
Appendix H
EXECUTIVE SUMMARY
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The YRDSB mission, vision and values provide a powerful and effective basis upon which Character Matters is
grounded. Character Matters is committed to high academic achievement as well as personal,
interpersonal and citizenship development

The overt and consistent support of the Director and all levels of administration, the continuing support of the
Board of Trustees, the dedication of staff across the Board, and the enthusiasm with which many students have
embraced Character Matters, have all worked to heighten our awareness of individual and social responsibility.
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
Character Matters is now in its fourth phase of implementation and continuing with an intentionally patient
process. Broad community input has laid a strong foundation for the initiative and this community link has been
sustained through the Region of York’s Communities of Character. Character Matters moved intentionally into
both the secondary and elementary system. A balanced, natural and harmonious approach is essential
to the long term growth of our students.
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The ten Character Matters attributes serve as a symbol for the principles and a standard for our behaviour.

The eight Character Matters principles provide a focus for purpose and action. They describe the scope of our
efforts. We are responsible for actualizing them, for living them.

Character Matters continues to recognize, honour and support all initiatives, programmes and activities
staff have done and continue to do that contribute to character development. The incredible range of activities
that take place across the Board attests to the notions that Character Matters principles provide a lens through
which all activities can be enriched and that they are broadly accepted by our communities.

The organization of Character Matters is evolving out of its principles, its goals, the experience of
implementation to date, and the perceived needs for continued quality implementation.
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The support of the work of the schools is currently a key priority. The role of the school character contact,
from conduit, to role model to school and regional leadership is essential to quality communication and
sustainability.

The continued development of a Regional Character Team which responds to the needs of the system in
a wide variety of ways is continuing.

Character Matters has developed since its inception. The learnings that have happened over this time are
essential to capture and to act upon.

Character development initiatives across the continent have begun to be examined in scientific research and
lend credence to the Character Matters initiative in York Region.

Next steps include the creation of multiple communications and support infrastructures that have the
capacity address the growth in complexity of Character Matters within the schools, our community and beyond.
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