: PROMISING CHARACTER EDUCATION PRACTICES IN
MARYLAND HIGH SCHOOLS
Ideas and
inspiration for
high school
Character Ed!
 Maryland State Character
Education Committee
identified high schools as a
gap in Maryland’s overall
character education effort.
 MSDE has been collecting
promising character ed.
strategies from Maryland
high schools for over two
years.
 This presentation is
designed to give high
school level educators
ideas for implementing
character education in
their schools.
: PROMISING CHARACTER EDUCATION PRACTICES IN
MARYLAND HIGH SCHOOLS
High schools face
unique challenges
in character
education.
High school students
need information and
guidance to help
them develop good
character, be
productive citizens
and community
members, and make
ethical decisions.
: PROMISING CHARACTER EDUCATION PRACTICES IN
MARYLAND HIGH SCHOOLS
1. Students and
teachers “buy in” to the
character education
effort.
2. The character
education effort
addresses a problem
or issue at the school,
e.g., bullying, dropout
rates, freshman
initiation, etc.
3. Some measure of
evaluation is in place. For
example, decreases in
suspension or dropout
rates, increased servicelearning participation,
improved school climate,
etc.
: PROMISING CHARACTER EDUCATION PRACTICES IN
MARYLAND HIGH SCHOOLS
This presentation highlights
specific strategies. Keep in mind
that the more comprehensive the
character education initiative, the
greater the results in the school
climate and student achievement.
STRATEGY ONE:
“Mentoring is a strategy for
teaching and coaching, for
strengthening character,
improving racial harmony,
promoting social change,
assuring total quality
education for all, and creating
opportunities for personal
empowerment.”
From Marion White-Hood,
“Taking up the mentoring
challenge,” Educational
Leadership
STRATEGY ONE:
Issue that
mentoring
addresses:
STRATEGY ONE:
Potential outcomes are
many:
 Improved attendance
and academics
 Lowered dropout and
suspension rates
 Improved school
climate for teachers and
students.
STRATEGY ONE:
are one approach
to mentoring.
Through the use of
“character
coaches,” schools
can help students
develop positive
character traits.
Next, how one
Maryland high
school uses
Character
Coaches…
STRATEGY ONE:
Do this
first!
Identify Target Audience and
Gather Materials and Resources
 Ninth grade students
 Recruit “Character Coaches”—Caring adults
who are dynamic speakers and able to
connect with students.
 Character Coaches range in ages and
professions and may include realtors,
legislators, bank employees, and local
artists.
 Coaches should be established in the
community and willing to make a multi-year
commitment.
 Identify regular opportunities for Character
Coaches to meet with students, such as
during a homeroom or advisory period.
STRATEGY ONE:
How to make it happen!
Start in ninth grade and continue through students’ high
school careers.
Character Coaches visit the same group of students (about
20) each month.
Character Coaches lead discussions on topics that include
character traits and ethics, often presented through current
events of interest to students.
Over time, students build authentic relationships with the
Character Coaches; some relationships even continue past
graduation.
To help achieve student and staff buy in, consider allowing
students to vote each year on whether the program should
continue.
Allow teachers to evaluate the coach’s effectiveness.
Remember that staff buy in is critical. One Maryland school
implementing the Character Coaches strategy reports that
the relationship between coach and teacher is a key
component to the coach being successful in the advisory.
Then
follow
these
steps!
STRATEGY ONE:
is another approach
to mentoring.
Leadership training can
enhance the
developmental assets
and leadership skills of
a core group of students
in order to reduce
student conflict, improve
student involvement in
extra-curricular
activities, and develop a
more positive school
climate for all students.
Next, how one
Maryland high
school uses
Leadership
Training…
STRATEGY ONE:
Do this
first!
Identify Target Audience and
Gather Materials and Resources
 Define the purpose of the initiative as engaging
students on all grade levels in the character
education effort.
 Develop program and “buy-in” among staff.
 Sell the program to students. IT MUST BE
ATTRACTIVE TO STUDENTS!! Selling points
may include: the close friendships that develop
within the club, being able to help younger
students,making the school a more positive,
friendly place, and leadership experience.
 Solicit funding for planned activities, such as a
“lock in,” outdoor challenges, and any other
planned leadership and team-building
activities that require funding. Also, consider
funding for shirts or other items with the
leadership group’s name.
STRATEGY ONE:
How to make it happen!
Recruit and select a diverse group of upperclassmen
for leadership training through an application
process. Students are required to write an essay and
provide written recommendations from teachers.
Find students who want to make the school a
better place.
Hold a “lock in” event at the school , develop a focus
for the school year. Also develop in students a sense
of responsibility for helping others.
Students receive leadership as well as peer
mediation trainings.
Establish a code of conduct for the student leaders.
They are expected to lead by example. If the code is
broken, a discussion takes place.
Arrange weekly meetings between each student
leader and his or her underclass mentees.
Provide ongoing trainings and social opportunities.
Then
follow
these
steps!
STRATEGY ONE:
is one approach
to mentoring.
High school
students work with
middle school
students to improve
their grades and
social interactions.
Next, how one
Maryland
middle/high school
uses the studentto-student
approach.
STRATEGY ONE:
Do this
first!
Identify Target Audience and
Gather Materials and Resources
 About a month into the school year, high
school teachers identify students as
potential mentors.
 Students can also apply to be mentors, but
they must obtain a teacher’s endorsement.
 Mentors must be a positive role model and
have at least a 2.0 GPA.
 The Dean of Discipline coordinates the
program, matching mentors with middle
school mentees based on similarities.
Mentees get parent/guardian permission to
participate.
 Character education “how to” books can
provide ideas for lessons.
STRATEGY ONE:
How to make it happen!
 Mentors/mentees meet monthly during a
class period.
 The program coordinator provides activities
that focus on academics and social skills.
 High school students are encouraged to
touch base with their middle school students
weekly.
 Evaluate the program. Interview mentors,
mentees, and teachers. Also, determine if
grades, attendance, and behavior have
improved as a result of the mentoring
relationship.
 Make adjustments to the program and
enrollment as a result of your evaluation
findings.
Then
follow
these
steps!
STRATEGY ONE:
is one approach
to mentoring.
An intensive teacherstudent mentoring
relationship involving
daily monitoring and
interactions focused on
individual student
needs, such as
attendance, behavior,
and academics.
Next, how one
Maryland
school system
uses mentoring
to build
confidence.
STRATEGY ONE:
Identify Target Audience,
Gather Materials and Resources
Do this
first!
 Designate a coordinator for the initiative.
 Identify a core group of teacher
advocates.
 Train involved staff in the components of
mentoring.
 Identify students who need an advocate
to address attendance, behavioral, and
academic issues.
 Plan mentoring, tutoring and career
planning activities.
STRATEGY ONE:
How to make it happen!
 Incorporate life skill lessons through daily
conversations, class work assistance, and crisis
management.
 Focus lessons on areas where students can
experience success.
 Train mentors to build upon these successes to
further improve students' academic
achievement, behavior, and self-esteem.
 Provide incentives to mentors for their mentees’
successes.
 Assess effectiveness of advocacy each quarter
by measuring attendance, grades, and behavior
of students being mentored.
 Remove/replace students who have not shown
improvement in 2 quarters.
 Add students who would benefit from teacher
advocacy.
Then
follow
these
steps!
STRATEGY ONE:
TIP
For mentoring programs, consider "on-thefence“ kids rather than severely at-risk
students. Why? Because at-risk students
often need more intense intervention than
mentoring can provide. Also, many at-risk
students are already regularly receiving
counseling and other support services.
STRATEGY ONE:
RESOURCES for mentoring
“Character
Education by
Design”
by Maryland educators
A blueprint for
character education
initiatives at the district
and school levels, this
book is available by
request from the MSDE
Character Education
Specialists. See pages
61 and 74 for
mentoring information.
“Smart and Good High
Schools”
Integrating Excellence and
Ethics for Success in School,
Work, and Beyond
Thomas Lickona, Ph.D. &
Matthew Davidson, Ph.D.
Smart & Good High Schools
is national study of
American high schools including site visits to 24
diverse schools, hundreds
of interviews, a
comprehensive research
review, and the input of a
National Experts Panel and
a National Student Leaders
Panel. The report offers a
vision of educational
excellence and nearly 100
promising practices
designed to foster human
flourishing over a lifetime.
“Taking Up the
Mentoring
Challenge”
by Marian White-Hood
in Educational
Leadership
Concern over low
student
achievement led to
the creation of a
mentoring program
that involved not
only school staff
but the larger
community.
“Humility Among
Adolescent
Purpose
Exemplars”
by Kendall Cotton Bronk,
The Journal of Research
in Character Education,
Volume 6, Number 1,
2008, pp. 35-51.
This article discusses
the value of
mentoring. Students
with long-term
mentoring
relationships are
more likely to
demonstrate humility
and purpose, two
characteristics that
support positive
youth development.
STRATEGY ONE:
RESOURCES for mentoring
Pittsburgh Public
Schools Teachers’
Task: Make schools
safer”
by Rachel Weaver,
Pittsburgh TribuneReview, August 30,
2011
The school system
instituted a mentoring
program to help students
feel safe and to provide
mentoring, promote
conflict resolution, and
reduce bullying.
Graduation Success
from News Observer,
August 30, 2011
This letter to the editor
from the Chairman of
Communities in Schools
North Carolina, an
initiative that supports
mentoring in public
schools, cites improved
graduation rates as a
result of his
organization’s efforts.
STRATEGY TWO:
Schools can help students build
character by involving students
in service-learning projects that
benefit the school and broader
community.
Based on research studies, “it is
clear that character education
supports service-learning and
that service-learning provides
an environment in which the
goals and values of character
education can be enhanced”
(National Service Learning Clearinghouse
Fact Sheet on Character Education and
Service Learning).
STRATEGY TWO:
The Issue that
service- learning
addresses:
STRATEGY TWO:
Potential outcomes are many:
 Improved attendance
 Lowered suspension rates
 Improved school climate for
teachers and students.
 Increased sense of
belonging to the school and
community.
 Students gain servicelearning hours.
STRATEGY TWO:
is one approach
to Character through
Service.
Students need to feel
welcome in the school
and that they belong.
When every student
participates in servicelearning, it reinforces
their place in the school
community.
Next, how one
Maryland high
school involves
students so
that they feel
they “belong”…
STRATEGY TWO:
Do this
first!
Identify Target Audience,
Gather Materials and Resources
 Encourage every student to participate in at
least one service-learning activity. The activity
may be as part of a club or sports group, or it
may be a classroom project, but the focus is on
the contribution to the community.
 Decide which character traits will be a focus for
the school, and share these traits with student
organizations for them to embrace and
promote. One Maryland high school that has
been successful promoting character through
service-learning has concentrated on the
character traits of responsibility, self-control,
gratitude, integrity, and respect.
STRATEGY TWO:
How to make it happen!
 Allow students to lead activities, for example, the Student
Government Association might lead the charge for largescale service activities, such as food or clothing drives.
Other student groups should plan activities as well.
 Encourage student groups to have a motto that connects
to the community. From one high school’s Young
Researchers organization: “We could have cared less, but
we decided to care more.”
 Provide repeated and varied opportunities for students to
engage in ethical action in the larger community.
 A few examples of service-learning activities in one
Maryland high school include blood drives, clothing drives,
toy drives, litter pick-ups, and a Cystic Fibrosis walk.
 Plan a reflection activity for each service-learning activity.
Then
follow
these
steps!
STRATEGY TWO:
is one approach
to Character through
Service.
The character activities
at one high school are
all related to service to
others. The service
activities are planned
by students within their
clubs, sports teams, or
sometimes classes
during a designated
“club time.”
Next, how one
Maryland high
school uses
“Club Time”…
STRATEGY TWO:
Do this
first!
Identify Target Audience,
Gather Materials and Resources
 Determine specific character traits to be
developed through service-learning.
 Solicit staff buy-in. Although activities
are student-led, teachers are needed to
guide students.
 Interested teachers organize a club
based on their own interests.
 Establish one “club day” per month
when students will have 45 minutes
during the school day to meet and plan
service activities.
STRATEGY TWO:
How to make it happen!
 All students belong to a club or sports team
with whom they plan and carry out servicelearning activities.
 During club time, students plan service
activities.
 Some meetings may also occur after school.
 Examples of club activities include blood
drives and food drives.
 Students lead the activities. For the blood
drive, for example, students helped set up,
sign in donors, serve snacks to donors, and
escort donors back to class.
 After each service learning activity, provide
time for reflection.
Then
follow
these
steps!
STRATEGY TWO:
is one approach
to Character through
Service.
One school created a “Virtue
of the Month” program that
acknowledges students
demonstrating the school’s
defined core ethical virtues.
As part of the program,
students, staff, and the school
community demonstrate
understanding of the virtues
by participating in service
activities.
Next, how one
Maryland high
school uses
“Virtue of the
Month”…
STRATEGY TWO:
Do this
first!
Identify Target Audience,
Gather Materials and Resources
 Identify and define the school’s core
ethical virtues.
 Project coordinators (teachers) are
needed to organize the community
outreach projects, to communicate the
Virtue of the Month to faculty and staff,
and to recognize Virtues that are
displayed by the faculty and students.
STRATEGY TWO:
How to make it happen!
 Create a planning committee to identify service
learning activities.
 Invite students and faculty to planning events.
The language of the Virtues is used in the
invitations and during the planning events.
 Promote the attitude among students that to
give of oneself is the right and the “cool” thing
to do!
 Despite the lower economic status of many
families in the community, the money and
resources delivered by this school reflect total
student buy-in and intrinsic character. Over the
past 5 years, students have raised close to
$40,000 for charity. Race for the Cure, The Polar
Bear Plunge, and Adopt a Family were a few of
the events.
Then
follow
these
steps!
STRATEGY TWO:
RESOURCES for building character through service learning
“Character
Education by
Design”
by Maryland
educators
Available by
request from the
MSDE Character
Education
Specialists.
“Smart and Good High
Schools”
Integrating Excellence and Ethics
for Success in School, Work, and
Beyond
Thomas Lickona, Ph.D. &
Matthew Davidson, Ph.D.
Smart & Good High Schools
is national study of American
high schools - including site
visits to 24 diverse schools,
hundreds of interviews, a
comprehensive research
review, and the input of a
National Experts Panel and a
National Student Leaders
Panel. The report offers a
vision of educational
excellence and nearly 100
promising practices designed
to foster human flourishing
over a lifetime.
How does current research
in character education
support service-learning?
National Service-Learning
Clearinghouse Fact Sheet
This fact sheet cites a number of
research studies supporting the
benefits of and links between
character education and servicelearning. For example, a 2005
study found that students
participating in a character
education project integrating
service-learning components
reported greater increases in
prosocial behaviors, such as
altruism, caring, respect, and
ability to choose between right
and wrong, than their peers in the
comparison group.
Maryland State
Department of
Education
Service-Learning in
Maryland Web site
www.msde.maryland.gov/
MSDE/programs/service
learning/
Building Character Through
Service Learning
by Kathy Winings, Character
Development Group, 2002
This book offers an in-depth look
at the integral role service-learning
plays in the development of
character. It offers insight and
practical information on how to
connect service-learning with civic,
family, or character education.
STRATEGY THREE:
An advisory is a teacher
spending time and
developing relationships
with a small group of
students. The advisory
time is spent discussing
school and personal
student issues as
needed, delivering
character lessons, and
nurturing relationships.
A key benefit of the
advisory period is that it
provides students a
voice.
STRATEGY THREE:
The Issue that
advisory
addresses:
STRATEGY THREE:
Potential outcomes are
many:
Improved relationships
with adults and peers.
Improved behavior and
social interactions.
Increased sense of
belonging to the school.
Improved school climate.
STRATEGY THREE:
is one approach
to advisory.
During the advisory
period, teachers and
students study specific
traits that lead to
success in school and in
life. Examples of possible
attributes are courage,
respect, honesty,
preparation, empathy,
and leadership.
Next, how one
Maryland high
school uses an
advisory period
to focus on
traits.
STRATEGY THREE:
Do this
first!
Identify Target Audience,
Gather Materials and Resources
 Assign a character trait to each month
during the school year.
 Provide monthly character trait signs to
each teacher to display in classrooms.
 Develop a mini-lesson for each monthly
trait.
 In the mini-lesson, define the trait,
introduce a famous role model that
exemplifies that trait, and plan an
activity around this trait.
 Provide a quotation for the lesson that
embodies the trait.
STRATEGY THREE:
How to make it happen!
 Teach the lesson during an extended
advisory period.
 Try to engage the entire class in the
lesson.
 Guide students in examing their own
behavior in relation to the trait of the
month.
 Encourage students to identify
appropriate behavioral responses
associated with the trait being discussed.
 Evaluate student understanding of the
trait at the the end of the lesson.
Then
follow
these
steps!
STRATEGY THREE:
are one approach
to advisory.
Schools identify issues
that can be addressed by
strengthening specific
positive character and
performance traits.
Lessons that emphasize
these traits and
behaviors are developed
for delivery during an
advisory time.
Next, how one
Maryland high
school uses an
advisory period
to deliver needbased lessons.
STRATEGY THREE:
Do this
first!
Identify Target Audience,
Gather Materials and Resources
 Counselor surveys students to determine
perceived needs.
 Identify school issues that can be addressed
with advisory lessons.
 Examples of possible needs: respect among
students, responsibility for schoolwork,
compassion for others, or showing caring for
your community
 School counselor generates a monthly lesson
around a need.
 Make the lesson relevant by linking it to
current events through news articles.
 Emphasize any additional character traits
which relate to the need.
STRATEGY THREE:
How to make it happen!
 Teachers decide when they can incorporate the
month’s lesson into their schedule. (There is not
a regular, designated advisory period in this
example school.)
 Teachers can adjust or enhance the lesson based
on the needs of their students
 Students and teachers provide feedback via a
survey on the impact of the lesson
 Display posters of trait being discussed which
are provided by the counselor
 Counselor collects follow-up information and
resources from the lesson to ensure the lesson
was completed
 If a community need is addressed, responses
from the people who were served are
communicated to the school.
Then
follow
these
steps!
STRATEGY THREE:
is one approach
to advisory.
A dedicated advisory
period is used to deliver
lessons on traits and
behaviors that will
improve the school
climate. The advisory
lessons are tied to a
school-wide, multi-year
initiative to improve
school climate.
Next, how one
Maryland high
school uses an
advisory period
to improve the
climate.
STRATEGY THREE:
Identify Target Audience,
Gather Materials and Resources
Do this
first!
 A big-picture, long-term timeline and a detailed
school year agenda guide the overall school
climate intiative of which the tenth through
twelfth grade advisory periods are a critical part.
 The guidance department chair coordinates the
initiative and is the point of contact. Strong
support from the administration strengthens the
entire effort.
 All stakeholders have input into the topics of the
lessons: students, teachers, guidance,
administrators.
 A faculty committee suggests specific lesson
topics. Students were also consulted and revealed
deep issues they wanted addressed. Staff and
parent surveys also inform the effort.
 Topics focus on a climate of civility and are
relevant to current events.
STRATEGY THREE:
How to make it happen!
 Create and distribute faculty advisory notebooks
that cover the advisory theme, advisory goals,
schoolwide behavior expectations, teacher tips for
a safe and civil classroom, and bullying prevention
information.
 Create posters, classroom “cheat sheets” for
teachers and other materials to support the
initiative.
 Teacher-generated lessons completed in summer.
Delivered during regular advisory periods to groups
of about 18. Larger groups are supported by an
para-professional.
 In addition to teaching the advisory lessons,
teachers act as an advisor to students and will alert
the school counselor when students need support.
 Schoolwide, special activities and school clubs
reinforce topics introduced during advisory.
Then
follow
these
steps!
STRATEGY THREE:
is one approach
to advisory.
The Teen Talk program
uses small groups to
encourage healthy
relationships and build a
sense of belonging to the
school. Teen Talk is
similar to mentoring, but
takes place in a group
setting. It is an
afterschool advisory
time.
Next, how one
Maryland high
school created
an afterschool
advisory
program.
STRATEGY THREE:
Identify Target Audience,
Gather Materials and Resources
Do this
first!
 The initiative at this example school is funded
through a grant from the Department of Social
Services (DSS) Healthy Marriages.
 Teen Talk uses the"Love You Too" curriculum from
DSS, with teen input.
 Day school staff are group facilitators.
 Facilitators are trained on what community
resources are available in the area.
 Facilitators receive domestic violence training
(DSS requirement).
 Staff recommend students for Teen Talk.
 Students are prescreened and grouped according
to their needs.
 Ground rules for the Teen Talk groups are
established, such as confidentiality, reportable
information, and respect for others.
STRATEGY THREE:
How to make it happen!
 Groups of 16 students meet weekly after
school for 90 minutes.
 First groups engage in a craft activity or
service-learning to facilitate communication
in the group.
 Groups discuss topics related to healthy
relationships, communication and trust,
relationship building, and parenting skills for
teen parents.
 To foster a sense of connection or belonging,
students are given something that identifies
them as a Teen Talk member.
 Each semester a Parent Night is held. Parents
attend the Teen Talk and are given
information on healthy relationships.
Then
follow
these
steps!
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STRATEGY THREE:
RESOURCES for building character through advisory time
What Works Clearinghouse
“Character
Education by
Design”
by Maryland
educators
Available by
request from the
MSDE Character
Education
Specialists.
“Smart and Good High
Schools”
Integrating Excellence and Ethics
for Success in School, Work, and
Beyond
Thomas Lickona, Ph.D. &
Matthew Davidson, Ph.D.
Smart & Good High Schools
is national study of American
high schools - including site
visits to 24 diverse schools,
hundreds of interviews, a
comprehensive research
review, and the input of a
National Experts Panel and a
National Student Leaders
Panel. The report offers a
vision of educational
excellence and nearly 100
promising practices designed
to foster human flourishing
over a lifetime.
USDE
An initiative of the U.S.
Department of Education, this
subsection of the Institue for
Education Sciences website
contains program evaluations
from programs that were
reviewed for evidence of
effectiveness. The evaluators
identified 93 studies of 43
programs and found that 13
programs met standards for
evidence of effectiveness. They
looked at behavior, knowledge,
attitudes, values and student
achievement. Visit the site for
information on specific
programs.
http://ies.ed.gov/ncee/wwc/
Institute of Education
Sciences
USED
An initiative of the U.S.
Department of Education,
this website houses the
search engine for education
research, evaluation,
assessment, development
and statistics. This site is
linked to the What Works
Clearinghouse.
http://ies.ed.gov/
STRATEGY FOUR:
Tip
Schedule regular
opportunities or events for this
reinforcement to occur.
A deliberate
strategy that
recognizes and
rewards character
in students and
helps to create a
positive academic
climate that
emphasizes
achievement
STRATEGY FOUR:
The Issue that
character
recognition
addresses:
STRATEGY FOUR:
Potential outcomes are
many:
Improved behavior at school
and home.
A feeling of belonging to the
school and community.
A feeling of success in the
school setting, which will
enhance academic
achievement.
STRATEGY FOUR:
are one approach
to character
recognition.
Students are recognized
and celebrated school
wide for demonstrating
good character. The
program both rewards
deserving students and
designates them as
examples of good
character for the rest of
the school.
Next, how one
Maryland high
school uses
character
awards to
recognize good
character.
STRATEGY FOUR:
Do this
first!
Identify Target Audience,
Gather Materials and Resources
 Develop selection criteria for the Titans of
Character award. For example: Is the
student a good person? Does the student
set a good example for others? Does this
student exemplify the school's character
traits?
 Secure support for the program from the
administration and teachers. Principal
earmarks necessary funds.
 Teachers nominate students for the Titans
of Character each quarter.
 There is no limit on the number of
students to be nominated.
STRATEGY FOUR:
How to make it happen!
 Teacher nominations are submitted to the
Character Committee, which selects students
to be recognized as Titans of Character.
 School administrators recognize students
during morning announcements.
 Art/Graphics students design indivdiual
certificates as well as posters featuring the
students.
 School system central office handles the
printing of student-designed posters, which
are then displayed in each classroom.
 Students receive a frame-worthy Titan of
Character certificate.
 The names and photographs of the students
are featured in the school newspaper.
Then
follow
these
steps!
STRATEGY FOUR:
are one approach
to character recognition.
Selected students are
invited to a character
recognition event
where they are
recognized and
celebrated for
demonstrating good
character.
Next, how two
Maryland high
schools use a
recognition
event to
recognize good
character.
STRATEGY FOUR:
Identify Target Audience,
Gather Materials and Resources
Do this
first!
 The Character Education Committee is one
of four teams meeting monthly to improve
student achievement.
 The Committee creates a recognition event
to celebrate students who demonstrate
exemplary character. The students are
deemed “Local Heroes,” “Cougars of
Character,” or some other special
designation.
 Students are nominated for the award by
teachers. Criteria include doing good deeds,
being helpful, assisting teachers and peers,
working hard in class, and other activities
that display good character.
STRATEGY FOUR:
How to make it happen!
 Nominated students and their parents are
invited to a special meal, where students are
recognized for good character and awarded a
certificate and pen.
 The event is part of “Pride Week” activities
throughout the school, such as:
• Photography students take photos of the
honored students and large posters are
displayed in school hallways.
• Honored students are recognized on the
morning announcements, on bulletin boards
throughout the school, and during school
meals.
• Journalism students write "Stall Stories"
about character that are posted in school
bathrooms.
Then
follow
these
steps!
STRATEGY FOUR:
are one approach
to character recognition.
Selected guests are
invited to a formal
character recognition
event where students,
teachers, and parents
are recognized and
celebrated for
demonstrating good
character.
Next, how one
Maryland high
school uses a
student, staff,
and parent
recognition
event.
STRATEGY FOUR:
Identify Target Audience,
Gather Materials and Resources
Do this
first!
 Teachers and students nominate
students to be recognized for exemplary
character at an annual Character
Brunch.
 School staff members nominate peers
to be recognized for character.
 Make the Character Brunch a formal,
high profile event. Send formal
invitations. In addition to inviting school
staff and students, invite the students’
parents, a guest speaker, and leadership
from the school system and community.
STRATEGY FOUR:
How to make it happen!
 At the Character Brunch, recognize
students indivdiually by reading a brief
statement about why they were
selected.
 Recognize parents for their contributions
in helping their children develop into
people of character.
 Recognize the annual staff member of
character.
 Invite a guest speaker to talk about living
a life of character, overcoming hurdles,
and other relevant topics appropriate to
a high school audience.
Then
follow
these
steps!
etail?accno=ED360078
STRATEGY FOUR:
RESOURCES for building character through character recognition
“Character
Education by
Design”
by Maryland
educators
Available by
request from the
MSDE Character
Education
Specialists. See
pages 61 and 74 for
mentoring
information.
“Smart and Good High
Schools”
Integrating Excellence and Ethics
for Success in School, Work, and
Beyond
Thomas Lickona, Ph.D. &
Matthew Davidson, Ph.D.
Smart & Good High Schools
is a national study of
American high schools including site visits to 24
diverse schools, hundreds of
interviews, a comprehensive
research review, and the
input of a National Experts
Panel and a National Student
Leaders Panel. The report
offers a vision of educational
excellence and nearly 100
promising practices designed
to foster human flourishing
over a lifetime.
“Character Education
Year One, Grades K-6”
John Heidel and Marion
Lyman-Merereau, Incentive
Publications, Inc., 1999
From the publisher’s review:
One in a series of four
books “which encompasses
a complete two year
program of character
education. Each year
encompasses nine universal
values - one value for each
month of the school year.”
“Evaluating Character
Development, 51 Tools for
Measuring Success”
Edward F. DeRoche, Ph.D.,
Character Development Group,
2004.
From the publisher’s review:
“Now that you've established a
character education program in
your school or district, how do
you measure its success?
Edward F. DeRoche, co-director
of the International Center for
Character Education and
professor in the School of
Education at the University of
San Diego, has developed a
much-in-demand and invaluable
collection of assessment tools
for calculating and
benchmarking your character
development initiative's
progress.”
STRATEGY FIVE:
Essential to the
character trait strategy
is that staff
consistently model
and reinforce helpful
traits for students to
observe and learn.
Universally
accepted traits
that support good
character and
academic success.
Schools can
explicitly teach
the traits and
provide students
opportunities to
practice them.
STRATEGY FIVE:
The Issue that
character traits
address:
STRATEGY FIVE:
Potential outcomes are
many:
 Improved behavior in the
classroom and throughout
the school
 Improved school climate
 Improved academic
achievement
STRATEGY FIVE:
is one approach
to character traits.
A county resource
for all education
stakeholders
containing ideas for
character lessons,
quotations,
projects and more.
Next, how one
Maryland
school system
uses a Tip-aDay Calendar
to promote
character traits.
STRATEGY FIVE:
Identify Target Audience,
Gather Materials and Resources
Do this
first!
 Design a school system wide daily
calendar of tips to help parents, teachers,
and community members promote
character and leadership in students.
 Collaborative effort between Student
Leadership and School Counseling Offices
 Gather character lessons, activities and
websites, quotes, and other resources to
be included in the calendar. Look for
activities that can be integrated into the
curriculum. The tips must be relevant for
high school students.
 Ensure easy access to the calendar.
STRATEGY FIVE:
How to make it happen!
 Post on the school system web site.
(Link to AACPS calendar:
http://www.aacps.org/admin/templates/cra
sc.asp?articleid=531&zoneid=20 )
 Present to school counselors, student
government advisors, principals, and central
office staff.
 Monthly themes: acceptance/diversity,
teamwork, citizenship, service, diligence,
respect, perseverance, resilience, and
honesty/integrity
 Evaluation: Solicit feedback from stakeholders
on whether they are using the calendar, how
they are using it, and whether the techniques
have been effective.
Then
follow
these
steps!
STRATEGY FIVE:
is one approach
to character traits.
By focusing on
students’ strengths
and positive qualities,
teachers and parents
can help students
further develop
character, leadership,
and academic success.
Next, how one
Maryland high
school is
Focusing on
the Positive to
promote
character traits.
STRATEGY FIVE:
Identify Target Audience,
Gather Materials and Resources
Do this
first!
 Review and share with staff members and
parents research that shows the asset
development approach is effective in
promoting good decision making in
students.
 Hold trainings for staff, community
members, and agencies on asset
development.
 Communicate asset development to parents
in person and provide information on the
school website.
 Obtain baseline data (attendance,
academics, discipline) to compare quarterly
after asset development has been
instituted.
STRATEGY FIVE:
How to make it happen!
 Students identify their own assets, especially
those they can use to improve their academic
achievement.
 Teachers use the student's assets to focus
their educational goals.
 School staff use students’ individual assets to
address discipline and academic conerns and
during student-parent conferences.
 Assets are promoted on hallway posters and
announcements throughout the school.
 Students are rewarded with "I saw you..."
notes for displaying their assets.
 Administer a post-test to students to guide
their re-evaluation of their assets.
Then
follow
these
steps!
STRATEGY FIVE:
RESOURCES for building character through the teaching of character traits
“Character
Education by
Design”
by Maryland
educators
Available by
request from the
MSDE Character
Education
Specialists. See
pages 61 and 74 for
mentoring
information.
“Smart and Good High
Schools”
Integrating Excellence and Ethics
for Success in School, Work, and
Beyond
Thomas Lickona, Ph.D. &
Matthew Davidson, Ph.D.
Smart & Good High Schools
is national study of American
high schools - including site
visits to 24 diverse schools,
hundreds of interviews, a
comprehensive research
review, and the input of a
National Experts Panel and a
National Student Leaders
Panel. The report offers a
vision of educational
excellence and nearly 100
promising practices designed
to foster human flourishing
over a lifetime.
“Character
Education Year
One, Grades K-6”
John Heidel and Marion
Lyman-Merereau,
Incentive Publications,
Inc., 1999
From the publisher’s
review: One in a
series of four books
“which encompasses a
complete two year
program of character
education. Each year
encompasses nine
universal values - one
value for each month
of the school year.”
“Evaluating Character
Development, 51 Tools for
Measuring Success”
Edward F. DeRoche, Ph.D., Character
Development Group, 2004.
From the publisher’s review: “Now
that you've established a character
education program in your school or
district, how do you measure its
success? Edward F. DeRoche, codirector of the International Center
for Character Education and
professor in the School of Education
at the University of San Diego, has
developed a much-in-demand and
invaluable collection of assessment
tools for calculating and
benchmarking your character
development initiative's progress.”
STRATEGY SIX:
 A purposeful strategy
incorporated into the
entire school
community to
promote and
recognize successful
behaviors
 A strategy which
seeks to correct
specific disciplinary
issues within the
school
STRATEGY SIX:
The Issue that
positive behaviors
address:
STRATEGY SIX:
Potential outcomes are
many:
 Increased student knowledge of
appropriate behavior
 Improved behavior
 Reduced office referrals and
suspensions
 Improved school climate
 Increased recognition for positive
behaviors among all students
 Improved academic achievement
STRATEGY SIX:
is one approach
to positive behavior.
Use data to identify
issues and behaviors
in the school that can
be addressed through
character education.
Next, how one
Maryland school
focuses on an
issue to promote
positive
behaviors.
STRATEGY SIX:
Identify Target Audience,
Gather Materials and Resources
Do this
first!
 Survey stakeholders to determine the
issue to be addressed.
 Stakeholders should include: parents,
students, staff, administration.
 Conduct a needs assessment to
determine issues to be addressed.
Bullying is an example of a high school
issue.
 Train staff in effective techniques for
addressing the issue.
 Allow students to share their personal
experiences around this issue at the staff
training.
STRATEGY SIX:
How to make it happen!
 Create a plan of intervention and prevention
strategies to resolve the issue.
 Involve students in the implementation of the
plan. For example, theater students can
perform a skit around the issue, art students
can make posters, and journalism students
can write articles.
 Develop a method for students to report
incidents related to this issue.
 Track the number of reports and the
effectiveness of the response to the issue.
 Continue to revisit the issue and implement
strategies to further resolve it.
Then
follow
these
steps!
STRATEGY SIX:
is one approach
to positive behavior.
School staffs identify a
character trait to be
cultivated throughout the
school, teach the trait
and related behaviors to
other staff members and
to students, and then
recognize those who
demonstrate the positive
behavior.
Next, how one
Maryland school
acknowledges
the positive to
promote positive
behaviors.
STRATEGY SIX:
Identify Target Audience,
Gather Materials and Resources
Do this
first!
 Survey stakeholders to determine a
character trait that needs to be addressed.
 Develop a chart on this trait that displays
the trait’s definition, examples, and
expectations.
 Expectations: Respect for Self, Others,
Learning, and Property
 Examine the research on approaching
problems from a proactive position.
 Create a method of acknowledgement that
appeals to all stakeholders.
 Make the initiative user-friendly and
relevant to high school students.
 Ask students and staff how they want to be
rewarded.
STRATEGY SIX:
How to make it happen!
 Plan a kick-off event to introduce and explain
this program.
 Explain the character trait chart to students.
 Acknowledge all stakeholders for positively
displaying this trait.
 Create a schedule of recognition involving
this trait.
 Develop a variety of ways to reward students
and staff individually or by class.
 Offer a variety of rewards to stakeholders.
 Solicit regular feedback from staff and
students on the effectiveness of this
initiative.
Then
follow
these
steps!
STRATEGY SIX:
RESOURCES for promoting positive behaviors.
“Character
Education by
Design”
by Maryland
educators
Available by
request from the
MSDE Character
Education
Specialists. See
pages 61 and 74 for
mentoring
information.
“Smart and Good High
Schools”
Integrating Excellence and Ethics
for Success in School, Work, and
Beyond
Thomas Lickona, Ph.D. &
Matthew Davidson, Ph.D.
Smart & Good High Schools
is national study of American
high schools - including site
visits to 24 diverse schools,
hundreds of interviews, a
comprehensive research
review, and the input of a
National Experts Panel and a
National Student Leaders
Panel. The report offers a
vision of educational
excellence and nearly 100
promising practices designed
to foster human flourishing
over a lifetime.
“Character Education
Year One, Grades K-6”
John Heidel and Marion
Lyman-Merereau, Incentive
Publications, Inc., 1999
From the publisher’s review:
One in a series of four
books “which encompasses
a complete two year
program of character
education. Each year
encompasses nine universal
values - one value for each
month of the school year.”
“Evaluating Character
Development, 51 Tools for
Measuring Success”
Edward F. DeRoche, Ph.D.,
Character Development Group,
2004.
From the publisher’s review:
“Now that you've established a
character education program in
your school or district, how do
you measure its success?
Edward F. DeRoche, co-director
of the International Center for
Character Education and
professor in the School of
Education at the University of
San Diego, has developed a
much-in-demand and invaluable
collection of assessment tools
for calculating and
benchmarking your character
development initiative's
progress.”