Character development & leadership

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Information about Character development & leadership
Education

Published on March 15, 2014

Author: ncmsa

Source: slideshare.net

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Teaching a Character Education and Leadership Class that Aligns with Common Core
Looking for a comprehensive character education program that also aligns with the common core standards for English? Maybe a high-interest elective class or homeroom approach? Change the school climate and student apathy? Make PBIS actually work? A program called Character Development & Leadership can do all of this!
Presenter: Ryan Cole

Joseph M. Hoedel, Ph.D. J www.characterandleadership.com

A Downhill Trend 9-12 grade 1992 2004 2006 2008 Cheating 61% 71% 72% 74% Theft 33% 35% 36% 38% Lie (parent) 83% 93% 93% Cynics (lie & cheat to succeed) 34% 42% 43% Lie (job) 28% 37% 37% Self-esteem (better than most) 76% 79% Trust (important that people trust me) 95% 95%

Why Are The Ethics of Kids Declining??? Reality TV/Movies/Music/Internet/Facebook/texting – what we watch, listen to and spend our time with has an impact. Changing families – Dad’s disappearing act, divorce, teenage parents, two jobs, no jobs = more stress for kids… Changes in schools – more emphasis on accountability and testing puts pressure on kids and gives less time for teachers to teach life lessons, soft skills, character... Societal changes– focus on “bling-bling”, immediate gratification and instant fame, moral relativism, lack of consequences & community involvement, dwindling enrollment in churches and civic groups, fear of failure, de-emphasizing competition, affluence of children, parenting shifts…

We’ve Always Understood This… “We must remember that intelligence is not enough. Intelligence plus character – that is the goal of true education.” - Martin Luther King, Jr. “To educate a person in mind and not morals is to educate a menace to society.” - Theodore Roosevelt

Bill Gates “America’s high schools are obsolete. By obsolete, I mean that our high schools – even when they’re working exactly as designed – cannot teach our kids what they need to know today. Today, only one-third of our students graduate from high school ready for college, work, and citizenship.” RIGOR, RELEVANCE & RELATIONSHIPS

LOYALTY TOLERANCE COMPASSION CHARACTER

LOYALTY TOLERANCE COMPASSION LEADERSHIP

A Focused Approach Character Development & Leadership: A Research-Based Media- & Tech-Driven Aligned with National Core Standards Rigorous & Relevant Curriculum with Multiple Options for Implementation Build character and leadership skills in a consistent, repetitious & purposeful manner

A Brief History • 2001- 2003 - I created, taught and revised CD&L curriculum at Thomasville High School, NC Studied over 240 variables at UNCG • Fall 2003 – 31 schools began using curriculum • Fall 2004 – 74 schools • Wrote Role Models text & put research on-line • Fall 2005 – 118 schools • Fall 2006 – 158 schools • Fall 2007 – 340 schools • Fall 2008 – 512 schools (36 states) • Fall 2009 – 624 schools (43 states) • Fall 2010 – 776 schools • Fall 2011 – 992 schools (49 states) • Jan 2012 – Hired Educators with 5+ years of experience to help • Fall 2013 – 1,300 schools (all 50 states, 8 other countries)

The CD&L Curriculum is Taught as a Class… 60% of schools use CD&L curriculum as a “stand-alone” class • Rice Lake, Crestwood, Lovejoy, Beaufort, S. Lenoir, Granby, Goodrich & Pamlico – 9th Grade Academy • AP & Choctawhatchee – Senior Level Capstone Course • Riverside & Grand Ledge – Class for Student Government/ASB • Chapin & Smithfield Selma – Leadership Class, Open Enrollment • McMichael & Starmount – Class for At-risk Students • Ocean Lakes & DeWitt – Special Education Classes • New Day, South Providence & Yadkin – Alternative Schools • Kern & McBain – Personal Growth & Development • Dobbs YDC & Biondi – Residential Programs • Bendle Jr. & Stanislaus Academy – Reading/Writing Recovery

• Ashbrook & Hampshire – Divide it into four core classes • Conejo Valley & Summit – use with ESL/ELD Students • 4 high schools in Tazewell County, VA – Integrate into Health • Newton-Conover & Rockingham – Integrate into JROTC • Avery & Baton Rouge– Integrate in Career Management Classes • Plymouth & Livingston– In School Suspension • Henrico & Sioux City – Integrate into Business classes • Robinsville & Fluvanna – Integrate into English classes • Green & Potomac Falls – Level I and Level II PBIS • Bloomer & Sun Valley – Advisory/Homeroom The Curriculum Is Integrated into …

• Orientation & Expectations – Attitude • Developing Goals & Priorities – Preparation • The Importance of Education – Perseverance • Showing Respect for Authority – Respect • Building A Positive Reputation – Honesty • Developing Personal Values – Integrity First Six Weeks (The Foundation)…

• Handling Peer Pressure – Courage • The Importance of Role Models – Appreciation • Managing Anger & Aggression – Composure • Positive Communication Skills – Empathy • Confronting Bullies – Compassion • Cultural Competence – Tolerance Second Six Weeks (Skills for the Present)…

• Citizenship in the Community – Sacrifice • Sustaining Long-term Relationships – Loyalty • Expressing Gratitude To Parents – Gratitude • Employability & Workplace Skills – Responsibility • Becoming a Leader – Leadership • Being a Strong Role Model – Character Third Six Weeks (Prepare for the Future)…

Class Format – 10 Lesson Plans • Ethical Monday (1-quote, 2-ethical dilemma &3-lecture) • Character Movie Tuesday (4-view segments & discuss) • Role Model Wednesday (5-reading, quiz & discussion) • Leadership Thursday (6-leadership principle &7- basic skill) • Assignment Friday (8-expository writing assignment & -presentation) Weekly Floaters ( 9-on-line blog, 10-guest speaker)

CharacterAttitude Preparation Perseverance Respect Honesty Integrity Courage Appreciation Self-Control Empathy Gratitude Tolerance Duty Loyalty Responsibility Compassion Leadership Character

• The Role Model textbook contains high-interest biographical chapters that address the common core directive for English demanding 70% expository text use. • #1 goal was to make reading fun, inspirational, relatable. • Written from a historical perspective – learn about people who made history without having to memorize facts/dates. • Written and edited for an 8th-9th grade reading level. • Each chapter begins with a “hook” & ends with a “real life moral of the story.” What Teachers Should Know About Book

1. Character First, Leadership Second 2. Planning & Preparation are the Keys 3. Misconceptions of Leadership 4. Respect is the Traffic Circle of Life 5. Knowing Your Strengths & Weaknesses 6. Creating A Vision 7. Influencing Others to Follow Your Vision 8. Setting the Tone with Optimism & Passion 17 Leadership Principles

9. The Art of Decision Making 10. Communicate Clearly & Frequently 11. Grace Under Pressure 12. Leadership is Relational – Learn to Connect 13. Motivating Your Team to Do Better & Be Better 14. Commitment to Learning & Self-Improvement 15. Servant Leadership 16. Leading with Intuition – Trust Your Gut 17. Lead By Example 17 Leadership Principles (cont.)

• The course transitions seamlessly from a low-stress, casual environment (listening & speaking) to activities that supplement specific English curriculum goals (reading & writing). • The structured set of 10 lesson plans per module address all learning styles and is highly engaging, even to the most reluctant learners. • Weekly writing assignments provide expository and persuasive writing practice that exceeds national formal writing rubrics. • The Role Model textbook addresses the common core standard that mandates 70% expository text use. • The reading, writing, higher-order thinking, public speaking, & debate aspects of this course develop better thinkers, readers, writers and students. See www.characterandleadership.com/alignment for more details In 2012, this was Alignment with Common Core Standards For English (ELA & ELD)

A Week In the Life: Week 15 Trait: Responsibility Topic: Employability & Workplace Skills

RESEARCH FROM 2004-2005 ACADEMIC YEAR Go to www.characterandleadership.com/research to review studies from other years

Grade Point Average 1.9 2 2.1 2.2 2.3 2.4 2.5 8th Grade 9th Grade Academy Non-Academy

Summary of Attendance 96% 89% 80% 82% 84% 86% 88% 90% 92% 94% 96% 98% 100% Attendance CD&L Students Control Group

End of Course Tests 25% 45% 47% 71% 0% 20% 40% 60% 80% 100% 8th Grade 9th Grade Math EOC English EOC

In School Suspension 1.2 1.9 0 0.5 1 1.5 2 CD&L Course Control Group

On Line Survey – Not Significant • Decreased use of alcohol this semester than in the previous semester • Decreased smoking of cigarettes this semester than in the previous semester • Less likely to ride in a car with someone who had been drinking • Less likely to cheat on an exam this semester than in the previous semester • Less likely to steal from a store this semester than in the previous semester • Less likely to pick on another student this semester than in the previous semester • Increased use of the following traits: empathy, tolerance, courage, self-control

On Line Survey – Significant at .05 • Increased use of the following traits: responsibility, honesty, perseverance, respect, leadership • Students are more confident that they will graduate from high school • Students are more confident that they will go to college • Decreased use of marijuana this semester than in the previous semester • Students reported less times skipping class this semester than in the previous semester • Increased community service this semester than in the previous semester

Student Feedback • Would you recommend this class to a friend? 92% of the students yes • On a scale of 0 – 10, compared to other classes you have taken, how would you rate this course? 8.77. • On a scale of 0 – 10, how much of an impact did the CD&L Course have on you? 8.17 • On a scale of 0 – 10, rate the Role Models textbook – 7.79.

• A rigorous curriculum that is aligned with the new common core standards for English (ELA & ELD). • It is meaningful, relevant and inspirational for students. • Developing the whole student – cognitive, behavioral and emotional development. • A consistent format, not just a bunch of exercises. – Flexible enough to be taught as a course or integrated into other courses. – Lesson plans to fill 90 minutes a day for one semester, 45 minutes a day for a year or 15-20 minutes for 3-4 years in a homeroom/advisory approach. • Almost zero prep-time for teachers – “It’s all there.” • Curriculum uses blogs, virtual lectures & internet links to make program timely & meaningful. • A focus on research, allowing schools to see how well curriculum is working. What Makes This Curriculum Different

Price List • $1,300 for the curriculum (lead manual with CD & set of 18 character movies) • $250 for additional manuals (one per teacher if using it as a stand-alone course) • Role Model textbook is $20 • Student Workbook is $5 • Research Package (online surveys and report) is $200 • Set of 17 posters is $102 • See Price List for Multiple Training Options

Different Ways to Fund the Curriculum •General Funds •ASB •Title 1 funds •Title 3 ELA/ESL funds •Booster Clubs (Rotary & other local Biz Groups) •Grants •All Categoricals

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