the 11 principles of cep phils character formation

The 11 Principles:Transforming Schools Through Character

Formation www.mannrentoy.com

Why Schools of Character?

PROGRAM OVERVIEW

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Students in schools of character feel safe, respected, and connected to those around them, allowing them to thrive academically and socially and be motivated to give back to their communities.

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Schools of Character: Purpose

Positive results:• Academics• Behavior•

Culture/climate

OUR GOAL: To bring these dramatic improvements to as many schools as possible.

CEP’s National Schools of Character program offers K-12 public and private schools across the Philippines a path to school improvement and excellence through high-quality character education.

When schools engage in the schools of character process and seek to implement CEP’s framework for success (11 Principles), they:

Bring stakeholders together to identify a common set of core values and unite around a common purpose 4

Schools of Character: Benefits



Go through a process of reflection and self-assessment that helps the school community identify strengths and next steps 5




Receive professional feedback on their programs as well as suggestions for growth

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THE 11 PRINCIPLESCEP’s Framework for Success

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11 PrinciplesThese principles are also not a policy or program, but a guide to help focus on the things that matter when trying to alter a school’s culture.

CEP Framework for Effective

Character EducationThe Eleven Principles

Family &Community

Partners10

ComprehensiveIntentionalProactive

3 MeaningfulAcademicCurriculum

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SelfMotivation

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Thinking(Cognitive)

StaffLearning

Community8

CaringCommunity

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MoralAction

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SharedMoral

Leadership9

Feeling (Affective)

Acting(Behavioral)

2CharacterFormation

Assessment 11

1Core Values

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Promotes core ethical and performance values

1.1: Stakeholders select core values

1.2: Core values guide everything

1.3: Core values are visible

Principle 1

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Defines “character” comprehensively to include thinking, feeling, and doing.2.1: Thinking (understanding)

2.2: Feeling (reflection, appreciation)

2.3: Doing (behavior, students practice)

Principle 2

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Uses a comprehensive, intentional, and proactive approach

3.1: Intentional at all levels

3.2: Integrated into academic content

3.3: Integrated into classroom routines

3.4: Integrated throughout total program

Principle 3

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Creates a caring community.

4.1: Student – staff relationships

4.2: Student – student relationships

4.3: Peer cruelty prevention

4.4: Adult relationships

Principle 4

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Provides students with opportunities for moral action.

5.1: Clear expectations5.2: Moral action within school; tied to the curriculum5.3: Moral action in community; tied to the curriculum

Principle 5

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Offers a meaningful and challenging academic curriculum that respects all learners6.1: Challenging curriculum

6.2: Meeting diverse student needs

6.3: Addresses performance character

Principle 6

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Fosters students’ self-motivation

7.1: Students intrinsically NOT extrinsically motivated. 7.2: Behavior management and discipline tied to core values; academic integrity stressed.

Principle 7

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Staff is an ethical learning community that shares responsibility for character education and adheres to core values

8.1: Staff modeling8.2: Staff development for ALL; staff is ethical learning community8.3: Staff planning and reflection; enough time for character education.

Principle 8

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Fosters shared leadership and long-range support of the character initiative.9.1: Leaders champion effort

9.2: Leadership group plans

9.3: Student leadership

Principle 9

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Engages families and community members as partners in the character-building effort10.1: Engages families

10.2: Communicates with families

10:3: Involves community

Principle 10

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Assesses school culture/climate, staff’s functioning, and students‘ character

11.1: Assesses culture/climate

11.2: Staff report on progress

11.3: Assesses student progress / behavior

Principle 11

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The Scoring Rubric

Reviewers look for evidence of each key indicator and assign a score of 1 to 4 for each scoring item based on the evidence they find.

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The 11 Principles as the Scoring RubricPrinciple #1: The school community promotes core

ethical and performance values as the foundation of good character.

Each Principle has 2 to 4 numbered Scoring Items.1.1 Stakeholders in the school community select or assent to a set of core values

Key Indicators of exemplary implementation: A highly inclusive representative group of stakeholders (professional and

other staff, parents, students, and community members) have had input into or at least assented to the school’s core ethical and performance values. If the founders selected the values or if the values have been in place for some time, current stakeholders have been involved in ongoing reflection on the values.

Staff understand how and why the school selected its core values.

Each Scoring Item lists:

The 11 Principles:Transforming Schools Through Character

Formation www.mannrentoy.com

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CEP Philippines 2014©

Presentation Developer:Mann Rentoy

Preparing to Apply

Steps for Applicants

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Assemble a group of knowledgeable stakeholders that includes staff, parents, and students (if appropriate) – an existing group or one formed for this purpose.

Assess your character education initiative using the revised 11 Principles of Effective Character Education.

Note: The Scoring Guide can be found on the back inside cover of the 11 Principles document. An Excel score sheet that automatically calculates your scores is also available at www.character.org.

If your school community has not yet selected core values, this group should determine a process for doing so and begin that process.

11 Principles Self-Assessment

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During the application process, you will be asked how you know that your character education efforts have had an impact on your school culture and climate. The best evidence you can provide is climate survey data.

Your school may already give climate surveys each year. If not, be sure to conduct a climate survey of students, staff, and parents prior to submitting your application. Visit “Assessment Tools” at www.character.org for samples and resources.

If no climate survey data is available, think about how else you can demonstrate growth in this area.

Climate Surveys

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During the application process, you will be asked to demonstrate the impact of your character initiative on student behavior and academic achievement.

Gather data on attendance, disciplinary referrals and infractions, suspensions, test scores and other measures of academic achievement, performance of at-risk students, drop-out rates, and graduation rates as well as rates of college attendance (if applicable).

Principle 11 is your opportunity to make a persuasive case that your school has thoughtfully implemented character education. To demonstrate positive and significant results, be prepared to provide specific qualitative and quantitative evidence such as full data and analysis from climate surveys and other measurements. Plan to use numbers, not percentages, when reporting changes in student behavior (such as referrals or suspensions). Your narrative and supporting artifacts should clearly demonstrate that your community has gathered data, reflected upon it, and then acted as needed.

Student Impact

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You will be asked to explain how your character education initiative exemplifies the 11 Principles. Brainstorm responses to the following questions.1.What are your character education goals? Define your school’s view of character education and the values your school community has agreed upon. Describe your philosophical approach, and explain what your character education initiative is trying to accomplish. Explain why you are doing what you are doing. Citing the texts, publications, or experts that have influenced your initiative helps evaluators understand your philosophy.

2.What is special about your school? In what ways is your school a model for others? Explain what is special about your accomplishments in character education. What feature of your initiative would CEP want to hold up as a model of exemplary implementation of the 11 Principles?

3.How are you implementing character education? Describe your accomplishments in each of the 11 Principles. Note that each principle has three or four “scoring items.” Include specific, illustrative examples and insert artifacts that address the scoring items. Keep in mind that to receive a score of 4 on an item, you must show evidence of all the key indicators of exemplary practice described under each scoring item. Refer to the 11 Principles document.

Student Impact

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Gather artifacts that will amplify and support your claims.

Examples include: Data on positive behavioral or academic change School climate survey results Mission statements and school mottos Examples of student work or student reflections Lesson plans or assignments that integrate character

education into the curriculum Documentation of staff development or staff

meetings

See 2014 Application (Word) at www.cepphilippines.com for more applicant tips and suggested evidence.

Supporting Evidence

Tip: Limit the use of photos.

http://www.cepphilippines.com/

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If your school has previously applied, include and identify the changes that you have made since the last application in your narrative.

If you see your school as a leader in helping others schools with their character education efforts or if you have outreach plans, describe your leadership efforts in Principle 9.

Be aware that evaluators may look at your website to see whether it reflects your character education initiative.

Additional Information to Gather

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Information requested of National Finalists DATA ON ACADEMICS:Test scores, achievement gap, other evidence of academic achievement (grades, failures, honor roll, etc.)

DATA ON STUDENT BEHAVIOR:Attendance, suspensions, referrals, graduation / dropout rates

DATA ON CULTURE/CLIMATE:Climate survey results that show:

bullying rare / students feel safe students respect each other students and teachers respect each other adults respect each other

STAKEHOLDER TESTIMONIALS

PHOTOS AND CAPTIONS

LESSON PLAN

The Proof Is in the Data

NOTE: This information may appear on CEP’s website or in CEP publications if your school is selected as an NSOC.

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Board of Advisers

Dr. Bernardo Villegas - one of the most respected economists in the country; was among the 1986 Constitutional Commissioners that drafted our present Philippine Constitution

Board of Advisers

* Dr. Paul Dumol - a professor in the University of Asia and the Pacific, where I also teach part-time; he is a highly respected and popular playwright; founding director of CivAsia, an NGO that promotes civic-mindedness

Board of Advisers

* Edwin Lopez - Head of Operations of EWTN Global Catholic Network for Asia Pacific

Board of Advisers

* Dr. Antonio Torralba - a multi-awarded educator who has been one of the pioneers in the country on values education; was the Dean of the CRC College of Education, the very first school that offered M.A. in Values Education in Asia

Board of Advisers

* Mr. Mark Yu - Chief Finance Officer of Sea Oil Philippines; Founder of Enspire Foundation

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[email protected]: CEP Philippines0908-864-84-91


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