Implementing New or Revised Programs or Practices
If Guidepost #4 deals with firmly imbedding the philosophical base for building character and getting all to agree, Guidepost #5 represents putting those practices into action. All the strategies mentioned in Guidepost #4 can be utilized in establishing a solid program.
In focus groups of teachers, the single impediment mentioned most frequently as a deterrent to successful implementation of character education is TIME. Administrators and boards intent on changing school culture must provide the resources, via release time and funding, to enable the faculty to do an effective job.
At this point, it is important to remember that you can find excellent resources for building and sustaining an effective character education program by further exploration of this website. Best Practices gives you a potpourri of award-winning strategies that have already been tested in schools, the Lesson Plans section provides you with excellent plans that can be adapted to your needs, Professional Development furnishes opportunities for your staff, and the Research and Resources section lists important studies in the field as well as sources that you can use in developing your initiatives.
If part of your plan involves implementing an evidence-based program (such as those required for the use of Safe and Drug Free Schools (Title IV) funds, be aware that your plan should support implementation of the program with as much fidelity to the original model as possible, or you can not expect to have the same positive results.
A Closer Look at Guidepost #5 Within Schools
Radix Elementary School
Zane North Elementary School
Carl W. Goetz Middle School
Memorial Middle School
Pequannock Valley School
School: Radix Elementary School, Williamstown NJ
Grade Levels: PreK – 4
CONTACT
Raymond C. Dinovi, Jr.
Principal
(856) 728-8650
E-mail: rdinovi@monroetwp.k12.nj.us
Website: http://www.monroetwp.k12.nj.us/es/radix/radix.htm
Guidepost #5 Implementing New or Revised Programs or Practices
Teachers are continually reflecting and developing new ideas for enhancing how character is taught at Radix. The character education ideology at Radix is included in all curricular decisions and implementation of new programs. This was seen as a new reading program was initiated last year and teachers developed unique lessons that coordinated with the new series. Throughout the year, as new children enter Radix, teachers make adjustments to their instruction. The Code of Conduct developed in the beginning continues to serve as the commandments, a common belief, at Radix. The character education advisor is the coordinator for ensuring that Radix never stops planning and reflecting with ALL stakeholders. Teachers meet regularly to share ideas, and new teachers are mentored by their colleagues. The character education advisor keeps a pulse on how character education is moving forward. The principal continues to be an active part of the change process, supporting and leading. The PTA shares in the decision-making, connects the community and the school, while and generating programs that complement what is being done within the classroom. Throughout the entire process the paraprofessionals are part of the process as they too are important stakeholders. Their role in unstructured settings, the cafeteria and playground, is critical.
You may reach your destination, but the journey is never over. Using the site council and student council as avenues for communication, Radix continues to implement, reflect and discuss their character education initiative that began seven years ago.
School: Zane North Elementary School, Collingswood NJ
Grade Levels: PreK – 6
CONTACT
Thomas Santo
Principal
(856) 962-5710
E-mail: santo@collingswood.k12.nj.us
Website: http://zane.collingswood.k12.nj.us/index.jsp
Guidepost #5 Implementing New or Revised Programs or Practices
Since assessment drives character education initiatives an annual assessment of the character education program is held. Collaboratively parents, teachers, and students, share the strengths and weaknesses of the program. Parent response via e-mail, telephone conversations, and PTA executive meetings is welcomed. A bi-annual review of the character education initiative is held with parents, teachers, and administration. Monthly Team Council meetings review the effectiveness of the character education program and ensure appropriate modifications.
Encompassing significant aspects of our school routine, plans for reflection with students have generated intrinsically based conflict resolution skills. For example, our management style has evolved from a punitive to a proactive and positive methodology. The discipline code at Zane North School has evolved into a learning experience to change behavior. Student based decisions are made with a reference to core essential character traits. At this point in our character education initiative, rewards are secondary. A positive behavior management system centering students on core essential character education traits has infused the learning process. Increased communication has facilitated success. Targeted discussions result in modifications, accommodations, and change. In addition, a review of research regarding the effectiveness of character education continues to support our efforts to concentrate on character education.
School: Carl W. Goetz Middle School, Jackson, NJ
Grade Levels: 6 - 8
CONTACT
Carol Lawrence
7th grade Literacy Teacher
(732) 833-4610
E-mail: calawrence@jacksonsd.org
Website: http://goetz.jacksonsd.org/home.aspx
Guidepost #5 Implementing New or Revised Programs or Practices
Since the 1990’s the Goetz Middle School has experienced the effects of programs and practices that came from the ideas of students, the frustrations of teachers, the knowledge of the administration, the ideals of local stakeholders, and mandates of the Department of Education. Over these formative years the students changed, the teachers grew, the administration formed focus groups, the local stakeholders got more involved, and the Department of Education distributed more information. Additionally, commercial “canned” programs for Character Education surfaced. At Goetz the only thing that remained the same was a common goal to produce a solid Character Education Program that would stand the test of time, be accepted by the staff and students, expand into the extended family and community, and insure that the chosen values stayed with the students throughout their entire lives. After reflecting back on the past ups and downs of the Goetz Character Education Committee it was decided to choose values and develop a themed mnemonic that would capture the attention of everyone. The theme also allowed for analogies to explain components of the program.
The new program was named RACER to stand for the values of RESPECT, ACCEPTANCE, CITIZENSHIP, EMPATHY, and RESPONSIBLITY. The idea was enthusiastically accepted and Goetz was “off and running” the race. Goetz then enlisted the services of a student empowerment program called “Ignite”. The company had a selection of canned activities that promoted many values of Character Education. The decision was made not to use the programs as they were presented. The Character Education/Service-Learning committee spent many hours with the company’s consultant to customize the resources and activities that would fit into the theme of the Goetz RACER program. The consultant personally trained Goetz student ambassadors to perform skits in a kick-off assembly. The assembly included a former Goetz student who was a racecar driver. He spoke to the students about the importance of character education and the values of RACER as a student and as a racecar driver. The student body was encouraged to “Get on the Right Track” and be a Goetz Racer. The consultant then taught the ambassadors to pass on each value of RACER to their fellow students using current movie clips and thought provoking activities. Ambassadors led homeroom activities, and teachers reinforced the lesson later in Social Studies classes. Teachers from other disciplines also reinforced the values in daily lessons. The students signed a code of conduct, and were rewarded for observable behaviors through the “Goetz Gotcha” program.
This new method of character education established the core ethical values, simplified our approach, and tied all aspects of the program together. The new RACER program had become a cohesive Character Education program that would be a permanent part of the school. The Carl W. Goetz Middle School truly believes that we can measure our success as a school by the actions of our students after they graduate and continue to be respectful, accepting, civic-minded, empathetic, and responsible citizens (RACERs) as they “travel the road” in their adult life.
School: Memorial Middle School, Fair Lawn, NJ
Grade Levels: 6 - 8
CONTACT
Laurianne Brunetti
Character Education Coordinator/7th-8th LAL
(201) 401-2351
E-mail: lbrunetti@fairlawnschools.org
Website: https://www.edline.net/GroupHome.page
Guidepost #5 Implementing New or Revised Programs or Practices
If there is one word that speaks for the ‘middle school experience’ it is the word, “change.” “Hoops for Humanity” is a school-wide, community-outreach, character-based service initiative which is the product of a metamorphosis which took place within our school community. Sports and athletics have been a traditional and fundamental part of the social and educational experience of today’s youth. A number of years ago, one of Memorial’s physical education instructors decided to run an after-school, “March Madness” series of open-gym basketball games during the two weeks time period that America’s “March Madness” was taking place in collegiate sports. The games were held in the school gymnasium and were open to all students. Although basketball was a popular sport and the school population was growing to nearly five hundred students, participation in these games was limited to males and, further, out of that group, basically the self-proclaimed “athletes” of the school. As far as spectators, attendance was marginal and limited to mostly females and a few almost-but-not-quite-good-enough-to-play males who were friends of the players. In addition, as an after-school activity, the games conflicted with other after-school initiatives, including extra help, clubs, and organized team sports.
In our on-going quest to develop programs of character and to help our students to make real-world connections, we began to examine both the culture and the traditions of the school and determine how they might serve as a foundation upon which to build stronger programs of character. In reviewing the “March Madness” experience, we focused upon three different concerns. First, we wanted the program to be more inclusive rather than exclusive. The middle school years are a time of significant change, growth and development, however they are a time where students and their peers begin to label and to categorize one another and to separate into groups and cliques based upon ability, perception or social status. In order to minimize this tendency, we wanted to establish an activity that welcomed all students, all genders and all ability levels into an experience that was characterized by not just an ability to win, but by a willingness to participate. We also wanted to encourage the enthusiasm and energy that our students displayed in their own private circles of friends to expand to the “outer circles” of their homeroom, grade level and school community.
Second, we wanted to promote good sportsmanship and to honor and reinforce the importance of the philosophy, “Play with heart, win with class and lose with dignity.” In order to do this, we needed to bring the experience out of the after-school realm into the daily experience. Therefore, we scheduled a school wide assembly within the gymnasium where the students would be able to participate by both grade level and division (i.e. sixth grade girls division, eighth grade boys division, etc.) and the winning teams would play the faculty and staff. This element allowed not only new students to become involved, but it also opened the door to encouraging female students to participate and to witness the female faculty and staff players become role models at a new level. Bringing the event into the daily experience also provided an opportunity for new levels of involvement including a student event staff who help to “run” the event, participation by our special education classes and performances by our school dance and step teams.
Third, our mission is and has always been to “Celebrate Character” by reaching out to others and by putting ideas into practice. “Reaching out” means service and awareness so we established that the event would not just be a celebration of sport but it would be a celebration of service. Changing the title from “March Madness” to “Hoops for Humanity” allowed us to establish a sense of service and an “other-centered” community focus. Now, instead of just playing basketball, each year we select a new outreach initiative and adopt a new charity or organization. “Hoops for Humanity” then becomes about much more than a basketball game: it becomes an opportunity to learn and to serve.
Through research and reaching out, students and staff work to educate themselves and to promote awareness of issues and challenges which related to children and families. The legacy of outreach of this program includes but is not limited to: Special Olympics, Make a Wish Foundation, Autism, Michael’s Feat (a foundation established to support children with Trisomy 13 (a genetic disorder) and other high-risk conditions and Cystic Fibrosis. Students are introduced to and informed of these challenges and charities and an educational program (which often includes guest speakers and program representatives) is presented to promote awareness and understanding. Promoting awareness about other challenges has helped students to improve not only their level of understanding but also their level of sensitivity towards others. When they make their donations to the select organization or cause, they understand that they are making a difference and they understand that they have a responsibility to care about the world around them and the people in it. When they play their basketball game, they see it not as not just an event of competition, but of cooperation, allowing them to use their abilities and talents to work together and to do something for others. The game is now less about winning and more about playing, trying and having fun while helping others. The legacy of this particular program is just one example of how a basic practice can serve as a building block upon which to build a stronger, taller and safer structure that stands for something and supports your school mission.
School: Pequannock Valley School, Pompton Plains, NJ
Grade Levels: 6 - 8
CONTACT
Dr. William H. Trusheim
Principal
(973) 616-6050
E-mail: william.trusheim@pequannock.org
Website: http://pvms.pequannock.org/index.cfm?sid=39
Guidepost #5 Implementing New or Revised Programs or Practices
Since earning the title of New Jersey School of Character in 2006, we have continued to take character education seriously in Pequannock Valley School. Several new initiatives were identified by our committee as points of focus.
In mid-2007, we set course to begin a Character Education-based Advisory Program in our school. At its onset, the plan provided all students with a support group which included an adult mentor from within the school, as well as a small group of students from all three grade levels. Initially, there were informational meetings and professional development opportunities provided for the school staff, and the idea was well-received by faculty and staff. In spring 2007, the first Advisory Meeting took place. Every staff member and every student took part in these mini-meetings which were planned by the Character Education Committee. The first Advisory Meeting was deemed a success and the plan was to continue with these meetings during the 2007-2008. This year our priority has been to adjust to the many changes in our instructional program and while advisory meetings continue to be on our agenda,, we have yet to complete a second one at this time.
Our “Take Action” projects in eighth-grade social studies continue to be an important culminating activity for our students and it provides a strong character ed focus during their eighth grade year. Last summer, our sixth-grade Study Skills curriculum was re-written to provide a greater focus on Character Education and through this course, every sixth grader is introduced to the basics of our Character Education program. Having sixth and eighth grade character education infused directly in the curriculum, it became apparent that the seventh-grade needed to follow suit. One of our character education committee members has developed an idea which brings character ed into the seventh grade curriculum. The Misfits by James Howe brings a focus on students who don’t easily fit in and it addresses the common middle school issues of name-calling and bullying. A study of this novel was added with the additional option of “blogging” to enable students to freely discuss novel-based character education issues. This program has been tremendously successful.
The creation of Professional Learning Communities in our schools has brought another opportunity to infuse good character. Each of our six PLCs has common planning time each day and throughout the year, many character education topics are discussed. At all grade levels, social studies and English classes conducted lessons based on citizenship and practiced open-ended responses using citizenship topics. A school-wide poetry contest based on core values has every student writing poems which were judged by our teaching teams. About 100 poems have been chosen and the Character Education Committee is choosing finalists at this time. Winners will have their poems published in a local newspaper or in our award-winning literary magazine.
It has been a busy school year, but despite briefly losing our way, Pequannock Valley School is committed to remaining a leader in the area of Character Education.
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