Welcome to Project CHARACTER*

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• Welcome to Project CHARACTER

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• Created by
• Jim Carroll
• Joe Montecalvo

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• Project CHARACTER
• Director
• Howard Krieger

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• Project CHARACTER
• was established through a grant awarded by the
  U. S. Department of Educations Character
  Education Program on October 1, 2002 to Community
  School District 3 of New York City. The grant
  was developed by James J. Carroll, Ph.D.

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• Jim and Joe also lead
• Project LEGALsince 1976 implemented in 34
  states
• Project CRITICALGifted Ed. project for Region
  10 since 1996 new 3M grant 2004--2009
• Project TIPS--7M Technology Challenge Grant for
  Bronx Schools (19992004)

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• Workshop Objectives
• Overview of Project CHARACTER
• Clarify the Role of the Leadership Teams
• Demonstrate the CHARACTER Education Public Policy
  Analyst (CEPPA)
• Develop Initial Plans for School Implementation

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1-Minute Ice-Breaker

1. Turn to a neighbor sitting near you and say hello
   (if possible, introduce yourself to someone you
   dont already know or get the chance to talk to
   very often).
2. Each person should share 1 piece of good news
   and 1 thing youre looking forward to in your
   life.

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• Overview of
• Project CHARACTER

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• CHARACTER
• Citizenship and High Academic standards,
  Reinforcing the
• Aspen Character Traits, and Ethical Reasoning

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• CITIZENSHIP
• Includes the skills of a Public Policy Analyst
• the ability to define social problems develop
  new public policy solutions

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• High Academic standards
• Effective character ed will promote academic
  improvement.

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• Reinforcing the ASPEN Character Traits
• respect, responsibility, trustworthiness, caring
• justice fairness
• civic virtue citizenship

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• Ethical Reasoning
• Using analysis and technology to solve our
  schools problems and create a caring environment

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Eleven Principles of Effective Character
EducationFrom The Character Education
Partnership
  1. Character education promotes core ethical
values as the basis of good character.    2.
Character must be comprehensively defined to
include thinking, feeling, and behavior.    3.
Effective character education requires an
intentional, proactive, and comprehensive
approach that promotes the core values in all
phases of school life.    4. The school must be a
caring community.    5. To develop character,
students need opportunities for moral action.
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 6. Effective character education includes a
meaningful and challenging academic curriculum
that respects all learners and helps them
succeed.    7. Character education should strive
to develop students intrinsic motivation.    8.
The school staff must become a learning and moral
community in which all share responsibility for
character education and attempt to adhere to the
same core values that guide the education of the
students.    9. Character education requires
moral leadership from both staff and
students.  10. The school must recruit parents
and community members as full partners in the
character-building effort.    11. Evaluation of
character education should assess the character
of the school, the school staffs functioning as
character educators, and the extent to which
students manifest good character. 
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• Goals of
• Project CHARACTER
• Caring Schools and Improved Academic Performance

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• The four CRITICAL objectives of Project
  CHARACTER may be summarized as
• (1) Curriculum Restructuring to focus on the Six
  Pillars of Characterrespect, responsibility,
  trustworthiness, caring, justice and fairness,
  and civic virtue and citizenshipin all content
  courses and on school-wide social problems,

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• The four CRITICAL objectives of Project CHARACTER
  may be summarized as
• (2) Implementation and Training among five new
  target schools each year summer workshop, 4
  release days, Saturday after school workshops

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• August Workshop
• Technology Center 425 W. 123rd
• August 18 1200300
• August 19 20 830 300
• (per session pay rate)

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• The four CRITICAL objectives of Project CHARACTER
  may be summarized as
• (3) Integrating Computer ApplicationsThe
  Character Education Public Policy Analyst (CEPPA)
  and The Public Policy Analyst (PPA), all of which
  develops

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• The four CRITICAL objectives of Project CHARACTER
  may be summarized as
• (4) Learning standards in both character and
  academic achievement related to the new NY
  content standards.

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• The key to our
• success is
• The School
• Leadership Teams

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School Leadership Teams (LT)

• Building Principal
• Three Highly Respected Teachers
• A Concerned Parent

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• LT Members role is described in the CHARACTER
  Handbook

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• LT Members will lead their after school
  committees in using the CEPPA

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The CEPPA addresses theseschool social problems

• (a) discipline problems
• (b) students grades
• (c) participation in extracurricular activities
• (d) parental and community involvement
• (e) faculty and administration involvement
• (f) student and staff morale

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• Planning
• Activities

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• June
• Review project goals with principal

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• June
• Select LT Members Must be able to attend
  August workshop and lead after school workshops

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• June
• Check e-mail for listserv messages

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• August 1820
• LT members attend workshop

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• September
• Implementation begins with after school
  committee meetings

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Leadership Teams lead after school committees in
use of the CEPPA to analyze problems

• Committees develop and implement new school
  policies

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• September
• Implementation begins with after school
  committee meetings

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• October, January, March, April
• Release Day Workshops

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If we all work together as a team

• then CHARACTER will achieve its goals and
  objectives in our five target schools