BENCHMARK: SCHOOLWIDE

CHARACTER EDUCATION
PROPOSAL
TATE DRANE
GRAND CANYON UNIVERSITY
EAD520-O500: STRENGTHENING CURRICULAR PROGRAMS TO
PROMOTE CONTINUOUS SCHOOL IMPROVEMENT
DR. MCDANIEL
2/9/22
KEY RESEARCH “Character education is about teaching values
SHOWING THE and teaching responses and, how to deal with
EFFECTIVENESS your emotions.” (Ingman, McConnell, 2021)
OF CHARACTER
EDUCATION
PROGRAMS FOR Implementing character education has shown that
IMPROVING it helps students develop a growth mindset. We
STUDENT want to help teach students strengths like grit,
OUTCOMES. growth mindsets, perseverance, and self-control
(Nygreen, McDermott, 2021).
 • THIS IS APART OF OUR MISSION AND VISION
A RATIONALE STATEMENT AS THE PROPOSED PROGRAM
FOR THE THAT WILL BE IMPLEMENTED FOR OUR
STUDENTS FOCUSES ON THE WHOLE CHILD:
PROPOSED PHYSICAL, MENTAL, AND SOCIAL WELL-BEING.
PROGRAM • THE PROGRAM WILL OCCUR ONCE A WEEK FOR
BASED ON THE ENTIRE YEAR. THEY WILL ALSO BE WITH
THE SAME TEACHER FOR THE COURSE OF THE
HOW IT YEAR AND WILL NOT CHANGE FROM THE
SUPPORTS THE COURSE. ALL STUDENTS WILL BE REQUIRED
TO PARTICIPATE FOR THE PROGRAM.
VISION AND • TEACHERS WILL HAVE ACCESS TO THEIR
MISSION OF STUDENT’S PREVIOUS YEARS PERFORMANCE.
THIS DATA WILL ALLOW FOR THE TEACHER TO
THE SCHOOL. MODIFY OR ADAPT ANY LESSON FOR SUCCESS.
THE CHARACTER TRAITS INCLUDED IN THE
PROGRAM.
Time
Learning from our
Welcome management/Organizati Self care Above/Below the line Bystander/Upstander
Mistakes
on

Kindness/Kindness to
What makes a friend Compassion Gratitude Resilience Inclusiveness
self

Perseverance Understanding Anger Forgiveness Lifting People up Honesty Integrity

Respect
 • EACH GRADE LEVEL WILL BE RESPONSIBLE FOR A
AN EXPLANATION CERTAIN AMOUNT OF STUDENTS
OF THE • ADMINISTRATORS WILL SEPARATE A LIST OF
COMPREHENSIVE, LESSONS/CHARACTERISTICS TO ENSURE THAT
RIGOROUS, AND CHARACTERISTICS HAVE A SEQUENCE FROM
GRADE TO GRADE
COHERENT
• TEACHERS WILL COLLABORATE ON WHICH
MANNER IN TEACHER WILL CREATE TO LESSON FOR EACH
WHICH CHARACTERISTIC. THEY WILL CREATE A SCOPE &
CHARACTER SEQUENCE
DEVELOPMENT IS • ALL LESSONS WILL BE ATTACHED TO A CALENDAR
ADDRESSED AT FOR TEACHERS TO FOLLOW

EACH GRADE • USE SURVEYS TO EVALUATE AND REFLECT ON

COURSE MATERIALS TO BE ABLE TO MOLD OUR
LEVEL. CURRICULUM TO BE THE BEST IT CAN POSSIBLY BE
A DESCRIPTION OF GOALS FOR THE PROGRAM INCLUDING THE
EVALUATIVE DATA SOURCES THAT WOULD DEMONSTRATE IF
THOSE GOALS ARE MET.

• WE WANT OUR CORE GOALS FOR OUR STUDENTS IS TO DEVELOP HONESTY,

LOYALTY, DEDICATION, CITIZENSHIP, INTEGRITY, COURAGE, PERSEVERANCE,
AND SELF-MOTIVATION (WAS, WOLTZ, & DREW, 2006).
• A LIST OF SURVEYS WOULD BE SUPPLIED FOR STUDENTS TO TAKE
THROUGHOUT THE PROGRAM TO SUPPLY US WITH EVALUATIVE DATA. A
SUMMATIVE SURVEY AT THE END WILL MEASURE IF STUDENTS ARE
MEETING THESE GOALS
 • “CHARACTER EDUCATION HAS BEEN REPORTED TO
IMPROVE ACADEMIC MOTIVATION AND
ASPIRATIONS, ACADEMIC ACHIEVEMENT, PRO-
AN EXPLANATION SOCIAL BEHAVIOR, BONDING TO SCHOOL, PRO-
OF HOW SCHOOL SOCIAL AND DEMOCRATIC VALUES, CONFLICT-
RESOLUTION SKILLS, MORAL-REASONING
PROGRESS IN THE MATURITY, RESPONSIBILITY, RESPECT, SELF-
PROGRAM EFFICACY, SELF-CONTROL, SELF-ESTEEM, SOCIAL
SKILLS, AND TRUST IN, AND RESPECT FOR
WOULD BE TEACHERS” (WAS, WOLTZ, & DREW, 2006).
EVALUATED AND • OUR MAJOR EVALUATION STAT WILL BE BASED ON
THESE SCHOOL STATISTICS: ABSENTEEISM,
HOW SCHOOL DISCIPLINE REFERRALS, SCHOOL FAILURE,
STAKEHOLDERS SUSPENSIONS, SCHOOL ANXIETY, PREGNANCY, AND
SUBSTANCE USE
COULD SUPPORT
• IF WE ARE DECREASING OUR STUDENT PERCENTAGE
THE PROGRAM. FOR EACH CATEGORY, THEN WE ARE MAKING
PROGRESS. WE WILL NEED TO ENSURE THAT
EVERYONE HAS THE RESOURCES FOR EACH LESSON
A BRIEF COMPARISON TO TWO OTHER
CHARACTER EDUCATION PROGRAMS
IMPLEMENTED IN OTHER SCHOOLS
Low socioeconomic demographic
Their character education program implemented
throughout their core classes. They assign certain
School 1 subjects to implement characteristics as apart of their
curriculum
Administration created the scope & sequence

Low socioeconomic demographic

Character education program is an actual class for students to
participate in. They are all required to take the class and is
year long.
School 2 Classroom teachers are to uphold students to the character
education traits that are being taught.
Teachers collaborated on the content to create the sequence
of materials and added to scope if needed
A BRIEF COMPARISON TO TWO OTHER CHARACTER EDUCATION
PROGRAMS IMPLEMENTED IN OTHER SCHOOLS

• SCHOOL 2
• LOW SOCIOECONOMIC DEMOGRAPHIC
• CHARACTER EDUCATION PROGRAM IS AN ACTUAL CLASS FOR STUDENTS TO PARTICIPATE IN. THEY
ARE ALL REQUIRED TO TAKE THE CLASS AND IS YEAR LONG.
• CLASSROOM TEACHERS ARE TO UPHOLD STUDENTS TO THE CHARACTER EDUCATION TRAITS
THAT ARE BEING TAUGHT.
• TEACHERS COLLABORATED ON THE CONTENT TO CREATE THE SEQUENCE OF MATERIALS AND
ADDED TO SCOPE IF NEEDED
• THIS CHARACTER EDUCATION PLAN FITS OUR SCHOOL MORE, SIMPLY BECAUSE THE CURRICULUM IS
MORE FLEXIBLE TO MEET OUR STUDENT’S NEED. OUR TEACHERS WILL BENEFIT FROM
COLLABORATING ON THE LESSONS BEING PRESENTED ABOUT THE CHARACTER. THEY ALSO GET TO
ADD OR SUBTRACT TOPICS DEPENDING ON THE IMMEDIATE NEED OR DESIRE FOR STUDENTS.
STEPS YOU WOULD TAKE AS A PRINCIPAL
Step 1: Character Education Program
As administrators, we will need to get together and
discuss what our character education would entail. We
will need to separate the list of characteristics into
different grade levels
Step 2: Professional Development for
Teachers
We will need to inform our staff about the character
education program and inform them of the goals,
evaluation process, and our expectations for each grade
level.
Have teachers go over possible resources to ensure that
the do understand the resources used.
STEPS YOU WOULD TAKE AS A PRINCIPAL

Step 3 Teacher Development/Meeting about Step 4 Delivering the Program

curriculum
Allow teachers work time to collaborate on the traits given Administrators will need to connect with teachers
to them throughout the year to check in on how instruction is going
They are expected to create lessons for each and an Use surveys that are implemented to modify any future
administrator to review it. instruction
Teachers would share these lessons with each other on a
calendar for them to determine the sequence
• STEP 5 EVALUATING THE
CHARACTER EDUCATION

STEPS YOU
PROGRAM
• USING STATISTICS
RELATED TO:
ABSENTEEISM, WOULD TAKE
DISCIPLINE
REFERRALS, SCHOOL
FAILURE,
AS A
SUSPENSIONS, SCHOOL
ANXIETY, PREGNANCY,
PRINCIPAL
AND SUBSTANCE USE
REFERENCES

• INGMAN, B. C., & MCCONNELL, C. (2021). ECOLOGICALLY MINDED TEACHERS AND

CHARACTER EDUCATION. JOURNAL OF CHARACTER EDUCATION, 17(2), 75–83. (INGMAN,
MCCONNELL, 2021)
• NYGREEN, K., & MCDERMOTT, K. (2021). TEACHERS’ PERSPECTIVES: ON PERFORMANCE
CHARACTER EDUCATION. JOURNAL OF CHARACTER EDUCATION, 17(1), 1–19. NYGREEN,
MCDERMOTT, 2021).
• WAS, C. A., WOLTZ, D. J., & DREW, C. (2006). EVALUATING CHARACTER EDUCATION
PROGRAMS AND MISSING THE TARGET: A CRITIQUE OF EXISTING RESEARCH. EDUCATIONAL
RESEARCH REVIEW, 1(2), 148–156.
HTTPS://DOI-ORG.LOPES.IDM.OCLC.ORG/10.1016/J.EDUREV.2006.08.001 (WAS, WOLTZ, & DREW,
2006).