"*" indicates required fields Thank you for helping evaluate your school’s implementation of the 11 Principles. Please download and read the self-assessment tool and scoring guide before completing this form. We recommend that you have your scores ready to input before starting this form. When you are finished, click on submit. Your scores will go directly to Character.org.School/District: Stakeholder Name* First Last Stakeholder Type*AdministratorCommunity MemberNon-Teaching staffParentStudentTeacherStakeholder Email* Principle 1 Core Values are defined, implemented, and embedded into school/district culture. Principle Average Score: HiddenPrinciple 1 Average Score1.1 – Stakeholders in the school community select or agree to core values:* All involved in choice; reflect on relevance if existence for some time Understand why & how values selected A balance of both moral and performance values Lacking Evidence Developing Good Exemplary 1.2 – Core Values guide every aspect of school life:* Staff, students, parents use common language Strong staff buy-in, modeling. Staff ownership for teaching, modeling, integrating core values into everything. Embedded in school policies and procedures Shape hiring practices, new staff training, etc. Lacking Evidence Developing Good Exemplary 1.3 – Reminders and statements of core values are visible throughout the school community* In mission statement, handbooks, discipline code, website, school goals, etc. Defined in behavioral terms; “looks like” Staff, students, parents can identify/explain District: Promotes values in vision, mission, goals, objectives, policies, public relations. Lacking Evidence Developing Good Exemplary Principle 2 The school defines “character” comprehensively to include thinking, feeling, & doing. Principle Average Score: HiddenPrinciple 2 Average Score2.1 – Staff teach and provide opportunities for students to understand core values, ethical decision-making, and applications to life situations.* Staff clarify values through instruction Staff can explain how students understand Students can explain/define/demonstrate behavior which models values Lacking Evidence Developing Good Exemplary 2.2 – The school provides experiences and time for students to reflect on and internalize the core values.* Developing empathy and a sense of responsibility for others Reflect thru real-life problems Safety, belonging, autonomy needs met Lacking Evidence Developing Good Exemplary 2.3 – The school provides opportunities for students to practice the core values, so they become habitual patterns of behavior.* Examine self thru journals, discussions Practice and receive feedback (“I-messages,” goal setting, active listening, role plays) Demonstrate/live core values (coop. groups, cross-grade tutoring, class meetings, peer mediation) Lacking Evidence Developing Good Exemplary Principle 3 The school uses a comprehensive, intentional, proactive approach to develop character. Principle Average Score: HiddenPrinciple 3 Average Score3.1 – The school is intentional and proactive in addressing social, emotional, and character development:* Research-based standards, core competencies, or key developmental indicators to assure secd skills are taught. Secd skills are taught at all grade levels District? Identified and adopted secd skills in its instructional program or curriculum. Lacking Evidence Developing Good Exemplary 3.2 – Character is integrated into all aspects of teaching and learning:* In content of all subjects Opportunities to address ethical issues District: CE included in curriculum frameworks Lacking Evidence Developing Good Exemplary 3.3 – Character is infused in all aspects of the school day:* All settings (lunch, fields, bus) Artifacts show that values guide TOTAL school life (sports, co-curricular codes) Lacking Evidence Developing Good Exemplary Principle 4 The school/district creates a caring community. Principle Average Score: HiddenPrinciple 4 Average Score4.1 – Caring attachments adults/students:* Students perceive staff as caring Teachers attend school/social events Teachers/students connect in small groups Teachers counsel, mentor Discipline approached in caring and respectful way Lacking Evidence Developing Good Exemplary 4.2 – Caring attachments among students:* Students perceive student body as friendly Educational strategies foster caring/respect (Coop. learning; class meetings; cross-age groups) Lacking Evidence Developing Good Exemplary 4.3 – Adults have caring attachments:* Parents welcome Staff feels supported Staff, parents get along Administration collegial District: district-level develops caring with ALL staff Lacking Evidence Developing Good Exemplary 4.4 – Peer cruelty, tolerance issues, bad language, put downs, bullying, differences are addressed:* Students report bullying is infrequent Staff, students receive training in dealing with cruelty, bullying, intolerance. Lacking Evidence Developing Good Exemplary Principle 5 The school/district provides students with opportunities for moral action. (particularly, service learning). Principle Average Score: HiddenPrinciple 5 Average Score5.1 – Clear expectations for service and service learning* Artifacts to Demonstrate: eg. conflict resolution, academic integrity, good sportsmanship, service, etc. Understanding of service and service learning Expectations for service learning District: Guidelines or expectations for SL, academic integrity, sportsmanship/reflection Lacking Evidence Developing Good Exemplary 5.2 – Within school—all participate* Provides in-school opportunities e.g. cross-grade buddies, peer mediation, school care Connects service with the curriculum Training/projects in conflict resolution, academic integrity, ethical decisions. Reflection connected to service opportunities Lacking Evidence Developing Good Exemplary 5.3 – In community— “all” involved & reflect* Time provided Connects service with curriculum Students assess community needs, initiate, plan Reflection connected to service opportunities Lacking Evidence Developing Good Exemplary Principle 6 Meaningful, challenging academic curriculum that respects all, develops character & helps them succeed Principle Average Score: HiddenPrinciple 6 Average Score6.1 – Curriculum meaningful, challenging for all* Engages students (problem-solving, coop. learning, experience-based learning) Accents student autonomy, mastery goals Student voice & choice Lacking Evidence Developing Good Exemplary 6.2 – Staff Identifies & accommodates diversity* Differentiates instruction to needs Helps ALL students achieve high level Parents/students say teachers know, understand & respond to students Lacking Evidence Developing Good Exemplary 6.3 – Promotes the performance values* Develops thinking habits (curiosity, crit. think.) Promotes work-related habits (perseverance) Fosters social habits for working together Teachers, students promote academic integrity Lacking Evidence Developing Good Exemplary Principle 7 Fosters students’ self-motivation. Principle Average Score: HiddenPrinciple 7 Average Score7.1 – Emphasizes intrinsic over extrinsic rewards.* Staff, students can explain self-motivation Staff has addressed extrinsic motivation Refrains from honoring just a few students Methods stress intrinsic motivation Stresses pride in one’s work, doing what is right, revision after feedback, gratitude District: Use PR to publicize good character Lacking Evidence Developing Good Exemplary 7.2 – Behavior management emphasizes values* Staff training in behavior management Discipline code tied to values Infractions tied to reflection on values Students play role in group management Lacking Evidence Developing Good Exemplary 7.3 – A priority in way staff organize classes* Routines show respect for all students & reinforce sense of belonging Core values underlie routines Policies and procedures support integrity Lacking Evidence Developing Good Exemplary Principle 8 All staff share the responsibility for developing, implementing, and modeling ethical character. Principle Average Score: HiddenPrinciple 8 Average Score8.1 – All staff commit to and hold each other accountable for modeling ethical character.* Staff courteous to students, each other Staff live by created norms Staff sees themselves as role models Students & parents say staff models core values Lacking Evidence Developing Good Exemplary 8.2 – All staff members are involved in planning, designing, and implementing the schoolwide character initiative.* All prof./support staff receive CE training Staff is ethical learning community Administrators, staff involved in planning District: Trains all personnel & new staff in character/SEL; provides funding Lacking Evidence Developing Good Exemplary 8.3 – Time is given to staff to learn about, plan, and reflect on the teaching of character in their roles.* CE on agenda for faculty meetings Release time for CE planning, reflection Teachers use core values to reflect on self. District: Provides central source for CE info & fosters collaboration between schools. Lacking Evidence Developing Good Exemplary Principle 9 The school’s character initiative has shared leadership and long-range support for continuous improvement. Principle Average Score: HiddenPrinciple 9 Average Score9.1 – The school principal and other leaders champion the character initiative.* Principal: visible, supportive CE champion, but CE would continue if principal left. Key leaders support CE long-range and study current research, and training. District: CE a priority in district’s goals, hiring of principals, district personnel incorporate CE. Lacking Evidence Developing Good Exemplary 9.2 – Inclusive leadership group* Character committee leads CE effort and responsible for monitoring, assessing, and ensuring sustainability of CE initiative. Guides planning Artifacts show CE team’s meetings, actions District: CE committee, with community, business, religious leaders, parents, students, guides planning. Lacking Evidence Developing Good Exemplary 9.3 – Students are explicitly involved in leadership roles that contribute to the character initiative.* Students see themselves as playing roles in the wider community Students have opportunities to advise the staff Multiple opportunities for leadership and artifacts to show. Students are taught leadership skills and demonstrate responsibility & respect. Lacking Evidence Developing Good Exemplary Principle 10 The school engages families and communities as partners in the character initiative. Principle Average Score: HiddenPrinciple 10 Average Score10.1 – Families are actively involved in CE effort* Parents assume active CE leadership roles Parents aware of, supportive of CE Parents recruited; volunteer frequently School welcomes parents (office, e-outreach). Lacking Evidence Developing Good Exemplary 10.2 – School communicates with families and seeks their input and engagement.* Variety of techniques used (report cards, e-mails, newsletters, conferences; Web sites.) Proof of two-way communication Welcomes new families, orients them Parent workshops offered Lacking Evidence Developing Good Exemplary 10.3 – Recruits the help of wider community in CE* Community leaders have CE leadership roles Larger community supportive of CE/may integrate CE in activities Volunteer in school/participate in events District: Recruits gov. agencies, business, community & other youth organizations. Lacking Evidence Developing Good Exemplary Principle 11 Assesses character education implementation, culture and climate and student growth. Principle Average Score: HiddenPrinciple 11 Average Score11.1 – Core Values are reviewed and discussed annually so that they can be reaffirmed, updated, or revised as needed.* All stakeholders surveyed about core values effectiveness. Values are aligned with all aspects of school Schools have created a touchstone, mantra, creed and communicated with everyone. Lacking Evidence Developing Good Exemplary 11.2 – Sets goals & assesses culture, climate* Has a written action plan for improvement Has artifacts that show conclusions drawn from input from students, staff, parents Uses quantitative/qualitative data to make CE changes, plan initiatives District: Arranges for and finances assessment. Lacking Evidence Developing Good Exemplary 11.3 – Staff reflect & report on CE efforts.* Get data on student perceptions of teachers Report on their CE efforts through surveys Reflect formally/informally on CE data Reports to all stakeholders on CE District: Evaluates principals on implementation of CE & asks them to do so with staff. Lacking Evidence Developing Good Exemplary 11.4 – Assesses how CE initiative impacts students.* Variety of approaches (report cards/parent conference /goal-setting) Survey students on how values affect their lives Surveys, data collection on student behavior demonstrates growth Lacking Evidence Developing Good Exemplary HiddenCombined Average ScoreTotal Average Principle Score:
