![Page 1: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/1.jpg)
Making Connections:Character Education and Service-Learning
![Page 2: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/2.jpg)
Jacqueline R. JonesCharacter Education Specialist
Maryland State Department of EducationYouth Development Branch
Division of Student and School Services
![Page 3: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/3.jpg)
The History of Character Education in Maryland 1978 Legislation, co-sponsored by Delegate Eugene
J. Zander and Senator Lawrence Levitan was introduced to the Maryland General Assembly.
April 10, 1978, Joint Resolution 64 establishing the first values Education commission in America was passed.
May 16, 1978, Acting Governor Blair Lee III signed the measure noting that the Commission was charged with assessing the status of values education in Maryland.
![Page 4: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/4.jpg)
January 1979, the Acting Governor appointed 24 members to the Commission.
July 19, 1979, Maryland State Attorney General Stephen Sachs issued an opinion stating that it was permissible to teach values without violating the U.S. Constitution or the laws of Maryland.
Provisions
![Page 5: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/5.jpg)
Maryland Character Objectives
Personal integrity and honesty rooted in respect for the truth, intellectual curiosity, and love of learning.
A sense of duty to self, family, school, and community.
Self-esteem rooted in the recognition of one’s potential.
Respect for the rights of all persons regardless of their race, religion, sex, age, physical condition, or mental state.
![Page 6: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/6.jpg)
A recognition of the right of others to hold and express differing views, combined with the capacity to make discriminating judgments among competing opinions.
A sense of justice, rectitude, fair play and a commitment to them.
A disposition of understanding, sympathy, concern and compassion for others.
A sense of discipline and pride in one’s work: respect for the achievements of others.
![Page 7: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/7.jpg)
Respect for one’s property and property of others, including public property.
Courage to express one’s convictions.
![Page 8: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/8.jpg)
Maryland Citizenship Objectives
Patriotism: love, respect, and loyalty to the United States of America, the willingness to correct its imperfections by legal means.
An understanding of the rights and obligations of citizens in a democratic society.
An understanding of other societies in the world, which do not enjoy the rights and privileges of a democratic government.
![Page 9: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/9.jpg)
Respect for the U.S. Constitution, the rule of law, and the right of every citizen to enjoy equality under the law. An understanding of the Bill of Rights and a recognition that all rights are limited by other rights and by obligations.
Respect for legitimate authority at the local, state and federal level.
![Page 10: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/10.jpg)
Allegiance to the concept of democratic government as opposed to totalitarian rule. A recognition that such government is limited by the separati9n of powers and by the countervailing role of other institutions in a pluralistic society – principally the family, religion, the school, and the private sector of the economy.
Recognition of the need for an independent court system to protect the rights of all citizens.
![Page 11: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/11.jpg)
An acceptance of all citizenship responsibilities at the local, state, and national levels and a commitment to preserve and defend the United States and its democratic institutions.
![Page 12: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/12.jpg)
Commission Recommendations
51 Recommendations Two Key Recommendations
1. Local school boards adopt the character and citizenship objectives as their own
2. Local school systems should begin action immediately with the existing resources.
![Page 13: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/13.jpg)
Federal Grants
1996 the Maryland State Department of Education received a federal grant to establish a partnership in Character Education.
Coordinator and Specialist
Five School Systems
![Page 14: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/14.jpg)
September 2001, character education became part of the Division of Student and School Services.
October 2002, the Maryland State Department of Education was awarded a new federal grant under the No Child Left Behind Act
![Page 15: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/15.jpg)
The New Federal Grant
Title: Building Character in Maryland’s Schools: A Collaborative Effort
Purpose: To evaluate the effectiveness of three distinct methods of delivering character education programs
Participants:1. Anne Arundel County – Second Step2. Carroll County – Lickona Model3. Eastern Mid-Shore – Character Counts!
![Page 16: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/16.jpg)
Six Important Questions What is Character
Education? What are the
benefits of Character Education?
Who decides what virtues will be taught?
How will children learn about character in school?
Are all school systems participating?
Is character education effective?
![Page 17: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/17.jpg)
What is Character Education?
![Page 18: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/18.jpg)
Jackie’s Spin on Character Education
Adults Model andEngage Students.
Students InternalizePositive Character
Attributes.
Good CharacterBecomes "A Way
of Life."
ProgramProcess
![Page 19: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/19.jpg)
What are the benefits of Character Education?
![Page 20: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/20.jpg)
Who decides what virtues will be taught?
![Page 21: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/21.jpg)
How will children learn about character in school?
![Page 22: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/22.jpg)
The Many Faces of Character Education
Character Counts! Lickona Model Second Step Community of Caring FISH! For Schools PBIS (Positive Behavioral Interventions and
Supports) System/School Designed Programs
![Page 23: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/23.jpg)
Are all school systems participating?
![Page 24: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/24.jpg)
Is character education effective?
![Page 25: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/25.jpg)
Key Characteristics of Successful Character Education Programs
Well-implemented Comprehensive, multi-faceted Promote student bonding to school Administrative leadership Integrated character and academic education Staff development and training Direct teaching of relevant personal and social skills Parent involvement Student reflection on social and moral issues Adults modeling good character
![Page 26: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/26.jpg)
What’s keeping us busy?
![Page 27: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/27.jpg)
Federal Grant: Building Character in Maryland Schools and Communities: A Collaborative Effort
Evaluation Regional Academies Parent Forums Character Education
Showcase Newsletters Steering Committee Site Visits
![Page 28: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/28.jpg)
Support for All 24 School Systems
Coordinators’ Meetings
Training
Workshops
Technical Assistance
Site Visits
![Page 29: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/29.jpg)
Do You Really Need A Character Curriculum?
What? Briefly summarize the article.
So What? Why is the information important?
Now What? What are the implications for implementing Character Education?
![Page 30: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/30.jpg)
Let’s Make Connections
![Page 31: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/31.jpg)
Goal 1: Achievement will improve for each student. Eliminate performance gaps that persist based on student’s race, ethnicity, gender, socioeconomic circumstances, disability and native language and to promote academic excellence among all students.
Goal 2: Instruction, curriculum, and assessment will be better aligned and understandable. Create a statewide, seamless preK-12 system of curriculum, instruction, accountability, and assessment that supports student achievement.
Goal 3: All educators will have the skills to improve student achievement. Ensure that Maryland has the highest quality educators, fully prepared to meet the challenges of today’s classrooms.
Goal 4: All schools will be safe, drug free, and conducive to learning. Establish an environment that is safe, drug free, and conducive to learning so that children are engaged in school and feel safe and welcome.
Goal 5: Parents will be involved in education. Ensure clear, consistent, and two-way engagement with parents and educator stakeholders, which facilitates an understanding of key education issues.
Achievement Matters Most
![Page 32: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/32.jpg)
Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Performance Goal 3: By 2005-2006, all students will be taught by highly qualified teachers.
Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning. Performance Goal 5: All students will graduate from high school.
The Five ESEA Goals
![Page 33: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/33.jpg)
Character Education and Service Learning
Good character is not formed automatically; it is developed over time through a sustained process of teaching, modeling, learning, and experience.
Service-Learning engages young people in responsible and challenging actions for the common good.
Service-Learning provides structured opportunities to reflect critically on the service experience.
![Page 34: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/34.jpg)
Areas of Overlap
Character Education Service-Learning
Centers on the role of the community and the importance of developing effective student-community relationship
Encourages reflection on actions and personal responsibility
Cares about students, communities, and society Promotes community involvement Uses interactive teaching strategies, involving
students in exciting classroom activities Promotes critical thinking
![Page 35: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/35.jpg)
Areas of Overlap
Character Education Service-Learning
Believes the school/community/family must work together
Integrates understanding, commitment to action, and action
Believes that values, character development, and citizenship education are outcomes
![Page 36: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/36.jpg)
Project ExampleA project should:1. Meet a Recognized Need in the Community2. Achieve Curricular Objectives through Service-
Learning3. Reflect throughout Service-Learning Experience4. Develop Student responsibility5. Establish Community Partnerships6. Plan ahead for Service-Learning7. Equip Students with Knowledge and Skill Needed
for Service
![Page 37: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/37.jpg)
Question ? How is character development infused
throughout the project?
![Page 38: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/38.jpg)
The 4 Cs of Reflection Continuous Connected Challenging Contextualized
Wisconsin Toolkit for Service-Learning and CitizenshipPage 45
![Page 39: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/39.jpg)
Reflection1. Random Reading2. Directed Reading3. Journal Writing4. Directed Writing5. Oral (Tell what was done and how the participant
felt about it) 6. Oral (Student as Expert)7. Oral (Cognitive learning Session)8. Object Reflection
![Page 40: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/40.jpg)
Reflection9. Structured Activity10. Creative Activity11. Pre-reflection12. Chalk Board Reflection
![Page 41: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/41.jpg)
Small Group Activity Read your assigned project description. Individually brainstorm how you would
have the student reflect during the course of the project.
Share with your group. As a group chart five reflection
strategies for the project. Select a reporter for your group.
![Page 42: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/42.jpg)
RESOURCES
![Page 43: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/43.jpg)
QUESTIONS and INSIGHTS
![Page 44: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/44.jpg)
FISH! Philosophy CHOOSE YOUR ATTITUDE BE THERE MAKE THEIR DAY PLAY
![Page 45: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/45.jpg)
A Little Something to Think About
“To love what you do and feel that it matters – how could anything be more fun?”
Katherine Graham
![Page 46: Making Connections: Character Education and Service-Learningmarylandpublicschools.org/programs/Documents/Service-Learning/MC_CE_SL.pdfAll limited English proficient students will become](https://reader036.vdocuments.us/reader036/viewer/2022071115/5ff924709b8ae230003bdaff/html5/thumbnails/46.jpg)
Jacqueline R. Jones, Character Education SpecialistMaryland State Department of EducationYouth Development BranchDivision of Student and School Services
Office Phone: 410-767-0047Email: [email protected]