The Impact Of Character Education On Students ' Perception Of School Climate

The following information was gathered during a discussion with Dr. Clayton Mork from the Crescent School District. He shared his personal view of the role of an instructional leader. Also his view of how instructional leadership practices relate to student achievement. Dr. Mork shared two instructional leadership actions and outcomes he implemented at Crescent School District related to student achievement. Dr. Mork also explained his philosophy of curriculum development regarding involvement of teaching staff.

The Government of Ontario introduced the Character Development Initiative in 2006. This policy mandates formal character education in Ontario's public schools. Ontario's school leaders are expected to play a large role in the implementation of the Character Development Initiative.

Hartman, E. (2006). Can We Teach Character? An Aristotelian Answer. Academy of Management Learning & Education, 5(2006), 68-81.

However, I noticed a character chain reaction in the works. The dimensions of character are interdependent, and certain traits naturally support the development of other traits. (Seider, 2012). As I focused my attention and made an effort to build relationships of respect, I became more aware of other character traits, such as compassion and excellence. The new students and their parents were receptive to the respect shown to them, and they, in turn, shared some personal experiences they might not have otherwise. This led to increased empathy on my part, both cognitively, sharing their perspective, and affectively, developing compassion for these children (Seider, 2012). As I set up my classroom, I was not satisfied with “good enough.” These students deserve excellence, and that is what I plan to

The purpose of this “Purpose, Reflective Practice, and Career Goals” paper is to reflect on how the Education Specialist program in Leadership in Educational Administration will help me to build upon my leadership skills and provide me with the knowledge and tools necessary to effectively lead a school district dedicated to improving student achievement. In this paper, I explain how the program aligns with my career goals of becoming a school district superintendent and the importance of lifelong learning for educators. According to Rüprich & Urhahne (2015), teachers should set goals. I consider myself a lifelong learner with the ability to build leadership capacity and support instruction. Additionally, the Paper highlights the benefits of the program at Capella University as well as the usefulness of the available resources and the impact they will have on my learning during this journey.

When character education programs are designed to build student character from the inside out, the end result can lead to happy students. When

In today’s educational field I plan to apply my knowledge of everything that I have learned at Georgia State University. In my time at Georgia State, I have developed a way of teaching that is equally focused—as much as possible—on children, faculty and staff, up and coming curriculum, classroom management skills, and continued learning and educational growth. I will expand upon each of these focuses throughout this paper.

Many people today that feel that public schools are, at least in part, responsible for providing students with the education in areas such as morality, ethics, and the good citizenship they need to know. At this point, character education programs have been created. Most public schools do not have character education programs, therefore the students that are enrolled in public schools are not learning character. Answering the call, numerous character education programs have been created by private organizations, state and local school boards, and corporations that have designed curricula, created lessons, and provide the tools necessary for schools to provide character education to their students. Schools are slowly adding character programs to their school to provide the students with an education that they will use forever

Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage Publications.

InTASC standard 10 is that the teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. This artifact alligns with standard 10, becasue leadership needs constant development. The AP workshop gathered numerous experienced teacher that were able to pass along professional tools of the trade to younger more experienced educators. This interactive environment of experienced teachers from across the state allowed different perspectives from rural and urban schools, each suited with thier own problems and assests. Teachers are always learning and adapting new skills in order to transfer those skills to students; That process of professional

Furthermore, a focal point of this article describes the importance of relationships between each individual student. While creating a classroom that thrives on resiliency, the students must get to know each other. In order to achieve these relationships, the article suggests ideas such as name bingo and personality activities. Since there will be relationships amongst the students, the students are capable of working cooperatively and communicating productively.

Teaching is a career that always provides learning opportunities. There is a life-long opportunity to learn from your students and colleagues. As an administrator it is essential that I am able to provide guidance and instruction to my staff and students. However, there are always new and improved strategies and concepts introduced. This allows me to study and evaluate theories that have been introduced. This happens because it allows me to constantly stay informed and learn from others. After completing the evaluation, it allowed me to identify areas of improvement in my instructional leadership.

Character Education is schools creating ethical, responsible and caring young people by demonstrating and educating good character on values that are shared throughout the universe. It is the school’s quest to develop the student’s core

People are born with distinct qualities, frequently revolving around their upbringing in life, that they might not be completely aware of until later in their lives. When faced with a misfortunate hardship or obstacles at some point in a person’s life, the person will work to solve the issue and while doing so, reveal hidden qualities that they might have not known about. Character is ultimately developed on what perspective a person might look at the world, deal with their obstacles, or how they might differentiate themselves from those around them.

When children are put into educational facilities, they get a chance to connect and surround themselves with others of the same age group. Schools can also have significant influence on a person’s individuality as well as peer groups, which influence a student’s academic integrity greatly. A student will not perform well no matter what the case is, if there is negative influence from his peers and their school environment. They affect a person’s attitude, personality in a positive or negative manner.