FISD Character Education 11 Principles

Core Ethical Values Eleven Principles Preventing Disturbing Tends

Lesson Plans Service Learning

Community Outreach Campus Projects Community of Character Awards

2006-2007 Status 2007-2008 Status MidTerm Report 2006 to 2008 Survey Schedule

Leadership Academy Staff Training Campus Initiatives

HOW DO YOU TEACH CHARACTER EDUCATION?
Character education is more than announcements or posters on the wall. Floresville ISD incorporates research proven methods that are most effectively used across the United States as a template for effective character education program development. Although kind of technical, this template is boiled down to what the United States Character Education Partnership calls the Eleven Principles of Effective Character Education. These eleven principles guide our character education program. You can learn more about these principles at www.character.org.

Principle	Description
Principle 1	Promotes core ethical values as the basis of good character.
Principle 2	Defines character comprehensively to include thinking, feeling, and behavior.
Principle 3	Uses a comprehensive, intentional, proactive, and effective approach to character development.
Principle 4	Creates a caring school community.
Principle 5	Provides students with opportunities for moral action.
Principle 6	Includes a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed.
Principle 7	Strives to foster student’s self- motivation.
Principle 8	Engages the school staff as a learning and moral community that shares responsibility for character education and attempts to adhere to the same core values that guide the education of students.
Principle 9	Fosters shared moral leadership and long-range support of the character education initiative.
Principle 10	Engages families and community members as partners in the character-building effort.
Principle 11	Evaluates the character of the school, the school staff's functioning as character educators, and the extent to which student’s manifest good character. (Character Education Partnership, 2003, p. 2)