Domain (7): The school offers a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed. | 1 | 2 | 3 | 4 | |
7.1 | The academic curriculum provides meaningful and appropriate challenges to all students. |
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7.2 | The school staff identifies, understands, and accommodates the diverse interests, cultures, and learning needs of all students. |
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7.3 | Teachers promote the development of performance character traits that support students’ intellectual growth, academic performance, and capacity for both self-direction and teamwork. |
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Domain (8): The school fosters students’ self-motivation. | 1 | 2 | 3 | 4 | |
8.1 | Staff and students recognize and celebrate the natural, beneficial consequences of facts of character rather than rewarding students with material recognition or rewards. |
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8.2 | The school’s approach to student conduct uses all aspects of behavior management as opportunities to foster students’ character development, especially their understanding of and commitment to core values. |
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Domain (9): The school staff is an ethical learning community that shares responsibility for character education and adheres to the same core values that guide the students. | 1 | 2 | 3 | 4 | |
9.1 | Staff model the core values in their interactions with students and each other, and students and parents perceive that they do. |
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9.2 | The school includes all staff in planning, receiving staff development for, and carrying out the school wide character education initiative. |
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9.3 | The school makes time available for staff planning and reflection in regard to character education. |
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Domain (10): The school fosters shared leadership and long range support of the character education initiative. | 1 | 2 | 3 | 4 | |
10.1 | The school’s character education initiative has leaders, including the school principal, who champion character education efforts, share leadership, and provide long-range support. |
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10.2 | A leadership group or structure (several linked groups) inclusive of staff, students, and parents guides the ongoing planning and implementation of the character education initiative and encourages the involvement of the whole school in character-related activities. |
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10.3 | Students are explicitly involved in creating and maintaining a sense of community and in other leadership roles that contribute to the character education effort. |
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Domain (11): The school engages families and community members as partners in the character-building effort. | 1 | 2 | 3 | 4 | |
11.1 | The school engages families in the character education initiative. |
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11.2 | The administration and faculty regularly communicate with parents and guardians, providing suggestions and activities that help them reinforce the core values, and they survey parents, both formally and informally, on the effectiveness of the school’s character education efforts. |
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11.3 | The school recruits the help of the wider community. |
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Domain (12): The school regularly assesses its culture and climate, the functioning of its staff as character educators, and the extent to which its students manifest good character. | 1 | 2 | 3 | 4 | |
12.1 | The school sets goals and regularly assesses (both quantitatively and qualitatively) its culture, climate, and functioning as an ethical learning community. |
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12.2 | Staff members reflect upon and report on their efforts to implement character education, as well as on their growth as character educators. |
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12.3 | The school assesses student progress in developing an understanding of and a commitment to good character and the degree to which students act upon the core values. |
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