This is the slide I used to introduce teachers to our character education program during pre- planning.

1. Imagine Evening Rose Character Education Overview

2. Opening the door….

3. What you will find inside…
Character Traits of the month:
 August/September: Imagine Shared Values of Integrity, Justice and Fun
 October: Respect
 November: Citizenship
 December: Caring
 January/February: Fairness
 March: Trustworthiness
 April : Responsibility
 May: Imagine Shared Values: WE ARE IMAGINE

4. Character Counts Curriculum
Imagine School Evening Rose uses the Character Counts Curriculum
and Imagine Shared Values to teach students the importance of
good character.
Character lessons and other items pertaining to character can be
found on the S-drive in the Character folder.
If you can not access the S-drive or need more information please
email the character coach.

5. Every month Ambassadors will hand out Car Chats
our 2012 CEP award winning Promising Practice
that encourages parents to discuss the monthly
character trait with their students.

6. Character “treat” of the Month…
Homeroom teachers choose the student of the
month based on the character trait each month.
Theses students are recognized via the
Character Corner Newsletter, a tasty treat (on
the first Friday of the month) and a Student of
the Month ribbon.

7. Bucket Fillers
Being a Bucket Filler means “you treat everyone the way you wish to be
treated”. The program is based on the children’s book – Have you
Filled a Bucket Today and ideas on how to implement it in your
classroom can be found here:
http://bucketfillers101.com/ or on the S-drive.
If you need more information please email the Character Coach.
Each teacher K-8 must display their weekly Bucket filler outside their
door with their student’s likeness.
Ambassadors will deliver certificates to homeroom classes on Monday
mornings.

8. Service Learning
Every homeroom is required to engage in a service
learning project during the school year.

9.  Service-Learning is a teaching and learning strategy that integrates
meaningful community service with instruction and reflection to enrich
the learning experience, teach civic responsibility, and strengthen
communities.
 It can involve a group of students, a classroom or an entire school.
Students build character and become active participants as they work
with others in their school and community to create service projects
in areas such as education, public safety, and the environment.

10. What does service learning look like?
If students collect trash out of an urban streambed, they are providing a
valued service to the community as volunteers. If school students collect trash
from an urban streambed, analyze their findings to determine the possible
sources of pollution, and share the results with residents of the neighborhood,
they are engaging in service-learning.

11.  Elementary school students in Florida studied the consequences of
natural disasters. The class designed a kit for families to use to collect
their important papers in case of evacuation, which students distributed
to community members.
 Middle school students in Pennsylvania learned about the health
consequences of poor nutrition and lack of exercise, and then brought
their learning to life by conducting health fairs, creating a healthy
cookbook, and opening a fruit and vegetable stand for the school and
community.

12. Characteristics of service learning
Authentic service-learning experiences, while almost endlessly diverse, have some
common characteristics (taken mostly from Eyler & Giles, Where's the
Learning in Service-Learning?, 1999):
They are positive, meaningful and real to the participants.
 They involve cooperative rather than competitive experiences and thus promote
skills associated with teamwork and community involvement and citizenship.
 They address complex problems in complex settings.
 They offer opportunities to engage in problem-solving by requiring participants to
gain knowledge of the specific context of their service-learning activity and
community challenges. As a result, service-learning offers powerful opportunities
to acquire the habits of critical thinking..
 They promote deeper learning because the results are immediate and
uncontrived. There are no "right answers" in the back of the book.
 As a consequence of this immediacy of experience, service-learning is more likely
to be personally meaningful to participants and to generate emotional
consequences, to challenge values as well as ideas, and hence to support social,
emotional and cognitive learning and development.

13. Service-Learning Core Components
 Investigate : Teachers and students investigate the community problems that
they might potentially address. Investigation typically involves some sort of
research and mapping activity.
 Plan: What, when and how do you plan to do your service learning project. How
will you connect it to your curriculum/lesson plans.
 Action/Steps to be taken: Implementing the service activity. How will you
engage students to take the lead while identifying community needs?
 Reflect: Activities that help students understand the service-learning
experience and to think about its meaning and connection to them, their
society, and what they have learned in school.
 Share: The final experience when students, community participants and others
publicly share what they have learned, celebrate the results of the service
project, and look ahead to the future.

14. Performance Character
Character strengths such as effort, initiative, diligence, self-discipline,
and perseverance constitute our capacity to work. These qualities make
up what we could speak of as “performance character”; they enable us to
achieve, given a supportive environment, our highest potential in any
performance context. taken from the CEP’s white paper titled Performance Values:
Why They Matter and What Schools Can Do to Foster Their Development1

15. 1. Create a safe and supportive learning community.
2. Create a culture of EXCELLENCE.
3. Foster, in faculty and students, the importance of effort.
4. Develop thinking dispositions or intellectual character in all stakeholders, such
as: open mindedness, curious, skeptical and the power of “seeking truth and
understanding”.
5. Assign work that matters
6. Be a role model of excellence.
7. Encourage feedback and revision.
8. Prepare students to make public presentations of their work.
9. Use rubrics to help students take responsibility for their work.
10. Encourage mastery learning: Mastery learning requires all students to achieve a
certain level of mastery of a given concept or skill.

16. Character Lessons
Each morning during morning announcements a character “mini” lesson will be given.
Most lessons will reflect upon the character trait of the month and will give
examples on how students can incorporate the trait into their daily lives.
Our character trait is Imagine Shared values for the months of August and
September. What is shared values, you ask. Well it is simple. It is the core of
what we believe and what we stand for as a school. Our shared values are
Integrity, Justice and Fun or as many like to call it Jif! So how do you show
Shared Values? Well it is quite simple: Treat people how you want to be treated.
Have you heard that before…yes I think you have  We will be discussing
different ways to show our Shared values of Justice, Integrity and Fun
throughout the next few weeks. Nevertheless, remember the easiest way is
“Treating everyone the way you want to be treated”.

17. Perfect Attendance Drawing
Each month we will have an attendance drawing for
Primary, Intermediate and Middle school students.
This is to encourage students not to be late or absent
during the month. They will receive a prize that will
vary from month to month.

18. Character Counts Week

19. Ambassadors
2013 CEP Promising Practice
winner: the ISER
Ambassadors. Student
leaders on campus who
promote good character.

20. Imagine School Evening Rose (ISER) character mission is to help
students become happy, successful, and productive citizens by aiding in
the development of positive character traits. We seek to create a safe,
disciplined, creative, and productive learning environment where
academic and moral education are balanced.