WOODROSE: My Role in Making Woodrose a School of Character

1. My Role in Making
Woodrose
By Mann Rentoy
A True School of Character

3. •CHARACTER MATTERS:
Becoming a School of Character
•What it is
•Why it matters
•How it has helped Schools
•The 11 Principles
•The Procedure
•Q&A

4. PLEASE GO TO
www.menti.com
Type in: 5976 3483

8. 8

10. NOT A
PROGRAM

11. NOT JUST A
MERE
RECOGNITION

12. 12

19. NOT A
COMPETITION

20. PAREF Southridge
WCC Aeronautical School, Binalonan,
Pangasinan
Notre Dame University of Cotabato
St. Paul College Pasig
Oro Christian Grace, CDO
The Olympic Village Company

21. A SCHOOL
IMPROVEMENT
STRATEGY

22. A PRESTIGIOUS
INTERNATIONAL
ACCREDITATION

23. A “CLASS
EXCELLENCE
AWARD” OF
SORTS

24. BUT ABOVE ALL:
making character a
top priority

25. Digital Culture
Technocentric Lifestyle
Pornography
Teen Pregnancy
Depression
Suicide
Self-Absorbed
Drug/Alcohol Addiction

26. Vanity
Loss of Empathy
Immersed in Media
Materialism
Hedonism
Mental Health Issues
Highly Sexualized Culture
Loss of Sense of Sin

27. The Character
Solution

28. PROGRAM OVERVIEW
28

29. Students in schools of character feel safe, respected, and connected to
those around them, allowing them to thrive academically and socially
and be motivated to give back to their communities.
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Positive results:
• Academics
• Behavior
• Culture/climate

30. - a path to school improvement and excellence through high-
quality character education.
When schools engage in the schools of character process and
seek to implement CEP’s framework for success (11
Principles), they:
 Bring stakeholders together
to identify a common set of
core values and unite around a
common purpose
30

31. CEP’s National Schools of Character program offers K-12 public
and private schools across the Philippines a path to school
improvement and excellence through high-quality character
education.
When schools engage in the schools of character process and
seek to implement CEP’s framework for success (11
Principles), they:
 Go through a process of
reflection and self-
assessment that helps the
school community identify
31

32. CEP’s National Schools of Character program offers K-12 public
and private schools across the Philippines a path to school
improvement and excellence through high-quality character
education.
When schools engage in the schools of character process and
seek to implement CEP’s framework for success (11
Principles), they:
 Receive professional
feedback on their programs as
well as suggestions for growth
32

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Promotes core ethical and
performance values
1.1: Stakeholders select core values
1.2: Core values guide everything
1.3: Core values are visible
Principle 1

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Defines “character”
comprehensively to include
thinking, feeling, and doing.
2.1: Thinking (understanding)
2.2: Feeling (reflection, appreciation)
2.3: Doing (behavior, students practice)
Principle 2

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Uses a comprehensive,
intentional, and
proactive approach
3.1: Intentional at all levels
3.2: Integrated into academic content
3.3: Integrated into classroom routines
3.4: Integrated throughout total program
Principle 3

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Creates a caring
community.
4.1: Student – staff relationships
4.2: Student – student relationships
4.3: Peer cruelty prevention
4.4: Adult relationships
Principle 4

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Provides students with
opportunities for moral
action.
5.1: Clear expectations
5.2: Moral action within school; tied to the curriculum
5.3: Moral action in community; tied to the curriculum
Principle 5

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Offers a meaningful and
challenging academic
curriculum that respects all
learners
6.1: Challenging curriculum
6.2: Meeting diverse student needs
6.3: Addresses performance character
Principle 6

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Fosters students’
self-motivation
7.1: Students intrinsically NOT extrinsically
motivated.
7.2: Behavior management and discipline tied to
core values; academic integrity stressed.
Principle 7

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Staff is an ethical learning
community that shares
responsibility for character
education and adheres to core
values
8.1: Staff modeling
8.2: Staff development for ALL; staff is ethical
learning community
8.3: Staff planning and reflection;
enough time for character education.
Principle 8

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Fosters shared leadership
and long-range support of
the character initiative.
9.1: Leaders champion effort
9.2: Leadership group plans
9.3: Student leadership
Principle 9

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Engages families and
community members as
partners in the character-
building effort
10.1: Engages families
10.2: Communicates with families
10:3: Involves community
Principle 10

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Assesses school
culture/climate, staff’s
functioning, and
students‘ character
11.1: Assesses culture/climate
11.2: Staff report on progress
11.3: Assesses student progress /
behavior
Principle 11

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Reviewers look for evidence of
each key indicator and assign
a score of 1 to 4 for each
scoring item based on the
evidence they find.

51. Download your own copy now:
https://bit.ly/WRScore11

52. 52
The 11 Principles as the Scoring Rubric
Principle #1: The school community promotes core ethical and
performance values as the foundation of good character.
Each Principle has 2 to 4 numbered Scoring Items.
1.1 Stakeholders in the school community select or
assent to a set of core values
Key Indicators of exemplary implementation:
 A highly inclusive representative group of stakeholders (professional and other staff,
parents, students, and community members) have had input into or at least assented to
the school’s core ethical and performance values. If the district selected the values or if
the values have been in place for some time, current stakeholders have been involved in
ongoing reflection on the values.
 Staff understand how and why the school selected its core values.
Each Scoring Item lists:

53. My Role in Making
Woodrose
By Mann Rentoy
A True School of Character