Character Education
Informational
Handbook & Guide
Climate
“A school can create a
coherent environment, a climate, more potent than any single
influence—teachers, class, family, neighborhood—so potent
that for at least six hours a day it can override almost everything
else in the lives of children.” - Ron Edmonds
There are many terms used to
describe the atmosphere of a school—ethos, climate, and culture
to name a few. Although these terms may each have special dimensions,
they all have to do with the relationships among the persons who are
an integral part of the school community: administrators, teachers,
staff, students, parents and community partners. In Educating for
Character, Thomas Lickona (1991) identified six elements of a
positive moral culture in the school. They are:
1. Moral and academic leadership
from the principal.
2. Schoolwide discipline that
models, promotes, and upholds the school’s values in all school
environments.
3. A schoolwide sense of
community.
4. Student government that involves
students in democratic self-government and fosters the feeling
“This is our school, and we’re responsible for making it
the best school it can be.”
5. A moral atmosphere of mutual
respect, fairness, and cooperation that pervades all
relationships—those among the adults in the school as well as
those between adults and students.
6. Elevating the importance of
morality by spending school time on moral concerns.
Research from the Education
Commission of the States and others show that climate also plays a
role in supporting effective civic education. For example, does the
teacher, the principal or the community model basic democratic
values? Do students have a voice in important issues? Does the school
system support teachers or students being involved in community
issues? These elements serve as the framework for improving the
climate for learning in NCCEP’s model for character
education.
Strategy One
Utilize a committee at each school to coordinate
activities.
Action Steps:
• Review responsibilities and
roles of existing school committees.
• Designate a committee to
implement and coordinate climate-related activities.
• Ensure input from a broad
representation of the school community.
Strategy Two
Assess individual school needs for each of Thomas Lickona’s six
elements of a positive school culture.
Action Steps:
• Review school accountability
data including reports of school violence.
• Conduct the NCCEP School
Climate-Character Education Survey. (pages 108–111)
• Review each element and
identify strengths and needs for each.
• Identify strategies to
strengthen each element.
• Delegate responsibilities
for strategies and establish a timeline.
Strategy Three
Integrate these strategies into the school improvement plan and the
safe schools plan.
Actions Steps:
• Review school improvement
plan and safe schools plan.
• Determine the appropriate
placement for strategies.
Strategy Four
Assess climate related to modeling of democratic
principles.
Action Steps:
• Review system-wide
processes to identify where there might be conflicts with democratic
governance.
• Agree on specific
processes that should be targeted for further study and possible
revision.
• Involve representatives
of groups that would be impacted by these targeted
processes.
• Identify specific
strategies to address problematic processes.
• Make recommendations to
appropriate bodies for approval.
Strategy Five
Coordinate the implementation of strategies.
Action Steps:
• Provide staff
development to faculty and staff.
• Communicate strategies
to school community.
• Model the selected
character traits and democratic principles.
• Empower students
through peer-led activities such as peer mediation and through
service-learning activities integrated into the curriculum and extra-curricular
activities.
• Recruit parent support
and participation.
• Handle discipline
problems and disagreements in ways that reflect both good character
and democratic principles
• Incorporate time for
reflection and discussion of character issues, moral dilemmas, and
good citizenship.
• Recognize and celebrate
behavior that reflects the character traits and good
citizenship.
Strategy Six:
Assess effectiveness of action plan and modify strategies
accordingly.
Action Steps:
• Compare baseline
accountability data with current data.
• Initiate necessary
changes in the strategies and continue implementation.
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