EXCELLENCE & ETHICS

Updates from March, 2010

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  The New Paradigm of Character Education--Lesson 2

  Matt Davidson posted in Character Blog at 11:51 am on March 26, 2010 | 0 Permalink | Reply
  

  We recently had a visit from a group of visitors from the Marsiling Secondary School in Singapore.  It is always fascinating and inspiring to learn from others who are working hard on shared endeavors; it is particularly inspiring when you can gain an international perspective.  It is also helpful when you try to distill for others what you think is essential for them to know about the work you are doing, and to see what resonates with them.  These experiences provide a chance for self-reflection, and for a validity check on your ideas.  Clearly the Marsiling school group was interested in our Culture of Excellence & Ethics Assessment (CEEA), which would help them benchmark growth in the development of character and culture.

  I think what stood out to me as an enduring message we were wanting to deliver to them about what’s different in our Power2 approach is the intensity and intentionality.  For me this stands out as hallmark quality of the new paradigm of character education.  As a field I think we spent a lot of time saying to people, “character education:  this isn’t something new; you probably already do lots of things that would be considered character education.” And so people would make a list of all their character education inputs:  we have kids do some goal setting, we greet them at the door, we do a character word a week, we have an awards ceremony–and on it would go.  This would invariably lead to the conclusion:  we already do this (character education).  But, there are some problems with this thinking: first, it doesn’t tell us how well you’re doing these things. It also doesn’t tell us if what you’re doing is making a difference (we’re not measuring outcomes, we’re measuring inputs).  Further, it doesn’t tell us if  our intentions for these activities matches our need.  Sure we do all those things, but is the reason for doing them and the way we’re doing them giving us the outcome we hoped for?

  Our Power2 approach develops character and culture with the kind of intensity and intentionality that a coach develops basketball skills or a teacher develops math skills. Most of what is typically done today to develop character and culture isn’t intense enough or intentional enough.  A word a week, a handshake at the door, a poster on the wall, an award ceremony, a service project—these aren’t bad practices.  They’re just not nearly intense or intentional enough to expect demonstrable change in the target competencies needed for enhancement of an organization’s core mission–which for schools would be teaching and learning.  

  Putting students in groups doesn’t mean they know how to collaborate. Showing them a quote on integrity doesn’t mean they’ve got the knowledge or tools to put integrity in action.  Shaking hands at the door doesn’t mean they know how to communicate so they understand and are understood.   Posting your classroom rules doesn’t mean they have shared norms for positive and productive group work.  So, as we’ve discussed before: we identify the ESSENTIAL character competencies needed for teaching and learning. Once we’ve got these we must develop them with intentionality and intensity sufficient for making a demonstrable impact.  Our  Power2 programming delivers intense and intentional programming focused on the specific areas of need. 

  Wait it minute. Isn’t this a heck of a lot more work than the old paradigm where we told people, “this is no big deal, you already do lots of these things”?  Yes.  Absolutely.  So, then why would an organization or individual committ to taking the time or effort it requires to develop these essential character competencies and cultural assets?  Because, if they don’t they have a very difficult–if not impossible–time achieving their performance potential.  Since if we heed Lesson 1 (Identify the ESSENTIAL character competencies and cultural assets), these outcomes we’re going after aren’t “nice if you can get ‘em”. They’re ESSENTIAL for enhancing our core mission and that’s why it’s worth the intensity and intentionality (Lesson 2).

  

   

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  The new paradigm of character development--lesson 1

  Matt Davidson posted in Character Blog at 1:53 pm on March 22, 2010 | 0 Permalink | Reply
  

  I’ve worked in the field of character education for more than 15 years.  The focus of our work has been to intentionally develop character and culture in a way that prevents the most persistent problems and mobilizes the deepest potential of individuals and organizations.  At every phase of our work we’ve evolved by trying to stay close to the front lines.  We’ve always learned from and with educators, coaches, business leaders and parents.  However, in this most recent phase of our work we’ve never worked harder at understanding the needs of our customers and trying to build programs that really work for them. In the next several blogs I’ll try to distill and share some of these hard-earned lessons.

  Lesson 1:  Understand the customer and context.  Okay.  That’s really a Peter Drucker lesson.  But, like many of Drucker’s profoundly simple ideas, it is so subtle that you have to return to it again and again to really get it.  We worked primarily with schools.  We were successful mostly with elementary schools, with little or no impact at middle and high school levels–and basically zero relevance for elite sports teams or competitive businessess  Why?  High school educators don’t want to do this stuff, right?  Well, certainly some don’t, but most frankly are more concerned with their job–teaching and learning.  We wanted them to care about developing character.  Why? Because, we argued we need a more just, more compassionate, more honest society. But they needed kids to respect each other, not cheat, and to work hard. 

  So what did we do in our Power2 programming?  We focused on customer and context.  We asked ourselves what are the most persistent challenges, what are the most compelling goals, and what, given the answers to these questions, is the role of character and culture.  What resulted was what one colleague, Chip Weiant referred to as ”radical contextualization.”  Basically it means that we seek to identify the individual competencies and cultural assets needed for a given context.  Then, we build specific programs for building those assets. 

  For example, in our work with high schools we understand that teachers want to teach their content. They often find out later that they have to teach students–who may or may not be interested in learning.  So we help them to intentionally build the character and culture needed for teaching and learning. 

  In the business context no amount of learning, technology, or training can overcome the fact that the organizational mission is fulfilled by human beings, who need to work together, communicate, balance priorities, manage stress, meet deadlines and preserve integrity.  They often don’t need advanced training in abstract ethical frameworks. They need to develop the character and competencies of excellence and ethics required for their business context.

  In each context we help our customers shape shared norms for working together, develop the skills skills of collaboration, communication, and negotiation; we help develop a culture of continuous improvement built on effort and attitude; we help maximize the talent potential; we help build a culture of emotional intelligence and integrity; we help manage time, priorities, and stress; we help balance a life of achievement with a life of purpose.

  In the new paradigm of character development we’re not forcing “life-lessons” into classrooms, we’re collaborating on lessons essential for life in the classroom, and by extension, essential for life.  We’re not saying that people in business need to be experts in ethics; but, they should be prepared for the specific moral and performance character challenges they will encounter in their work. Regardless of your age you still need to intentionally develop the character and culture needed for success in your field of endeavor.  Character development isn’t a bank account that can filled up in high school, or college, or in your initial HR training. 

  Don’t think because we focus on what’s most proximal to our customers that we’re giving up on the greater societal character enterprise.  We’re just going after the larger vision by developing character and culture by focusing on the character needs of each customer.  We’re not their yet, but what a difference when you understand the customer and context you’re trying to serve.

  

   
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  Feedback from the Field-Testing (part 3)

  Tom Lickona posted in Power2Achieve Community at 10:36 am on March 2, 2010 | 0 Permalink | Reply
  

  Conditions for Success: Power2Teach

  Power2Teach was designed to involve the full faculty (not just those teaching Power2Learn) in  monthly, 90-minute Essential Conversations. Teachers discuss issues such as collegiality and student effort, examine relevant school data, and learn instructional tools.

  In the feedback on Power2Teach, some schools have said they want the program to be more closely correlated with the student Power2Learn curriculum, to give them the skills they need to teach that program well. (An online Power2Learn support program is being designed to do that.) Finding time for Power2Teach has also been an issue. Both the benefits and challenges of Power2Teach are reflected in one principal’s comments:

  To strengthen the connection between Power2Teach and Power2Learn, we post the weekly student Power2Learn lesson right above the copy machine for all faculty to see. At the beginning of each Power2Teach session, we also present an abridged Power2Learn lesson and video clip so the faculty can experience what the students are experiencing. This is powerful-our teachers say they really appreciate it.

  She concluded: “Our biggest challenge has been keeping Power2Teach a priority when faculty time is so limited for discussing curriculum matters, scheduling issues, and needs of our students and parents that arise throughout the year. Despite this, Power2Teach has helped us implement our core values and improve our school culture.”

  In response to school feedback about time constraints, Power2Teach has been redesigned as Power2Teach Toolkits, independent professional development modules from which schools can choose according to their needs and available time.

  From the forthcoming Winter/Spring 2010 issue of Excellence & Ethics (to be published 3/10/10).

  

   
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  Feedback from the Field-Testing (part 2)

  Tom Lickona posted in Power2Achieve Community at 11:24 am on March 1, 2010 | 0 Permalink | Reply
  

  Conditions for Success: Power2Learn

  1. TEACHER LEADERSHIP. Students say they prefer it when teachers actively teach a Power2Learn lesson by asking questions and explaining the ideas; sharing personal stories and inviting students to share their experiences; and muting the PowerPoint voice-over for some or all of the lesson. One teacher said:

  My Power2Learn class participated really well today because I did more to direct their activities and facilitate the discussion.

  2. CHOICE OF VENUE. Context matters. In schools where advisory period is now used for Power2Learn, some students have objected to losing what was a time for talking with friends. They’ve also asked, “Why do we have to do work when we’re not getting any credit?” Other schools have solved the credit problem by teaching Power2Learn within a regular academic course (e.g., freshman English) or within the school’s for-credit seminar class.

  3. EXPLAINING THE PROGRAM’S PURPOSE. Students find it helpful when teachers take time to explain how Power2Learn will help them. One girl said:
  “Throughout a lesson, our teacher talks about how these ideas will help us in school and in life and how they’re still relevant to her as an adult-because all through life you have to manage your time and deal with stress.”

  4. ACTIVE LEARNING. Some teachers have devised strategies for increasing students’ active involvement. One teacher, after his class watched a clip from the movie “Drumline,” made a masking tape “continuum” on the floor and told his students:

  I want you to stand on the point that represents your opinion. This end of the continuum is VERY FAIR; the other end is ABSOLUTELY UNFAIR. My first question: “Was the band leader’s decision to discipline the whole band because of the actions of some, fair or unfair?” Okay-now move.

  “Even my stick-in-the-mud students had to get involved,” this teacher said.

  5. EFFECTIVE DISCUSSIONS. How much students get out of any lesson depends to a considerable extent on what the teacher does to draw out the learnings and help students apply them in other contexts. One teacher describes how, after a Power2Learn tower-building activity, she guided a class discussion to help students generalize their learnings:

  At the beginning of the activity, students complained about the building constraints imposed by the instructions. In our discussion, I asked them for examples from life where they put more energy into complaining about a problem than into coming up with a solution. I challenged them to use what they learned from this to better focus their energies in my regular classes. That’s the real benefit of these lessons-developing a common vocabulary and set of understandings that can be transferred.

  6. A CLASSROOM COMMUNITY THAT SUPPORTS AND CHALLENGES. To help build a community that supports and challenges, each Power2Learn class had to create a Compact for Excellence-rules for best work and respectful behavior.  However, whether the Compact really influences behavior depends on what the teacher does with it. Many students said their Compact was just “words on the wall.”  Said one girl: ” We never talk about it. We’ve got kids in our class who call other people ‘stupid.’” But in other classes, the Compact was a living document because of the teacher:

  Our class really got involved in discussing how we treat each other. Our teacher sometimes reviews our Compact at the start of class and points to it when somebody isn’t following it.

  7. GREATER ACCOUNTABILITY FOR APPLICATION. Students said they are learning practical tools like goal-setting and time and stress management but need reminders from their teachers to use them (“Let’s hear how you’re doing with the time management plan you made last week”). One boy commented:

  It feels like we’re writing all these goals and things we should do, but then you walk out of class and forget about it. If we kept coming back to them in later lessons, it would help us use them more.

  Students also felt they should take with them something from their Power2Learn folders (now collected at the end of class) that would remind them of their goals. Finally, they proposed having a “goal partner” because “you wouldn’t want to let yourself or that person down.” One school did this by creating “accountability buddies,” as a girl explained:

  I’m Andrea’s accountability buddy. Her goal is to not get any referrals. Sometimes in class I’ll whisper, “Andrea, you’re about to get a referral . . . ”