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  • avatar

    Two Schools Receive National Schools of Character Award

    posted in IEE & Partners' News at 2:39 pm on June 28, 2012 | 0 Permalink | Reply

    From IEE’s press-release:

    Two schools implementing IEE programming, one in Rochester, New York and one in Colorado Springs, CO have won the National Schools of Character Award presented by the Character Education Partnership (CEP). National Schools of Character are schools and districts across the U.S. that are models of excellence and show that character development has had a positive impact on academics, student behavior, and school climate. These schools will be honored in Washington D.C. at a CEP reception in November.

    Allen Creek Elementary, Pittsford, NY has been actively engaged in Character Education since the year 2000. IEE has helped Allen Creek evolve their thinking to also recognize the importance of performance character. They embrace the idea of the school as an Ethical Learning Community where all members support and challenge one another. They have worked with IEE on three Culture of Excellence and Ethics assessments where this data has guided their work. They have integrated many of IEE’s Excellence & Ethics Tools, such as the Compact for Excellence and the Attitude, Effort & Improvement Rubric, throughout the school experience in order to develop the 21st century learner. They believe their work with IEE has helped them to fulfill the many state and federal mandates now present.

    Russell Middle School, Colorado Springs, Colorado has been actively involved with character education for six years. This effort transformed into a vision and mission to build capacity for leadership, learning, and service to improve their school, community, and world through living and modeling strong core values. Their goal is to prepare students to be good citizens in the future, but also to grow into leaders today. The school has received two Culture of Excellence & Ethics Toolkit Workshops: Utilize Effective Goal Achievement Strategies and Stand Up to Peer Pressure. They have integrated many Excellence & Ethics Tools, such as the Attitude, Effort & Improvement Rubric, Compact for Excellence, Win-Win Negotiation and Integrity in Action Checklist.

    “All of these Culture of Excellence & Ethics Tools are found within the Power2Achieve Curriculum which are topic-specific, research-based, intentional and practical student learning modules that provide teachers with instructional materials, lesson plans, lesson extension activities, multimedia learning resources, and access to an online community of educations who develop and teach these foundations,” notes Matthew Davidson, IEE President. “Each unit consists of four lessons and curricular materials targeted for instruction based on the implementation plan designed by individual schools and teachers. The curriculum is reinforced and integrated throughout teaching and learning through professional development and assessment.”

    “IEE congratulates these schools on their outstanding achievement,” said Davidson. “The recognition of these school’s as National Schools of Character Award winners confirms the positive impact the Culture of Excellence & Ethics Tools and strategies can produce.”

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  • avatar

    Conference Celebrates National Sportsmanship Day

    posted in Character Blog at 7:30 pm on March 1, 2011 | 0 Permalink | Reply

    On March 15-16, Matt Davidson will present at the PIAA-sponsored conference entitled “Schools Shaping the Culture of Sport” at the University of Scranton. The conference also features John Walsh, executive vice president and executive editor of ESPN, Inc. The conference includes workshops for coaches, athletes and parents, an award dinner and a panel discussion about values and character in sport at the national level.

    See more information: http://matrix.scranton.edu/news/royalnews/articles/2011/03/01/National-Sportsmanship-Day.shtml

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  • avatar

    Integrity in Action: Leadership Academy for High School Students

    posted in Character Blog at 11:43 am on January 13, 2011 | 0 Permalink | Reply

    No events to show

    The first IEE Excellence & Ethics Academy for Winter 2011 has been rescheduled for February 12, 2011.

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  • avatar

    Intermediate and Primary CEEA Surveys Available

    posted in Character Blog, Power2Achieve Community at 11:52 am on November 19, 2010 | 0 Permalink | Reply
    Tags: , , middle schools, school climate and culture

    Over the last several months IEE has been working with our partners at Allen Creek Elementary (Pittsford school district, NY) to modify the original CEEA student and faculty surveys for the elementary schools. After several rounds of reviews by ACE and IEE teams and some pilot-testing with students in local schools, we now have two versions ready for full-scale field-testing. Pittsford schools will be the first to roll them out!

    The two versions are Intermediate and Primary. With school districts having varying configurations of elementary and middle grades and varying levels of reading skills among students, we thought it would be helpful if schools could choose what they would see as most appropriate. Thus, the intermediate version can be utilized in a broad range from upper elementary grades (5-6) through low middle (6-7), and even for all middle grades, if consistency of content is deemed important. The primary version is designed for lower elementary grades, and depending on the reading skills of students could be used from grade 1 through grade 5.

    Both versions of the CEEA survey have corresponding faculty surveys where items about student competencies, culture and climate, and teaching practices are completely matched.

    You can review the student forms on IEE website:

    Intermediate Student CEEA Survey
    Primary Student CEEA Survey

    These surveys will be fully available for schools to use in Spring 2011. Interested schools can also participate in the field-testing in winter 2011. Please give us your feedback and let your colleagues know about this new assessment option from IEE.

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  • avatar

    2010 Ray Character Award video

    posted in IEE & Partners' News at 11:53 am on November 17, 2010 | 0 Permalink | Reply
    Tags: character award

    As you know, on October 23rd Matt Davidson, President of IEE, and Dr. Tom Lickona, Director of the Center for the 4th & 5th Rs at SUNY Cortland, received the 2010 Robert D. Ray Pillar of Character Award from Character Counts In Iowa!

    See a video prepared by our friends at ICD and KDSM-TV (Des Moines, IA) for this event.

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  • avatar

    Why use CEEA surveys?

    posted in Character Blog at 2:08 pm on July 29, 2010 | 0 Permalink | Reply
    Tags: character competencies, , , survey assessment

    In the weeks after the Summer Institute, we have prepared and posted on the IEE website two new documents about CEEA surveys. We hope they can clarify why schools might choose the Culture of Excellence & Ethics Assessment™ Surveys as their assessment tools of choice when measuring school climate and culture.

    The first document is a series of FAQs, with straight-forward answers about what CEEA surveys measure and how one could use them. For example:

    What does CEEA survey measure? As the name suggests, CEEA surveys measure the extent to which the climate and culture of a school are conducive to the development of student competencies of excellence and ethics, or their performance character and moral character. In addition, CEEA surveys measure whether the school climate is safe, supportive, and engaging for students; whether staff engage in supportive collegial relationships; and the extent to which the school engages student families in support of student learning.

    The second document is a conceptual description of the components of CEEA surveys. It tries to provide a brief research basis for the selection of the specific aspects of school culture included in the surveys. We believe that by focusing on those aspects of school culture that promote excellence and ethics, performance character and moral character, and by measuring them simultaneously along multiple dimensions and from multiple sources (student self-efficacy beliefs, perceptions of peers, perceptions of faculty; staff perceptions of themselves, of students, of colleagues, and of student families, plus the perceptions of the relevant constructs reported by parents), we have created a powerful instrument. The power of this assessment tool lies, however, not in its ability to identify individuals who underperform and are in need of improvement, but in its rich findings about the school culture: these findings can serve as a basis for multiple in-depth conversations among school leaders, staff, and among students, helping all stake-holders to understand their current state and formulate their desired state.

    See, for example, the winter/spring 2010 issue of our newsletter, excellence & ethics, for one school’s powerful story of how they used survey data on the culture of their school to engage staff and students in reflections about the school, formulating what to do to improve it, and committing to real change.

    For a discussion of why cultural assets, such as those measured by CEEA surveys, are essential for all schools working on improving teaching, learning, and collegial relationships see, for example, CEP White Paper on Developing and Assessing School Culture.

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  • avatar

    The Science of Genius

    posted in Character Blog at 10:51 am on July 19, 2010 | 1 Permalink | Reply
    Tags: continuous improvement, high standards, talent vs practice

    Marthe Seales has just reminded me of this great source for ideas and discussion on the role of genes versus practice in achieving great success — the Blog on Freakonomics. Check it out:

    http://freakonomics.blogs.nytimes.com/2010/04/26/the-science-of-genius-a-qa-with-author-david-shenk/?emc=eta1

    The comments are fascinating, and there’s abundance of resources for those who need extension materials for Power2Achieve Focus Area 4: Commit to High Standards and Continuous Improvement.

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  • avatar

    DOE Proposes Doubling Federal Funding for Parental Engagement

    posted in Power2Achieve Community at 10:51 am on May 18, 2010 | 0 Permalink | Reply

    U.S. Secretary of Education Arne Duncan announced the Education Department’s proposal to double the amount of federal dollars set aside for family involvement. The Department also proposed allowing states to use federal funds to hold a competition to generate the best local ideas on family involvement. (More …)

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  • avatar

    CEEA v4.2 Reliability/Validity Reflections

    posted in IEE & Partners' News at 4:43 pm on May 10, 2010 | 0 Permalink | Reply
    Tags: , ,

    I just posted current validity information about CEEA v4.2 (formerly, CREE) on IEE’s website. Currently, 12 schools have collected the surveys from at least part of their student body and staff, and we had data from over 20 schools in the fall.

    The preliminary data results can be seen at: http://excellenceandethics.com/assess/CEEA_v4.2_ReliabilityValidity.pdf

    As I shared before, all scales, including the ones added in version 4.2, have Cronbach’s alphas that range from .83 to .94. These are excellent results for the internal consistency of the scales supporting reliability and validity of CEEA. Validity of a survey is further demonstrated by how well the pattern of relationships identified in the data confirms what can be expected theoretically. Let me mention just a couple of observations that point to strong validity of CEEA.

    Individuals tend to perceive themselves more positively than others, especially if they are asked to report on ability, rather than actual behavior. In these data, just as one would expect, students on average report much higher perceptions of their own Competencies of Excellence/Ethics (3.74/3.82), compared to their reports of peer behaviors captured in the scales of Culture of Excellence/Ethics (2.88/2.91).

    When examining the pattern of bivariate correlations in student data, the highest predictors of student competencies and school culture are faculty practices impacting excellence/ethics and faculty support for & engagement of students. At the same time, Student Safety is barely correlated with students’ reports of competencies and strongly correlated with their perceptions of student culture. Again, taken together, this pattern of relationships confirms what would be expected theoretically.

    There is a similar pattern in the faculty data. Faculty give highest responses on the items about their own practices impacting excellence and ethics (4.17 and 4.09). However, in the correlations data, we see that these same scales are just barely correlated with faculty assessments of student competencies and student culture of excellence and ethics (from .111 to .169). Instead, faculty perceptions of what other faculty do (measured by such scales as Faculty Support for & Engagement of Students, Faculty Beliefs & Behaviors) are all much strong predictors of student competencies and culture (from .412 to .553).

    For students, perceptions of peers (the Culture scales) are only modestly correlated with reports of students’ own competencies (from .269 to .306). In faculty data, however, student culture scales are stronger predictors of student competencies than any of the faculty practices/behaviors (from .610 to .688). This is to be expected, as faculty tend to think similarly about students and somewhat differently about themselves and colleagues. (In statistical and research methods language, one would refer to this pattern of findings as evidence of divergent/convergent validity).

    More work remains to be done to collect the remaining data and generate school CEEA (CREE) reports. While giving strong support to the validity of the instrument, these results also identify a range of concerns, such as the discrepancy in faculty’s beliefs about their own work and what happens around them in the school I just mentioned. When studied carefully and discussed with an open mind by school leadership teams and faculty, the CEEA reports should provide excellent entry points for serious dialogue and decision-making for improvement.

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  • avatar

    Then Someone Else Is

    posted in Character Blog at 10:28 pm on December 10, 2009 | 0 Permalink | Reply

    Unfortunately, as disappointing and demoralizing as it is to say– bullying is not a novel subject for schools throughout the country.  It is not late-breaking news that schools everywhere deal with this.  To the contrary, it has proven to be a persistent problem even in the face of efforts to bring the issue to light and create formal programs specifically designed to go after the causes and solutions.

    This story on CNN details yet another case where multiple students planned, encouraged, and executed an act of violence on another student over a seemingly insignificant issue.  Not to mention, as is typical of these cases, this was not the first incident, but rather the culmination of numerous other instances of physical, emotional, and verbal abuse in school.

    While the story itself is indeed upsetting, it was as I found myself at the bottom of the article and I read on to the comments that other readers had left that I found the real sadness.   I don’t often read those comments, but in this particular story I was struck that many reactions to the piece included statements like: “I see this everyday” or “this permeates the school experience.”  For me it drove home, yet again, the importance of not letting the culture of our schools be shaped by chance, good intentions, or accident.  Character education at its best has evolved, and is not an anti-bullying approach. It looks at schools as a more holistic system with a culture that has the potential to influence staff, students, and community—for good or for bad.

    Still, when the general consensus at the end of a news piece that reports a group of students verbally and physically assaulting another is “this is the way schools are”  we must ask ourselves—who determines “the way schools are”?

    And then we must face the fact that whether we want to call ourselves “character educators” or not,  if we aren’t explicitly and intentionally determining “they way our school is”—then someone else is.

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