Leadership Advancing Character and Culture in Schools (LACCS)

Post 2016 LACCS Participant Feedback

December 10, 2015

I’m glad that you…

Brought in experts in the field with examples;
Had examples to show & the video;
Brought attention to this topic and its importance to increasing student engagement;
Gave us the binder of examples;
Had a session about service learning – some people who know nothing about it can learn a lot;
Had time to discuss and work on the plan;
Explained service learning vs. community service;
Had so many examples of service learning opportunities to share with us (2);
Gave us a guide book for service learning.
Dubuque Responses:Made accommodations so the Dubuque Team did not have to travel (2);
- Gave us some money resources about service learning;
- Have talked about the plan and where we’re going;
- Provided so much info through articles and handouts of what service learning is and is not.
Potosi Responses:Presented this topic- very excited to start incorporating it in the classroom with my little ones;
- Presented on service learning;
- we will possibly be making it a graduation requirement.

I wish you had…

More table discussions on the examples in the binders to allow us more time to think of ideas for our school;
Shared more videos showing service learning;
Had more local – verbal stories;
Some way to differentiate the night so that those who already know this info didn’t need to sit through a repeat – that they could build more knowledge;
More time to work on the plan during this month’s class – We were under the impression from our site visit that we would get more time to ask questions specific to our building;
A little more time to work on our CE plan tonight.
Dubuque Responses:Given us background and information about developing our character education plan when we began our LACCS training;
- Given us more detailed ways school implement service learning;
- Given us the information prior to today’s meeting;
- Given more examples of service learning into curriculum in elementary;
- examples of service learning projects for young students.
Potosi Responses:Numbered the documents.

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

What we do now can be turned into service learning with reflections;
Service learning is mutually beneficial;
Sharing service learning benefits;
The difference in service learning vs. volunteering/community service;
Community service can easily translate to service learning – thinking at how to – reflection is key to service learning;
Service learning can make kids feel so great;
Differences in volunteering, donating, community service, and service learning;
Service learning is more than just volunteering – it goes much deeper than that.
Dubuque Responses:Service learning differs from volunteering or completing community service. It requires a great deal of fore thought and reflection on the part of the students;
- Service learning NEEDS to be implemented in all grade levels;
- Great conversations with Mary about mindfulness;
- Ideas for service learning; Service learning is tied to curriculum.
Potosi Responses:Helping students understand citizenship and how to become an active member of their community;
- What is it, “what it is not I found to be very useful…”?

I anticipate needing the following resources to support my change(s) efforts back in our school/district…

Time;
Time to meet and brainstorm ideas;
Support and people on board to get some service going – more time to work on the plan;
Data from our principal/district leaders;
I don’t anticipate needing resources to support efforts but instead needing reflection tools or evaluation forms to justify project;
Information regarding our district, etc.;
We do many of these already;
Tying the service in curriculum based activities.
Dubuque Responses:We are still looking for additional ways to collect data to determine if our efforts are impacting our school’s climate;
- More time to work on our school’s plan.
Potosi Responses:We are on track and need school board approval.

I need more information about __________ regarding our school character education plan…

None at this time – you gave a lot of valuable info to get us started;
Service learning opportunities and district approval
Dubuque Responses:None at this time (2);
- Data to be collected other than staff, students and family surveys;

How do you envision today’s learning having an impact on student achievement results?

More service learning projects within our district are possible;
Students will be more engaged and have a developed sense of empathy;
Great info to implement into becoming a school of character;
I will start doing it more;
Engagement from students through service learning opportunities;
Hopefully increased student engagement;
Creating meaningful service learning opportunities will be important for our students;
When students are engaged they learn better
Dubuque Responses:More appreciation for others and thankful for the opportunity to learn- hopefully motivating them to always do their best;
- Creating a school plan will help guide us in the direction we would like to go;
- All through character development
Potosi Responses:A clear plan for our Character Education program;
- I teach SS so I can easily work service learning into the lessons.

What suggestions would you have to improve the use of technology for remote programming?Dubuque Responses:

It was difficult to hear the speaker this session, although I’m not certain why;
Presenters showing videos doesn’t work so well over Skype. It would be better if they could send the video to us ahead of time or at least not have videos with background music. That was very distracting over Skype;
Hard to hear via Skype in Dubuque. Watching videos through Skype is difficult- email the videos so we can view them better.
Potosi Responses:Too many documents today 2 to 3 articles is best!;
- Check microphones first in the large room.

October 20, 2015

I’m glad that you…

Described specific techniques to use in the classroom;
Shared mindfulness techniques to share with students, the power of it and all the benefits;
Explicitly explained what mindfulness is, what it looks like, and how it impacts a person;
Brought this topic forward – I went to a convention last summer and missed this topic;
Showed us how to do this;
Had us do the chocolate experiment;
Explained the brain with the example of the hand – great job explaining – you gave a lot of mindful examples;
Made mindfulness such a focus! It is important for all!;
Started research in this area;
Talked about one minute;
Brought Anna, she was a great presenter;
Brought in a specialist;
Let us experience mindfulness;
Brought mindfulness to our attention;
Showed us tools that we can make/use;
I enjoyed listening to the presenter talk to us about mindfulness. She had some great ways to practice with our students. After that night I went back to school thinking of a way to practice this with my students;
Almost each morning, my students and I do a yoga workout through Go Noodle;
My students absolutely LOVE doing yoga with Go Noodle. We talk about clearing our mind, setting goals for the day, and taking time to think about ourselves.

I wish you had…

More videos modeling it in the classroom with different age groups and teaching staff;
Had us actively engaged in a few more activities;
Given us more time to practice it;
Let us have some more time for mindfulness;
More similar practical experiments to do during class;
Compacted the speakers’ time. 2 hours and some of the info was a little redundant;
Given us more time to meditate;
Given us more work time;
Limited the time for the specialist to speak about the service they provide. The Q & A felt like a sales pitch;
I wanted to learn some more techniques;
I would’ve liked more ideas on how to practice mindfulness throughout the day with elementary students.

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Using metaphors can be helpful (mind jar);
Mindfulness can contain impulses and creates a kinder classroom;
Some of this can be used as an intervention technique for PBIS;
The mind jar idea looks fantastic… I can’t wait to try it!;
All the areas of the brain that are effected by mindfulness;
Mindfulness helps block stress. How distracted we really are, even though we don’t realize it;
Again, great job explaining how the brain works;
My stress can’t be good for kids! I need to think about how to help kids understand why being mindful is important;
Show my staff soft skills to build academics;
Mind Jar – A number of books and authors to research;
Going over 2016 application questions;
Loved learning about the brain, especially how trauma affects the brain;
Realizing the need for students to be able to focus;
Brain structure and correlation to behavior;
After hearing about mindfulness, I was thinking of ways to incorporate this into my everyday teaching;
As I mentioned above, doing yoga with the students and talking about what it means it be mindful has made an impact on my students.

I anticipate needing the following resources to support my change(s) efforts back in our school/district:

How to roll-out this idea to the whole staff and families of students;
Our principal’s support;
Practice;
Mindfulness tapes or other resources;
Chime;
Decide what we plan to change/work on in each core value- what could people do more of to make it better;
More information on how to bring mindfulness into my classroom;
More time;
Support from parents and student buy-in;
Training in mindfulness;
I would like to see ways that other teachers are teaching students about this – What activities and strategies do they use?

Between now and next session, I will try out the new knowledge and/or skills in the following way(s):

Taking more time to pause before I react to students in my classroom;
Do some mindfulness with my students to notice more calming behavior in the class;
Paying attention on purpose – with a tone bell, or just in the classroom a couple times throughout the day;
At recess time during duty. Also, we hope to incorporate 1 minute of mindfulness into our Monday Morning all school meeting;
With my family to get practice so I can bring it to the classroom;
I will try to have a mindful minute or two in the beginning or end of class;
Trying the glitter jar idea – how long does it take to get the brain back (perfect for my own 4-year-old, too);
Try some of the mindfulness strategies/techniques- mindful jar;
Work on core values;
Want to read the whole child book;
Make a mind jar for use in class; Personally;
“Mind Jar”;
I will make a mind jar. I will try mindfulness in my office, one-on-one with students;
Again, I tried Go Noodle right after our meeting – I was really excited to show the students and they are loving it too!

How do you envision today’s learning having an impact on student achievement results?

Using today’s information will help students focus better in the classroom and will help them become more aware of their surroundings and not react to others so quickly;
If they are more focused they will rise in academics;
Could help students focus and calm themselves down after recess times;
When I am out at recess duty, I could work with small groups (of difficult students) on mindfulness – This will help resolve issues that often go back into the classroom and disrupt learning;
I would think that they would shoot up with all the effects on the brain;
I envision it having a positive impact by helping students be more focused during class and having less distractions on their mind;
Trying some techniques with my special ed. students and/or very active students- to help them focus on learning and day;
Students who can be mindful are more ready to learn – learning will improve! Social interactions will be more positive;
Slow but sure to work;
Mindfulness;
I may be able to introduce small portions of mindfulness in my teachings;
Excellent – Much needed;
Ready to learn?;
I hope it helps regulate student behaviors in the classroom;
Using the one activity that I have started has made students think about goal setting each morning and learning ways to calm the mind. I hope this impacts their learning throughout the day and they use these techniques when needed.

August 12-13, 2015 Results
Guest Speaker: Phil Vincent

3.I’m glad that you…

Started with Phil;
Brought in a speaker for our first day! He was engaging and motivating!;
Had Phil speak. He was very insightful, knowledgeable, had many examples and experiences that were great;
Had a speaker with great ideas and real life stories to go with his lesson;
I was allowed to witness this awesome presentation highly engaging;
Brought Phil to talk. I read his book last year and really enjoyed it. He is even better in person. Very motivating;
Is so engaging. I love this information. It speaks to the “what” we need in this time of school reform and assessments d5riving our learning; Included stories-real life examples make this more realistic;
Shared other’s stories;
Had everyone introduce themselves;
Are so real! I love your style, you keep it very interesting;
Shares stories of how others have succeeded with their change. I really enjoyed how others changed and the ideas;
Brought your experiences and stories. They were inspiring and thought-provoking. I enjoyed your perspectives regarding PBIS vs the internalization of character;
Used icebreakers, but not any so crazy that we felt embarrassed or uncomfortable;
Had lots of slides that help explain the presentation. Had many stories to share that helped convey the point;
Gave specific examples;
Used stories to make it real;
Shared real stories. Gave examples we can take back to our classroom and use this year;
Were enjoyable to listen to. Gave great story examples;
Made the presentation interesting with all of the stories;
Talked about how climate can impact academics and the need for climate and culture first!;
Used relevant personal stories/experiences and used a sense of humor;
Relate so many stories to these important aspects;
Gave us some written published books from the speaker;
Spoke with humor and stories;
Presented such good information and great stories;
Made me understand that I am doing many things in my classroom environment that are in the right direction and helping my student’s behavior;
chose the speaker you did-great stories;
Gave us simple ways to build relationships with kids, morning routine especially, “10 Relationship building opportunities”;
Gave so many examples. It all seems so simple, but teachers make things to hard sometimes. So many ways we can implement and change our attitudes;
Were open-minded and honest about the change we need in our educational system, to help provide a better system to help our students become successful individuals in society;
Shared stories – helps to learn through stories;
Talked on rules and expectations and their best practices;
Showed the video (7), It was very powerful and beautifully put into a few minutes what true leadership is when creating climate and character in our schools;
Keep everything light. Went through the PowerPoint quickly;
Pointed out resources through the PowerPoint. Interacting with the PowerPoint reinforces usage and location of them;
Started the day with circle time (2);
Were giving the presenters which stood fourth us today. Very rewarding;
Had the circle talk;
Directed how we should rotate, etc.;
Mixed it up for an activity, allowing us to meet and talk with other individuals in our class;
Had us get up to chat with others;
More mini breaks and a chance for us to move. I like the video about viewing leadership in a different light;
Gave us time to discuss with our district;
Made time here meaningful and enjoyable;
Talked about the logistics so we know what to expect of the program. Had us develop rules so our group stays focused. Mixed up our groups during the character discussion;
Went through the schedule and expectations of the program (4);
I am glad you gave us time this morning to discuss and share our takeaways;
Explained what to expect moving forward;
Gave us time to talk with other teams about what character is and how it looks;
Don’t take yourself too seriously! It’s a very easy environment to share;
Provided a framework for our LACCS experience, defined objectives and gave us a variety of resources to begin looking at;
Outlined and explain the agenda for the rest of the year (2);
Modeled morning meetings;
Emphasized importance of reflection;
Went over grad credit options;
Offered time for us to work with other people in a small group setting;
Are giving us more time for interaction with the other participants;
Had time for sharing. Shared multiple resources;
Shared websites for character. Great resources and lesson plans to get started (on the website in a classroom);
Had our class meeting! It was a chance to begin the discussion;
I felt the video had so many amazing messages;
Gave us all an opportunity to share our thoughts and ideas within a group session. Giving us all an opportunity to get a better understanding about one another;
Gave us time to process the material we read through notes and discussion;
Gave us the opportunity to delve into the certifications requirements for the course. Just wanted to get a handle on what it entails and start planning for it.

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Build even more relationships and that it never ends;
Test scores are outcomes;
not results. Change is welcome!;
The impact of the “4R’s” is powerful! Control vs. developing children;
It’s okay to take extra time to work on routine and the rest will fall into place;
It starts with the adults in the building! We must work on ourselves before requiring this to our students;
Importance of greeting kids as being a way to transition them from home to school;
Consistency is key. Utilize strategies that work;
It reminded me that a lot that we talked about today are things we are already doing in our school. It was very validating that we are on the right track;
Steps towards developing cognitive social and moral developments;
Importance of continuity amongst grades;
Control vs. development;
Gained the importance of building community;
Relationships are key to a successful class/school;
Morning meeting really is important. I’d like my students to help make the rules this year;
Keep making relationships with my students;
How important character is vs. test scores;
Academics is a result of climate in a school;
Kids/people’s feelings aren’t always the most important things. How they “are/behave” is more important;
Tangible vs. intrinsic rewards. Actions more important than rewards;
Civil habits are far more important than test scores;
Some terminology;
Consistency with good things and rules. Kids need to utilize expectations. Be the people our dog thinks we are. Importance of routines;
How important routines are and having specific rules. I don’t have to start teaching the curriculum right away;
Routine/teach and reteach;
Love the good, know the good and doing the good;
I liked the idea that when kids feel connected they are willing to learn. Also “common sense is not common” anymore;
Connections are important everywhere in my life-don’t take them for granted;
The climate of kids’ lives is ever changing, but if we have values and routines, the climate won’t change;
Have few rules;
We need to practice-I think our building (school) needs to realize that you may need to practice throughout the school year too!;
I learn that we as educators across the state are facing the same obstacles in education;
Character education is accomplished through a process-PBIS and character education principals are interfused- despite concerns with use of tickets;
That kids shouldn’t be “special snowflakes”;
We are all the same, follow the same rules, and recognition should be not frequent and meaningful;
“Academics are an outcome of climate”, love this quote. “Good schools are more than test scores”. We are not to control kids- we want to develop kids.

How do you envision today’s learning having an impact on student achievement results?…

It can only have a positive impact on achievement!;
I hope to become Mrs. Brown;
4R’s lead to positive results in all areas;
I think if we spend more time relationship building, students will succeed;
I will envision today’s lessons having a major impact on our schools;
By creating better relationships and community, student achievement and relations in the classroom should improve;
Building the classroom culture and setting agreed upon rules will help class management which in turn will create more chances to learn;
Greatly, mostly it will improve quality of the environment;
I will be working more on relationship building (although this has been a strength, I’m renewed in my belief that this will have profound impact!);
Relationships + rules + routines = results!;
When students have great relationships with me and respect me, they will work hard for me;
Hopefully this will improve the character of our students. Achievement will follow;
It will improve;
If I establish a great climate in my classroom the students will want to work harder;
Help them view me as a support person;
Focus on routines the first two weeks of school instead of trying to start in on my own curriculum;
Our district is small so I hope that we can make a difference with character training to help out students learn things that can benefit them in life;
The better student behave, the better our achievement;
If we can get fall buy-in with all staff, achievement will increase;
Students will be more motivated internally;
By next year we will have routines established;
Our school will become a school of character;
Wheels are spinning in ways to make the impact I would like to work on morals of the students-I love greeting with names;
Kids feel good when they feel supported and connected-that can only lead to success in achievement;
Routine, structure in place, the academics will fall into place because hopefully the behavior will be more under control;
Today’s learning in my opinion has declined and many of our students are being left behind because we as educators did not provide then with proper education;
Improve relationships with good routines and structures leads to increase student engagement and decrease disciplines issues which give more time for instruction. More time for instruction results in increase achievement;
Spending time on rules is an investment into more academic time (less time dealing with problems).

May 19, 2015 Results
Guest Speaker: Elaine Gehring

I am glad that you…

Circled back to the eleven principles (3);
Gave each school a chance to share their practices and programs.(4);
Started with circle and provided delicious meal;
Provided me with an opportunity to be about and of the LACCS Character education program;
It is great to see what everyone is up to and lots of good ideas to steal!;
Reminding what good CE looks like and how it is embedded;
Reminded me about the CEP eleven principles rubric and tool!;
Had us reflect on the learning we have acquired over the year;
Did the review and it was so nice to hear all we did;

I wish you had…

Skipped eleven principles (maybe move to second last class to help with action plans) to allow presentations not to be rushed;
Everything was wonderful! (2);
A few more specific examples of each principle;
Given more time to discuss ideas with colleagues (You may have not had the ability);
Maybe a graphic organizer for us to use to take notes or the promising practices we learned through the presentations;

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Fostering self-motivation and I imagine that we have a lot of opportunity to develop this area;
The journey of a thousand miles begins with a single step each step matters and improves the further journey. Also, as you pursue a goal on the horizon and more towards it, the horizon grows. In other words, the more you know about something, the more you realize how much you do not know;
The continued growth without an end. I love how Dan and Magee help adding to their knowledgeable base;
Applying for a promising practice is hard work, but worth it;
I gained motivation and inspiration to continue the hard work we all do each day;
The eleven principles with specific information for each. Circle time where we shared what we learned which was inspirational;
How to get more staff involved;
Relating the principles to our practices;
We can become a WCEP Promising Practice school and even a State or National School of Character;
I like the idea of having students more active on our BDW Character Education Committee;
GPA is Grit, Perseverance, and Ambition!

How do you envision today’s learning having an impact on student achievement results?

Impacted leadership—commitment to service and higher academic performance;
I took notes on some of the practices of other schools that we could “borrow”;
Character increases and enriches student achievement;
Student achievement increases if character increases;
Only through positive character can students be engaged and writing to learn;
Implement daily four;
Increases character is increasing achievement;
New ideas to incorporate into character activities

Who would you recommend participation in LACCS to?

Dean of students;
Milwaukee High School of Arts—they have great potential;
Yes—we are looking to put together a group to send next year;
Colleagues! (2);
Administration, teaching staff, and families;
A mix team of the leaders/decision makers and teachers/ front-line implementers;
Liz Gorski, Nancy Taylor, Dana Montallero, Sarah Griffie, Dare Sampe, Curt Marquardt, Andy Bauschelt–Brown Deer Middle/High School;
Special Education Teachers—Scott Anderson, Ashley Eberle, Erin Meisel, Jen Thomsen, and Monica Scharfenberger;
More colleagues at all grade levels; Thank you for one of my top 10 life experiences. I love being a part of the movement!

March 19, 2015 Results
Guest Speaker: Ron Berger

I am glad that you…

Connected courage to success;
Presented examples that inspire useful classroom applications;
Had brought in a guest speaker;
Shared so many examples of quality work;
Allowed a lot of discussion times, presented videos, talked and had us read;
Brought in his ideas;
Showed us proof, videos and the website;
Adapted your presentation based on our questions and talked with us not “presented out” to us;
Showed us practical ways and the themes were carried out;
Invited Ron Berger;
had soup and salad lunch;
did not have a scripted PowerPoint;
Videos/clips to support, further explain what was being presented;
Offered this session. Excellent!;
Shared videos and samples;
This was a great presentation and I am walking away with a lot of ideas;
Brought Ron to speak because it provided me with more insight and knowledge that I can take back in hopes of changing the school dynamic and culture before school ends

I wish you had…

Given more time for us to brainstorm;
Discussed the resistance to Character Education programs that stems from a fear that they are meant to promote a certain ideology;
Shown more of the ways that you connect to Common Core and other curricula;
Where is Austin today?;
Create a list for presenters with bios of schools/ class members to give them a head of time so we do not spend time doing this for every presenter. Also, have us share in small groups before large circle so others may be more inclined to share and conversation is dominated by a few people;
More explicit “training” examples and possibilities

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Power of student—voice;
Character Education is part of growth;
Too many to fit here, thank you;
Courage, classroom as a crew, critique, senior and talks;
Encourage, courage and student work;
Courage, academics and character is growth/risk;
Importance of student engaged assessment and of focusing professional development on student work;
We are on a really good track, need to work on selling this and finding/making the connections to curriculum because you do that so well;
Ron’s presentation really stimulated thought on how we can take it back to one school;
Mindset, student ownership, achievement, and character are all intermixed and connected;
It is all about turning it back on the students—making them accountable for their work. Using the idea of stairs and when critiquing verses positives and negatives;
Crew versus passenger approach; school-wide projects… “High quality projects;”
students lead conference;
Courage, crew and getting smarter to do good;
Character and scholarship work together. Infusing character into education and academics. “Differentiated courage” creating a safe place for staff and children to take risk and “crew” not passengers

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Time;
Staff support;
Love to get this group into our school;
Administration and board support;
Opportunities for collaboration, principal support;
Curricular connections;
Administrative support, which we have;
Staff by-in professional development time;
Visit to an Expeditionary school;
Videos

I need more information about_______regarding our school character education plan…

The Experiential Learning Model

How do you envision today’s learning having an impact on student achievement results?

This will inform our portfolio review, how our academic resources center functions, how we study growth mindset;
Greatly;
Changes for me;
So many ways it all ties together and this is exactly the next thing we need to move on;
I love the idea how the culture our students will never be ahead of our faculty. So, it’s very important we work to impact the mindset of our adults in the building;
I think it gives more students ownership which will help them be more successful;
More sharing with staff;
Very impactful;
If all teachers have the mindset that we are crew members they can work together to help increase student achievement

February 19, 2015 Results

Guest Speakers: Nancy Athanasiou (anti-bullying) and Tina Owen (Restorative Justice)

I am glad that you…

Invited staff from Alliance to come speak about restorative discipline;
Included the video clips;
Showed, not just told;
Talked about topics like bullying;
Gave us an experience of the program;
Talked about attitude and the “bullying” presentation was so relevant and connected to the restorative justice presentation;
Had the restorative justice presentation (3);
Have the best session this far, most helpful! Loved Tina!;
Had presenters from Alliance;
Brought practical approaches. I appreciate the “Little Book”;
We got to experience what the circle was like;

I wish you had…

Everything was great (2);
Given us more information about repairing harm;
Shared names of all the links/ videos… so wonderful;
Lasted the whole time;
Field trip to Alliance;
Circle time was a little shorter at the end;
it was very powerful though;
Renewal understanding about importance of relationship;

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

How to create was to increase restorative discipline in my school;
Added the digital citizenship;
Power of words. Cannot be unheard;
Importance of engaging students in leadership opportunities;
I did not realize how closely my tribes training process was to restorative justice;
Shared experiences;
Power of group;
Restorative justice and circles;
Questions for teachers to reflect on culture of the class

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

The book—closing the attitude gap; Training;

I need more information about_______regarding our school character education plan…

I am struggling getting buy in with my culture improvements/plan;
Restorative Justice;

How do you envision today’s learning having an impact on student achievement results?

When children know you care they want to do things to make you proud of them. Closings the attitude gap will close the achievement gap;
Adding to family advocate exercises;
Unsure;
We could implement the circle strategy in our student growth plan program;
It is the foundation to academics;
Increase results with this kind of school climate

December 4, 2014 Results

I am glad that you…

Provided experiences of actual service learning projects;
Gave us opportunity to share, incorporated movement and a variety of activities (3);
Let us brainstorm ideas for our school district’s needs;
Explained the difference between service learning, community service and volunteering (3);
Mixed up presentation style;
Tackled the topic;
Gave examples and time to share ideas

I wish you had…

Given us more time to work with our groups (2);
Taken out the cutesy activities—rotating tables and little people;
Allowed more time to plan potential projects, instead of doing the round robin and little people activity;
Showed more examples;
More high school examples;
Given us time to begin discussing and developing ways to make these ideas and theories work effectively in our school;
Moved faster;
Copies of the PowerPoint (2)

I gained the following “key” learnings (ahas, questions, etc.) from our work today...

The difference between community service and service learning (3);
An understanding for what service learning is and how we can incorporate into our class;
Community service must connect to common core standards;
About some different organizations;
The multi-step process;
It is important to empower students to recognize needs and understand that they can respond effectively;
Curriculum, service and reflection;
New projects

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Support from all teachers to make project work;
Teamwork between administration, middle, high and elementary school to get our goal accomplished;
Time;
Time, time, time to brainstorm and develop framework for effective service learning at our school;
Video—Learning in Deed

I need more information about_______regarding our school character education plan…

What my fellow educators want

How do you envision today’s learning having an impact on student achievement results?

Students will develop a deeper understanding of giving back to their community;
Build community and increase literacy;
Increase engagement;
I do believe it (service learning) would improve it (achievement);
Boys learning better and more

October 23, 2014 Results
5 responses

I am glad that you…

It was nice to have time to work with my school team (4);
Gave me the 11 principles criteria (thanks Dan)

I wish you had…

All my team members were present;
Less circle time, more work group time;
No answer here…all good;
Been a little clearer about our expectations

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Specifics to include in my education plan virtuous language (2);
What more we can do at our school;
Identifying the biggest need for our district;
Saying nice things when we have hard calls to make

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Books to add to the classrooms;
Professional development re: 11 principles;
Time;
We need to prune our tree of things to do

I need more information about __________________regarding our school character education plan…

Time lines and specifics on plans;
Still struggling with where to start. We have a lot to do!;
How service learning can evolve;
Administrators’ goals

How do you envision today’s learning having an impact on student achievement results?

Gave me more information to include with parents that would impact student achievement;
Positive relationships and learning environment;
Students feeling safe and supported will increase achievement;
Service learning

September 25, 2014 Results

I am glad that you…

Taught about PBIS;
Continue to promote “the why” and “the spirit”;
Provided dinner;
Speakers were both informative and helpful;
Share specific examples of “PBIS” materials (2);
Share your pledge!;
Introduced the PBIS program – I did not know anything about it prior to tonight;
Shared and defined PBIS more in detail makes so much sense!(4);
Chose a solid presenter (2);
Balanced the initial emphasis on PBIS with need for proactive Character Education;
Did a share out of what we read, made me think about what chapters I would like to look at next;
Allowed us to talk with our school

I wish you had…

Given us more direction on the conversations;
It was more relevance to high school aged students (3);
Posted an agenda upon arrival, had less time for food and circle;
Everything was great;
I would love to have some time with those from my school to bring some of the Character Education ideas to our building;
Divided us up according to elementary, middle and high schools for presentations/discussions on behavior management;
Elaborated on how to gravitate towards intrinsic from extrinsic rewards;
Given more group work/discussion time;
Had speakers from two different age groups and to have all grade school examples;
Started earlier so we could leave a little earlier (we could eat while you talked to us)

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Teaching behaviors;
Who was harmed and how it is fixed? Yes!;
Tools for what PBIS looks like in a real school setting;
Handouts were very helpful and we are doing tier 1, but can improve consistency;
Benefit of the SWIS program;
“Cool Tools” specific behavioral lessons and first day kickoff event to teach expectations (specific staff teach expectations in their specific areas and tracking data) (2);
I have heard a lot about PBIS, but I never actually knew what it was;
Referral process and minor vs. major disruptions;
Our system at school is a bit broken;
Students will benefit most from a total package that has many factors with common goal of social-emotional development;
Enjoyed circle time;
What to improve on with PBIS with our school. Thank you, Scott;
Restorative Discipline—I want to learn more about this;
Great ideas for PBIS—check-in/check-out and reinforced the things we are doing with PBIS;
I would like to get feedback at school about referring kids with anxiety and depression issues for CICO;
Combine Character Ed. and PBIS;
Even as a high school with not a lot of behavior issues, we still have many opportunities to teach kids better behaviors

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Money;
High school model;
Would like to talk to more principals who are implementing restorative discipline;
Contacting tech support at SWIS to see if we can add infraction areas;
None;
Booklist that I can use with parents;
Some time with my colleagues (work time);
Different Ways and reasons to initiate discussion and review of discipline methods, behavior management strategies and Character Education. Alignment!;
Administration, team and staff support;
Learn more about this model;
Re-evaluate our matrix

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

In my classroom, Take back to my school, include students in matrix creation;
Read Lickona chapters and restorative Discipline;
Finding time to reteach all expectations in my daily plans;
Meeting with the leadership team to make sure we have staff buy-in fully! Ensure that teachers are referring to classroom rules throughout the day. Also teaching the pledge to the staff and students that can be tracked (2);
By sharing ideas with colleagues;
Ask my students about school locations that are of concern (at least for them), work on this matrix to share with administration;
Encourage the administration team to arrange for a time/place for LACCS team to share new ideas about behavior and character education alignment;
Provide suggestions at our committee meeting;
I will learn more about Restorative Discipline and find ways to use the premise to talk at students before a need for discipline arises—how to make things right between people on all levels;
More behavior tracking;
Talk to PBIS team about check-in/checkout;
I am on the PBIS committee and I will share some of the additional ideas from tonight;
Model Character;
Recognize good behavior

How do you envision today’s learning having an impact on student achievement results?

Not sure yet;
Being able to pinpoint data and problems to share with kids, will create greater implements for us on academics;
If you get children’ behavior under control, you can teach them. This will increase students’ achievement. “Effective Classroom management”;
Changing how we get classroom buy-in;
I can see it being successful;
Seeing more respect and positive attitudes;
Clear expectations and increase learning; Depends on achievement results;
It will be more impactful if students look at their own data;
Positive interactions yield increase achievement;
Character Education will prevent negative behaviors from occurring because it should be intrinsic;
Increase character equals increase achievements

August 19, 2014 Results
Guest Speaker, Tom Lickona

I am glad that you…

There were more opportunities for small group work/cooperative learning and practical examples (6);
Showed multiple ideas for involving the whole school community with practicals, doable ideas;
Suggested a “just do it list.” I am glad that the issue of bullying was discussed—especially among staff members;
Had everything from the PowerPoint in printed form (2);
Included information about high school too;
Provided Tom Lickona to give insight on character matters and how to make it meaningful for me and my practice (6);
Incorporated your book into the presentation (3);
Made the tables/schools splitting and move around. It gave everyone a chance to hear different ideas and perspectives

I wish you had…

Let us stay at our table with people from our district, so we could discuss how to use these ideas;
Integrated more movement/brain breaks into the institutional format and allowed our team to talk about the climate data;
Everything was great, thanks (3);
Not all slides from PowerPoint were included in handouts;
Given more strategic time to talk—we did have some time to discuss. The morning had more stretches of time without teaching; Scheduled this last week—it is crunch time this week, for administrator at least

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Parents’ expectations shared, posted, and discussed during contacts;
“Just do it” action list—“Daily form,” service related projects (kindness jar) and appreciation notes;
It is good to keep hearing those bullying statistics—we must be vigilant!;
Character survey example is great and moving practical examples to build character;
Getting students involved in the process;
Reinforced of Character Education values that we’ve created as a foundation of expectations;
Involve parents;
An abundance of strategies I will use in my work. Examples: “Daily four,” practicing kindness, working on a virtue year long, good phone calls homes, staff meetings sharing positive/ challenges etc.;
Shipley’s strategies for caring school and what a person of character is;
I loved the practical examples that I could bring back to school;
I loved having the “do list” to tract these;
Seven items on my “just do it” list;
ideas for parent involvement and Character Education based discipline information for our Dean of students and this retention plan;
Students, staff and parents: effective approach to Character;
The importance of kindness and character;
Continue to be very sensitive to students in foster care. The power of a class meeting is something I will think about carefully;
“Daily four,” hello and goodbye, and giving students leadership positions (2);
The importance of moving students from ‘needy’ to needed’—I love that!;
Examples to bring back we are also planning forty-five minutes district PD so today offered additional ideas to build a positive school culture

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

None;
Courage and support;
How PBIS and Character Education can be integrated;
Keep sharing ideas to determine how to complete the feedback communication loop;
Support my kindness compact;
Nothing, I just need to create the time to implement a few strategies at a time;
Share the informal ideas with staff;
Time for reflection;
Materials to do engaging character building activities;
Learn more about the “kids’ character committees”;
More people and time (2);
Time and memory to read all articles and books—plan to share out with a team

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

I am excited to work on Character Education homework to create a stronger school- home connection (2);
Incorporating more parent involvement;
Develop a plan to improve our Character Education program;
Integrating it into the curriculum and using it as base (foundation) to build a healthy and positive environment (2);
Class meetings;
classroom compact and greet every student;
Back to school strategies like a compact;
I wrote down eight items on my “just do it” list—I will let you know;
Including staff in a lot of different techniques and strategies I have learned;
Implementing school climate survey;
Use “daily four” with staff and students (3);
Hero homework with student growth plan group;
Partner with parents to help a student see success;
Using information from the book given to us in class;
How to work on a yearlong focus in my HIP class;
I will use some of the strategies in my college classroom to ‘start’ the course; PD for staff—welcome to staff

How do you envision today’s learning having an impact on student achievement results?

Teacher training, actually assistant staff training and input! Helping others;
It should have a positive impact;
Better focus on the “?” respect and responsibility;
Character increases student achievements;
If teachers create cooperative learning they will no longer remain in pain and leaning will increase which ultimately increase student achievements;
Bullying decreases, self-esteem increases, confidence increases and results increase;
Better relationships;
When students feel cared for and valued, I think they all ultimately perform at a higher level;
A whole person approach will certainly lead to higher achievement as motivation continues becoming internally driven;
Strengthening character in students and empowering students to reach higher;
Students who feel safe and secure in school will achieve more;
Students will learn better and more when comfortable in their learning environment!;
Positivity

August 6, 2014 Results
Guest Speaker, Philip Vincent

I am glad that you…

Had Philip Vincent as the first speaker because he sparked a fire under me and made me think of a lot of different things I can do in my school;
Gave me two new books and started the program with such an inspiring speaker, very motivating;
Arranged this presenter, Phil was absolutely amazing and motivating;
Told lot of stories, it was engaging and adding credibility (3);
Brought in a powerful speaker (7);
We received materials to work on between now and the 19th;
Provide reading materials;
The guest speaker was a great way to kick off the class;
Began and ended with class meetings;
Had PowerPoint handouts;
Made everyone feel welcome and created an environment in which people felt comfortable sharing;
Told personal stories to illustrate key concepts;
Modeled community building with circle time

I wish you had…

Mixed in a little work time for our groups;
Everything was great!;
It outside;
Turned the air conditioner down (3);
Speaker had done a little less story telling—it is a good book, but maybe a little too much;
Given some down time to talk at tables;
Would have shared about the room temperature, with paperwork, email and confirmations;
More small group discussions and report out to the large groups (2)

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Character Education is how we become the person we want to be;
Social-emotional skills and knowledge can and must be taught;
Lots of insight on ways to implement character into the classroom, school and community;
Character Education is the “plate” to put it all on;
High school students still need work (character wise);
When feeling empathy turn it into an action (2);
Storytelling really makes the day go fast;
Self-worth vs. self-esteem (never thought of it before);
I thought a lot about routines and how those apply to my school;
Setting routines;
Relationships building are important, the key to a successful school (2);
So many awesome ideas, I cannot list them all!;
Character Education is valuable and worth using some instructional time to pursue;
Reinforced the importance of creating the environment in our classroom to facilitate Character Education;
Ways to focus “the work” that is so important;
Importance of developing relationships with students and the impact on their daily performance;
The value of character Education equals the plate and a framework for back to school kick off;
Rules and routines are things I will try as soon as possible;
The value of looking at the outcome (what we want our students to look like ten years down the road);
A reminder of the importance of modeling what we hope for our students to learn

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Nothing, it comes from within. I like the analogy Philip gave with curriculum being like the weather it constantly changes, but character is climate;
Time—empowerment (administrators moving forward on our efforts and getting all staff “on board”) as much as possible (2);
The “gusto” drives;
Perseverance;
None that I can think of;
Not sure yet (5);
Time to meet with staff (2);
Everyone on board at the expectations;
Convincing others; Practical first steps to bring this back

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

Taking the information I signed back to my learning team to think of ways to bring teachers back;
Reading the materials we have been given;
Reading more “chewing” on information;
First day of school—what does it look like, refine my first days of school (3);
Morning meetings and relationship builders and student ambassador training;
Ways to implement compliments/gratitude among staff and students;
I will create the strategic plan for this year with leadership team—hope to guide to beginning stages of Character Education;
I am just thinking about how this will fit in at my school and who will be invested (2);
Demonstrate some relationship building activities with staff so they have something they might like to do in class;
Review how I begin my class;
Working with our PBIS Team to fully infuse Character Education;
I plan on developing a “celebrate a student” plan for my classroom;
Reading Phil’s book especially chapters on procedures;
Reflect and plan setting the stage for the year;
Impure syllabi and discussions with colleagues;
Building walkthroughs;
See how some of it may “fit” into our program;

How do you envision today’s learning having an impact on student achievement results?

Students’ behavior will decrease;
therefore, the achievements will increase;
Building character and confidence;
Positive (2);
To become a better person—we already have high achievements, but would like to improve the person;
Proactive and foundational;
Feeling more empowered, cared for, and supported;
Excellent results;
Some of what we learned today validates/ “gives permission” for teachers to take the time to work on climate and character…, etc.;
I believe this is where all achievement starts;
Hopefully, a positive climate, learning, will improve effort in the classroom;
Yes, student who feel valued and safe do well;
Building a foundation for all learning will impact results;
Helping to develop relationships and routines, creating a classroom that is safe nurturing, and is able to focus on academics;
Will help me set up the school year with positive culture, which is the foundation for student achievement;
Improved manners, better student choices, and better behavior;
Unsure;
Every student can be positively impacted—high IQ—Struggler.

2013 November Results
Guest Speaker, Clifton Taulbert

I am glad that you…

Created an interactive presentation involving all individuals;
Gave many concrete examples of what the habits look like in daily life;
Started with the picture and then branched into the eight habits of heart. Wonderful speaker;
Tell and show importance of an individual’s story—inspiration;
You brought in this speaker—very motivating;
Had us share in groups both small and large;
Shared your story and your porch people with us;
Told your stories, thank you;
Had an interesting speaker who cold called people;
Validates much what I do in the classroom;
Shared so many “real life” experiences;
You used your book to guide your discussion;
you increased involvement among participants by calling out people and asking “what do you think.”;
Shared examples of how eight habits were modeled and given the opportunity for genuine discussion;

I wish you had…

Allowed for more discussion/planning on how to include the habits in our classrooms;
Built in a morning break to stretch and reflect etc… Even as adults we could use a moment to stop for a break;
Taken a break during the morning session;
Shared some from your book “Eight Habits of the Heart for Educators” since we are all educators. How is this different and similar?;
Waited until every group was done sharing or responding to the activity before you interjected;

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

The eight habits are essential to developing children into adults of character;
Community is a process—we need to embrace others;
Questions/thought: I love thinking about all of this, but I get overwhelmed thinking about it in recreation to the 220 students/currently see in my classes. How are we as educators encouraged to be reenergized?;
What a positive presentation—you can overcome challenges with eight habits of the heart;
The need to be the way you are, because you cannot show and expect so much if you are not their first;
Others matter;
definition of resilience and shift your minds;
Personally—I need to be courageous. You also gave me clear insight as to why I am dissatisfied with my current work situation—lacking genuine RAI!: Reaffirmed the power of modeling;
The eight habits of the heart linked to our roles as educators;
“Power in the Process”;

I anticipate needing the following resources to support my change(s) efforts back in our school/district…

A change in mindset and Character Ed is the foundation of education;
We have a lot of support in our district;
time is the “hot commodity.”;
Administrative support to build community in our building;
Administrators support;
The handouts and activity presented during presentation;

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

I can move TRIRGS to stronger community by having them describe themselves and asking how they will get there;
Adopting a more “unselfish vision”—balancing my needs with those of my students and remembering that they need me to be there for them—some have no else;
Continue to build and work on community etc… the end came to not what we say, but what we do;
I want to always be aware of how I act/respond/ react to co-workers and students, to always be an advocate for these habits;
Bring in eight habits of the heart;
I will try to take a step from one of the eight habits discussed and try it in class;
Celebrate success and be there in times of sadness or struggle to provide hope for my students;
Thinking every school that everyone matters;
We are rolling out our touchstone and I will be sure to integrate the eight habits of the heart in my actions (modeling) and dialogue with the school community;
Treating adults in my community in the same caring fashion as I treat the adults;
Providing “HOPE” for those I encounter with and helping them to see the value;

How do you envision today’s learning having an impact on student achievement results…

Stronger communities will lead to higher achievement and more success;
They will not just know that I care about, but they will feel it;
How I teach, what I do, and how I treat my students make a great impact on my students. LACE makes me want to make a difference for my students;
As reinforcement to things I already do and how I already act, I envision students being that much more confident about their standings with me as their teacher. I am fair regardless of person or circumstances;
Absolutely;
If students begin to believe in themselves, they should be better people and better learners;
Community gives students a feeling of belonging which will help students be successful;

Bringing HOPE vision for our scholars through teacher mindsets

2013 October Results
Guest Speaker, Hal Urban

I am glad that you…

Provided the book;
Shared personal experiences;
Were humorous;
Gave real life examples;
Greeted me when I walked in the door. That was the highlight of my time with you;
Made the time pass by quickly with stories that supported your tips;
Had a p.m. activity and break;
Gave us so many concrete activities we can bring back to our classrooms immediately (2);
Shared some interesting ideas;
Gave stories about your response as well as students;
Brought in the importance & power of stories & quotes;
used your book as a guide to lecture/discussion;
made it practical;
Told stories and did not rush to cover absolutely everything you know;
That we had the opportunity to listen and meet Hal Urban. I believe he has been the best speaker to date;
Told us stories. They were interesting & related so well to what we do & how we live. It helped us connect to what you were explaining;
you were great;
Talked about how important it is to create a partnership with parents. I have been with my students a second year;
Because of the relationship I have with my parents I can say what I need to with parents. They know & understand I care & want the very best for their child;
Liked how he walked us through the book as he lectured. Great for a visual learner;
Shared so many stories to exemplify your ideas. They helped me see how I would/wouldn’t implement an idea;
Have classroom experience and greeted me this morning. It was welcoming to be greeted by you;
Glad Hal Urban provided a copy of his book. He has so much valuable knowledge to give back to the profession;

I wish you had…

Been more engaging, it was long and a little dry;
More time;
More active activities;
Spoken to us earlier in the year since so much of what you focused on was building relationships;
Shared more school-wide programming;
Activated more small or large group conversations about your points;
Been a little more interactive;
Time for teachers to share parts as speaker was talking;
Taken a morning break (3). I needed one but didn’t want to miss any stories;
The opportunity to have every teacher meet and listen to Hal Urban.

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

None today, well maybe the kids take part in making the classroom rules. This could be very helpful;
Start every day with a positive;
Sorry no ahas today;
N/A;
I’m on board with almost all of what you’ve shared;
“What you permit, you promote”;
Reaffirmation that test scores are not very important because connecting with and caring for kids is what means the most;
Enthusiasm and the statement that kids don’t care how much you know until they know how much you care;
Strategies and specific ideas/models to adapt for my classes;
The importance of making kids feel part of a class;
Caring community. How to get off the toxic and create nourishing environment;
Idea for connecting with parents and students. (Understanding I need to teach & note manners vs. rude behaviors);
I loved the lessons. I really like #5 –manners. It is definitely an “endangered species.”;
“Strict” vs. “Mean” and discussing it with the students;
Aha…. Two minutes to interview students with the rotating seating chart;
Celebrate;
Be enthusiastic! Day 1 Teach & discuss manners;
Find the Good;
Invite parents to be involved;
Thank you for recognizing that good teachers have an enthusiasm for both teaching and the kids;

I anticipate needing the following resources to support my change(s) efforts back in our school/district…

Staff buys in;
More time to collaborate with my LACE team members;
The book I received today;
Time management to meet with peers;
100 books “lessons from the classroom”;
I can make a difference by applying what I have learned & share them with my team members. If I am loving what I am doing so will the kids;
Me;
schedule;

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

We have already implemented many of the shared strategies;
Our schools are doing a lot of thing that were mentioned today;
I like the idea of celebration sign in classrooms. We celebrate staff almost daily;
Talk to a new teacher;
Had a good bye activity/ritual for end of school day;
Celebrate today;
I will try the meeting at the door technique to work on getting to know students more;
Toxic vs. nourishing words;
Beginning my next term class, greeting my students & practicing or being intentional about “What you permit, you will promote”. I need to work on being consistent with this;
Teach and model examples of “common courtesy”;
I am not a phone person. I will try the smile method to improve my tone. I want to do the “Celebrate Today” – a great way to share & belong;
Make it a point to have a conversation with each one of my students every day;
Rework my greetings;
Add a homeroom goodbye;
I want to share a quote with my families in my weekly newsletter – I share them daily with students but now I can connect them with home & school.

How do you envision today’s learning having an impact on student achievement results…

Character ED will be a huge part of our scholar’s success and our enjoyment of our work as peers too;
Individual teacher tips;
Connecting with kids and building character will lead to higher achievement;
When students know we care, they will perform;
I think kids who feel connected will be better students;
I believe that making my kids feel cared for and confident will give them the strength to take risks, learn, and teach each other;
“If you can reach them you can teach them”. Flowerpot for toxic atmosphere;
Getting everyone – students, family on same page & thinking the same;
Character enhances knowledge;
I’m a firm believer in creating a positive environment & achievement rises;
Student comfort & character ↑ achievement ↑.

2013 September Results
Guest Speaker, Charles Elbot

I am glad that you…

Incorporate physical activities in Presentation;
Used examples and had us work together. It gave us a feel of how/what our students feel and what they are getting out of these lessons;
Varied activities and setup and debriefed all activities;
Integrated the additional, meaningful activities;
Focused on staff culture…talked briefly about brought up Myers Briggs, personalities and extrovert/ introvert;
Got us outside;
Shared very valuable resources. (Handouts and book);
Brought the Johari Windows – makes someone look at how strengths can sometimes be hidden. It is good to be vulnerable because we open up and grow. This is often hard for students to understand and do. That’s where modeling for your student is so important;
Gave us time to self-reflect and think about my strengths and weaknesses;
Much info ok—a few good parts;
It was nice/ helpful when we had to pick our own five values and talk about them at our table;
Had us up and moving. People were asked to participate and based on the comfort of the group, people jumped right in;
Gave so many examples. You really made me self-reflect today;
Used the dynamic activities throughout the day;
Had activities that reinforced your models and concepts;
Invited me to share my five core values with everyone. I am experiencing a lot of conflict chaos and stress and needed to be reminded of the good things about myself. This was an amazing positive and powerful and needed moment for me. Thank you!;
Had so many varied ways of looking at creating a culture of interdependence in a school;

I wish you had…

I wish there was a P.M. bathroom break;
Developed a little more the personality piece. Being able to identify these students;
Gave us more particles in class strategies;
Shared some more specific strategies to use with students;
Breaks—quicker pace;
I think everything was covered;
Had more time;
More time to share your wisdom/information with us;
Videos and examples in school settings for elementary and high school;

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Importance of listening to others;
Really interested in sitting together;
a school/classroom touchstone;
I am a facilitator and advocate. I need to step back, view situations and continue to teach the whole child through my curriculum;
Various traits of character;
Awareness is liberating and can be the beginning of change/growth. Increase awareness of what is occurring in an environment in terms of interactions;
Much of what we talk about in LACE affirms my thinking in many different ways. “Aha” is simply how this conversation today ties to parenting and to Maslow’s Hierarchy that I have been teaching my students;
If you want to go fast—go alone, if you want to go far—go together;
I like the diagram on page one of the books—like how you divided into eight parts so you can work on one at a time to build school culture;
This workshop offered the chance to think about myself and the way I influence others;
None at this time;
make sure I target all of the students;
The one thing I came to understand is how critical it is to intentionally create a good and viable school culture;
We need to trust and be vulnerable. This goes for students, teachers and administrators;
Recognizing group dynamics;
The willingness to be vulnerable to reach higher expectation;
I have got to stop running from being me and sharing it with others;
Trust and vulnerability are keys to children learning and schools being successful in general;

Based on today’s presentation. I will try out the new knowledge and/or skills in the following way(s)…

None;
Time;
My district has been very supportive so I do not anticipate any different resources or support than I already have;
More resources about implementing;
I need this to be top-down. Teachers need to feel heard, trusted, valued for this to work. Many teachers do not feel they are heard or valued and it is hindering our work;
Administrative and staff support;
To have critical conservations with leadership;
We have the ball rolling with the right direction, so I feel we just need to keep growing!;

How do you envision today’s learning having impact on student achievement results…

Team building activities;
Putting together a touchstone for the classroom;
Read issued book and use activities with my students;
Planning towards implementation of character education and our touchstone;
Looking for additional ways to build community in my classroom—more opportunities for students to be of help to each other to continue to model that behavior for my students;
I will be intentional about vulnerability;
I will share my resources with our new Dean of school culture;
Slowing down the crazy pace of getting everything in and spending quality time to connect with my students even more. Teachers need to build trust first! This must happen before you can create a school climate of trust;
Be more vulnerable and ok with my failures;
I will try the partner drawing activity;
I hope to use some of the activities like the drawing one, the ballore, and the survival one. These would work well for my students;
I will be more vulnerable and trusting;
Share ahas with others;
Modeling vulnerability;
helping move kids toward integration vs. the others;
Being vulnerable to my students—let them see my struggles/shortcomings;

How do you envision today’s learning having an impact on student achievement results…

Open teachers’ minds up to the power of collaborating and sharing ideas/thoughts;
Building trust between myself and my students;
making sure every child has an opportunity to use their voice and realize that they are important member of our class;
My work in creating an intentional classroom culture will provide my students with a place to be successful learners;
When students feel valued they feel better about themselves as people and when they feel good about themselves they feel empowered and empowerment can translate into better achievement;
At our school, we have seen a cultural shift this year which has positively imported learning—fewer behavioral problems. More staff trust;
Some take away to share with staff; The drawing activity reminded me of just how students feel when they are failing and give up. It reinforced how very valuable planning is to meet students’ needs emotionally and academically;
I can offer my whole self to my students and therefore allow them to feel comfortable doing the same;
I think we need to create a culture where students are linked into the school and want to take ownership of their learning and participate in the school;
If students are more trusting they will be more successful;
It will be a benefit and help to our staff to reconsider themselves, this values and strengths and take this into their everyday work with our kids;
When the students trust you, they will open themselves up to learning and even forms teaching others.

2013 May Results
Guest Speaker, Ron Berger

I am glad that you…

Gave breaks! Showed student work. I was validating in what I already do and inspirational for new ideas;
Had physical examples and addressed the “uncomfortable” of staff culture;
Had examples to share—video, writing, and projects;
had us critique student work;
Had a very engaging presentation, gave numerous work samples, and gave time to talk to one another;
Showed us the student—led conference video. It was great to see how this could be done with even the youngest students;
You were not bored, lots of work, and videos. Discussion; Brought in and shared student work and videos;
Brought you! Your life, your passion (collecting/sharing student work) and your willingness to push our thinking. Encouraged us not to separate character and scholarship;
Shared so many excellent samples of student work;
Used concrete student examples (5);
Presented information in various ways (videos, samples, and browsing);
Shared work was a great way to show project base plus evaluation by peers;
Showed the video clips and concrete student work, the professional look of the work and the depth of knowledge amazed me;
Shared so many examples and brought so much student work. It was great to see tangible evidence;
Showed/modeled examples that we can implement in our own schools/classrooms. Also, presented how Character Ed. should be imbedded in our academics;
Shared so many examples of your model that bring it all to life. Thank you!;
Had this presenter come! Excited to go back and plan for next year!;
Gave us time for questioning and feedback sharing. The explaining of character and academics not being separate but part of each other;
Shared student work, affirmed what I am doing in my school, and provided information to make my school better;
Shared projects and gave writing samples, modeled strategies for writing, as well. I love the way you engaged your audience;
Showed how academics meet and compliment character;
Shared actual examples of students work. Showing how it worked if children supported children;
Gave us the time to discuss today’s circle topic;
Showed how to fire the position attribute in student work;

I wish you had…

Been able to address project with the “exploratory” classes. I teach PE and would like some ideas in how to motivate students with project—we currently do not have time to do “paper” work. (Not meaning to sound negative);
Talked more about how to get teachers and students invested;
Been heard by the entire staff at our school;
Went more in depth in the “nuts and bolts” of how long and how organized in projects;
Talked more about the writing process;
Math and accounting based work;
Showed a video with more examples, I do struggle to see some of the math concepts in a larger scale projects;
Some examples of foreign language examples;
Extra copies of student work—had a raffle for some pieces even though you could download;
More time to share more samples—glad that they are on website;
More time;
Explained how the “habits of work” is measured;
Enjoyed it, no complaints;

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Infusing Character in academics;
So many! Make learning public;
praise effort, not intellect;
Get smart to do well;
a teacher is a coach—prepare for performance;
Critique—teach, share, and practice;
reaffirmed teacher as a coach;
How you can incorporate this into almost every subject;
When presenting their animal reports, I need to focus on the presenting/speaking skills involved in sharing information such as a research report;
Character and Academics are like PB+J;
How important “quality” is, and how it spans across academic and character;
Quality and shifting the focus from students working for us but for authentic, learning opportunities;
Critic techniques to use with kids;
Used more drafts in all work;
The importance of making the learning public (3); Need coherent adult relationships—new move to new buildings, we need this. I loved the “crew” idea—building relationships;
Student led conferences, critiques and “you are going to do more than you think and you are not going to do it alone.”;
I gained knowledge in fact abundance—this model could change the face of education;
Students will strive to do their best! I like how Character is built in, not separate. It is infused character starts with the staff;
High quality of character and academics go together use of learning targets/goals for students led conferences;
Ideas to help implement a competency based curriculum;
Habits of work…Character Ed is the foundation of the school climate/culture;
Character Ed can be intergraded in every content lesson;
Loved the fact of showing our students actual examples of what we educator expect and want;
Have students work on multiple drafts;
Praise kids for their hard work not their intelligence;
Show case student work and keep student samples;
I learned how to give feedback to a child that will be helpful and not make it seem as of their work is wrong,
but look for ways to improve upon what they already have;
How to bring Character Ed into the classroom in a meaningful way.

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Supplies;
I do not anticipate need specific resources—it is a new shift for me as I teach;
Time to read and focus on next year;
Administrator support; teacher/support faculty;
Sell;
The support of my principal—, which she gives me! I am eager to plan for staff training next year;
Money;
Money and time;
Time and willingness to create and build project based learning opportunities;
I need administration to devote time to staff relationships, cross—curricular teaching to build this project based learning;
Student work models from website;
Your book, your websites, your speeches, your examples;
Need time, resources, to create experiences that are real life (project based);
Need the opportunity to share with staff and district what we are doing in LACE and how Character Ed. can be incorporated into learning;
Administrative support;
The material you have on the website to show;
Time to educate the whole staff I would like to see our in-service spent on character ed topics than BYOC;

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

Publishing trials in all grades, I teach;
Writing draft (health class);
quality is an expectation (health and PE);
Student chosen targets (from common care standards);
Modeling, share exemplars of I such papers, having students invite others to gallery walk (practice model fish bowl);
Try to do one of the projects. I would like to do a feeling poster with kids’ art;
My students will be presenting their animal reports to classrooms in our building;
using the ideas of the students—led conference, I will be preparing and practicing my students to share their experiences in writing their reports as well as what they’ve learned by doing them;
Hundred percent buy in as some teachers start to fade in the last days;
I will reinforce and be mindful of the quality of aspects of my practice;
Changing my purpose for why students are expected to do the things we want for them. Do more research about the common care standards. I will share Nate’s story with our first grade teachers!;
Checking into online publishing; All academic areas (drafts); Try to connect more projects across classrooms and make work more “public”; Try to look at ways I can put the habits of scholarships into the classroom;
Working on drafts and critiques model good work more, take kids out of their comfort zones;
Critiques;
I will have students work on and to writing encouraging assignments;
I would like to do a critique strategy. It is very powerful and positive. I like how students do the commenting on;
Meet with the grade level above me to discuss what I am doing with my class and how they can continue with some of the character ed. Values critiquing of each other’s work- teaching them to view each other’s work and give positive feedback and do second (third, fourth) drafts;
Share what I have learned with the staff;
One of the student samples… having dialogue with staff about Character Ed;
Plan projects for students, with students;
Writing, having them proofread each other’s work;
Brainstorm how to incorporate a project in any class and get kids to understand the power of multiple drafts;
Showcase student work.

How do you envision today’s learning having an impact on student achievement results…

I will be more diligent re purposes for learning and audiences;
If presented well, students will be more motivated in their work—in understanding the material;
More student engagement is equal in achievement;
I hope that by doing service-learning projects kids take more ownership for their work;
The use of a student—led conference can really impact the vested interest that students (and parents) can have in their own learning;
Creating an environment where learning is cool and exciting and you do not have to be afraid to make mistakes;
They can take more ownership of their learning by ensuring that they understand why they do what we tell them to;
Character that is imbedded provides a rich learning environment;
Good;
I think if kids buy in, and begin to connect the impact their efforts can have an achievement;
Kids will be proud of their work and their peers work/ quality;
Have my students (next year) set learning targets for conferences;
Taking responsibility or having accountability for own learning;
This way just makes the student more;
Students will succeed if I can help them to persevere;
High engagement makes for decreased (low) discipline problems;
The large variety of strategies shared could increase engagement result and improved outcomes;
Using student work;
Showing student work to show the students my expectations;
The power of multiple drafts. Kids understand how to work hard, be challenged, and persevere.

2013 April Results
Milwaukee College Prep Site Visit

I am glad that you…

Were able to see a school that is implementer what we are working towards;
Gave us the opportunity to see a School of Character in action (3);
Had us visit MCP and gave us the opportunity to ask the leaders of MCP questions;
Made arrangement for us to see a solid Character Ed program in practice;
Make these school visits available—great to see things in action;
Gave us the opportunity to visit/exciting energizing;
Gave us a tour of the schools;
Gave us an opportunity to see Character Education in action . . . Enjoyed the site visit and talking to staff members and see students;
Opened the floor for us to visit nationally recognized Character Ed schools;
Took us on a site visit;
refreshing, seeing things in action have such a tremendous impact;
Allowed us to visit these schools;
I loved seeing character Ed in action. What wonderful schools, great staff, wonderful kids and positive energy;
Had us get into classrooms/ schools;
Allowed us to visit the classrooms at MCP so that we could see this in action;
Invited me to participate;
Invited us to see the assembly;
Had Robb share the MCP story.

I wish you had…

Given us more time in the classrooms to see cooperative/ hands-on activities and how the kids function in those types of situations;
Brought in former students of MCP . . . I would be interested to how they adjusted to high school. What they thought of the high school they attended?;
Grouped us by grade level (elementary, middle) for tours. It was easier for me to take ideas and begin to see them in my classroom when I saw them in a middle school classroom;
A secondary example or a choice, even, to have seen the MS morning circle;
Us visit classrooms at our grade level or those of most interest (although—all were great);
Given opportunities to talk to students;
More time to observe classrooms in the afternoon;
That we could have actually observed a room for an extended period, i.e. 30 minutes to set a real sense of how “embedded” Character Ed is;
A list of resources for character building poetry and proverbs;
Taken us also to a high school;
I would have loved to have seen it in action with the older kids;
Built in more opportunities to process the information alone and with others throughout the workday;
Allowed some time to sit down with the teachers to hear their perspectives;
Everything was good; Built in a morning break.

Gained the following “key” learnings (ahas, questions, etc.) from our work today…

Consistency throughout every classroom;
Character Ed Philosophy has to be adopted by all who work with the students;
Universal classroom management plans that embedded Character Ed;
Numerous concepts that I want to try in the classroom;
Mission statements: School, classroom and individual student;
Need for more front biding and constant review;
need for joy;
Reinforcement of current thoughts;
consistency/ common language;
“aha”—hiring by mission statement and the power of using proverbs;
I want to do mission statements—myself, class and students;
Need time to process;
Need to learn people skills;
What hundred percent staff buy in looks like!!;
Reminded me of the fact that students need to have more of a voice in discussion, than they own it;
reinforced my belief and efforts for students to recognize the intrinsic reasons for doing things;
The joy factor of all involved in the school, it is so important;
Good to know the eleven principles of effective character education;
There is a lot of power in the chants the students did to recite the schools mission and dedication of excellence;
There are so many ways to incorporate character Ed into daily practices we just need to be intentional and consistent with our practices;
Character Ed increases bonding to school;
Existing opportunities to teach/ reinforce character values in our school/day;

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Mission driven hiring;
None at this time;
Additional staff trained in LACE;
School wide support, common language and money;
Getting hundred-percent staff on board and make Character Ed a number one priority;
Time and investment/ buy in by other educators;
Examples of mission statements and help setting them up;
Staff buy in;
Administrative support;
Buy in;
Training is vital for all to be successful!;
How do you talk to administrators about creating an environment with staff of caring;
I will likely purchase the sourcebook to help as I flesh out our own character Ed programming;
A way to deal with an administration that does not support all aspects of Character Ed and does not reflect the right ideas we want to see;
A strong team that buys into the strategies/ procedures we choose to use;

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

“Track me,” “wait until I have hundred percent.”;
I liked the word “track” to bring everyone’s attention to the person who was speaking;
Embedding individual mission statement in students’ learner profile;
Classroom;
Unit lessons;
Have students in my class create goals or a mission and have students periodically look back on their mission;
Coming up with poems and proverbs, have some printed up, and ready to use in the classroom;
Review WCEP website and materials and share with coworkers;
More restorative practice circles with students;
Students mission statements;
I would like to implement more poetry and proverbs in building character;
thinking about next year implementing as much of the eleven principles of character education. I would like to model and create mission statements with my students;
I love the idea of mission statements for all staff and students. I want to begin thinking of one for me;
Evaluate our character Ed programming through the lens of the eleven principles;
Work on developing my mission statement so that I can more acutely identify my core values and embody them in my teaching;
Sharing my learning with my team (teaching staff) so they can begin incorporating different aspects;
Think about creating a morning chant, which reflects each person as being unique and working hard to do his or her best each day;
Using existing opportunities to identify character values (to educate students regarding them);

How do you envision today’s learning having an impact on student achievement results…

Putting the focus back on me that I am responsible for student success regardless of anything that may present a challenge in their lives;
Kids more focused on the words and sharing of ideas that their classmates give—learning from everyone;
Sincere though routine;
Getting kids to like coming to school means they want to learn, therefore raising achievement;
I know that students achieve more in my classroom when I am my best self and expect them to be as well;
Starting my ¼ long classes differently . . . common language, the power of proverbs, more consistency and really will make a difference when it is school wide (buy in);
Turning negative to positive thoughts and “life’s ahead of you” (less nagging);
More time to focus on education than disruptive behaviors;
Visiting the schools resulted in me of thinking of different ways of working with students and building character;
I can do what I can in my class, but it needs to be a school wide buy in;
So positive;
Eventually, students will grow academically as a result of their community and acknowledged as a valued member of the community;
The speaker reminded us again that creating places students want to be would ultimately affect student learning and test scores;
It is my hope that my students become more intrinsically motivated and have a greater sense of buy in as to why they do what they do;
Students who have a bond with their school and the hopefulness of their future due to hearing that message again and again will more likely than not work hard. This, in turn, will create enhanced student achievement;

Feedback on assignments is…

The last assignment was difficult due to some unwillingness on the part of our district’s leaders;
None

2013 March Results
Guest Speaker, Maurice Elias

I am glad that you…

Kept things moving;
Had a great speaker;
I loved the video that showed students interviewing one another. I believe this could be helpful for teachers to interview their students at the beginning of the year;
Had a detailed PowerPoint, followed it, but bad additional info and details;
Began with circle;
Introduced Edutopia;
Addressed academics vs. Character Ed. And shared models that integrated them;
Had a detailed PowerPoint outline, and how you took the time to expand on each in a meaningful way;
Mentioned that this is all about the soul. With all of this info/data, I get lost in the weight of the info/data and lose the practical app and humanness associated with it;
Gave us so much information- the bonus of the principal. Like the flip chart;
Discussed the jumbled schoolhouse. The importance of built in reflection time in class;
Emphasized how it only takes a little bit of positive can affect more negatives;
Reminded us of the emotional barriers that children have and we need to work with those and build relationships to help break them down (go around them, over them etc.);
Engaged the participants;
Were very thought provoking. Your piece on social responsibilities with service was excellent aspect to expand doing;
Brought in Mo Elias. Great speaker. Valuable information and had us connect our best and worst times in teaching with relationships and Character Ed;
Talked about sharing my thinking with students. I just started doing this in my rooms. I believe that it gives them some ownership and preview about what goes on in our room;
Talked about the need for staff ownership and offered school climate examples;
Gave real examples, kept the training engaging;
Provided ideas for applicable classroom practices;
Got groups talking;
Are coming from a position of working with schools and having made success. I love the image of the jumbled school (how I am feeling). I also like your realistic timeline for consistent results (3 years). The videos (Edutopia.org) were great! Will help to show staff to help them see such positions results;
Were clear and covered the topic well;
Shared information from Edutopia- loved the videos that showed or shared information, saw methodology, and practice

I wish you had…

More varied activities- most of us are people that are on the move all day- hard to sit…some physical moving;
More suggestions or role plays incorporated into your speeches/ less talk more work;
Given more relevant stories/examples;
A p.m. break – 10 min?;
Addressed tools to measure Character Ed;
Allowed for more thinking/ reflection time and discussion with our core groups;
Discussed values more and when the values you know are important and students need to have are contradicted by home values?;
Shown more examples of this in action, given some breaks—hard to sit for so long;
Given us more time to discuss in small groups;
More time to talk or come back again;
Talked a little more about you;
Let groups talk more;
Taken a short break during session- needed to stretch, etc. to stay focused;
A solution to help educators unjumble the schools. There are just too many initiatives coming top down. Cannot do it all;
A little more entertaining aspects from the speaker!;
More ways to get SEL in the classroom. Gave an example of a program, but are there others?

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

I love the statement, “It is a way of being. It is not a poster on the wall.” (2);
Kids are most interested in a relationship with a caring adult. Kids learn from people, not books or smart boards;
My “aha” came when asked what or how would staff, student or parents describe me?;
Moral & performance character;
classroom meeting;
Reinforced need to integrate, layer, scaffold to promote infusion/ embedding of Character Ed;
Reflection is key to cognitive growth;
Moral and performance character. Laws of life. Essay writing/ contract creating;
Parents care about much more than knowledge and I need to market my CE;
Kids want a caring relationship with an adult. Our district is really pushing for more on-line learning—I think this a huge detriment to our school population;
Reflection- the importance of having kids reflects on what they do- I reflect but the importance they do and the process of it;
“Character Ed are not lessons,” “Character Ed is a way of being”;
Kids want a relationship with a caring adult;
Students input to help with buy in to climate;
Relationships #1 in leadership role. Take time early in the school year to teach Character (less automatic = more & greater understanding later);
Links between SE and Character Ed;
Confirmed my thinking on my health curriculum;
activities- best/worst moments and emotional word wall;
iPod “dangers”;
Engage students more in goal setting/ decision making;
Intelligence and Character is the key;
Connections with others: students, parents, coworkers are key to character ed implementing;
Some ideas to take back to my school;
Reflection time for students—sometimes so pressed to get in academics. Information won’t stick if students do not reflect on what they learn;
The reminders that character ed changes school climate and allow for greater student achievement and happier students and staff;

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

More ideas of including Character Ed within existing PBIS mandate—how to do this seamlessly;
Support from administration and staff;
Permission to be a leader;
Access to the most successful character education programs or curriculum to choose for our school;
Time, support, buy-in from staff;
praise and positivity from administration. Often we just hear what is going wrong;
Cooperation among school leaders to discuss how to incorporated SECD into each class;
Largest hurdle is counting all staff “on board.” Time is needed to educate other staff on importance of Character Ed;
I would like to have staff to the “what values would you wish children would internalize forever.” And then what would society think so we can see how we are doing as a classroom reaches;
Money, buy-in;
Time to read and reflect;
We are getting thereJ new initiatives need to be put on hold so that we can start implementing those were already adopted;
I would like a list of emotion words for the Emotional Word Wall;
Understanding that Character Ed is not just another “thing” we are required to do;

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

I liked the ideas of kids having impact in the development of rules—would like to try this in a limit Ed. Fashion with a small group I have;
How to implement SEL into our school. See if we can get all staff to greet them students at their door;
Discuss more with my team our next focus within the school instead/ besides our group assignments;
Fish bowl discussion;
legacy card;
Legacy cards!;
Using reflections do the end of classes and or the school days;
I will incorporate an afternoon meeting to provide time for student reflection;
Class meeting and incorporating C.E. into curriculum as well as go slow to go fast;
Reflection on three things taken from today;
I am going to start incorporating reflection time—maybe not every day, but on occasional basis;
Reflection time in the classroom;
I will try to incorporate the responsive classroom.org suggestion to try a moving meeting, reflection time, and try to greet students every day by name;
Getting students government involved in anti- bullying;
Inform my fellow staff members on importance of relationship building;
Creating a “feelings word wale” which can help guide discussions and the class family meeting which I would also like to start;
To work through similarities between PBIS and Character Ed;
I will work within the classroom to implement on a regular basis: Greet every child by name, Have a morning meeting before academic time, reflection journal on learning;
Daily reflections with students;
Go back building relationships with kids- I did this more before the “rigor” of academics came along. I feel like the “rigor” piece has been pushed to the forefront, so I am going to go back and work on the building of relationships; Organize and process my notes;

How do you envision today’s learning having an impact on student achievement results?…

I believe after time student achievement will raise- due to reduction in those behaviors that cause delays in instructional time;
Growing up;
I believe that Character affects students’ achievement and is a hindrance if it is not present;
I see the foundation of info. That was shown;
Inspiring my actions to implement what I have learned;
Examples of how to integrate Character ed. Values/ info lessons;
Character Ed. Always leads to an increase in students’ achievement;
Continuing to build an emotional/ academically safe environment to encourage self-perfection;
I plan on altering my morning meeting format and I plan to provide more time for reflection;
Helping students to start the day off right and creating a letter classroom culture will allow me to teach with fewer interruptions;
Students will experience cognitive growth as a result of reflection at the end of each day;
Having circle time twice a day I want that connection;
Stronger climate through teams and committees;
Kids will feel empowered to ask questions because they will know that I am there to answer their questions and hopefully relieve their anxieties;
Reflection on learning and meeting before academic time will have an impact! Also, a little positive offsets a lot of negatives;
Making sure that I make time for reflection every day for my students and continue daily interventions to build relationship;
Character got kids to want to come to school and creating a safe learning environment;
Creating a climate/ culture for learning;
By letting students Know that you care you will be able to connect with more students which will reflect on students’ achievement;
Thinking about thinking! Reflections;
assessing what students are learning;
Continuing to lecture information that will help me on day to day activities;

I hope these things help me and my staff to be that caring adult in our students’ lives. This in turn will breed success

2013 February Results
Guest Speaker, Marvin Berkowitz

I am glad that you…

Explained ideas thoroughly;
Began with class meeting;
Were funny;
Brought in Marvin Berkowitz;
Taught us about P.R.I.M.E.;
Spoke about rewards in schools;
Challenged ideas that seem to be the norm in education today;
Gave us an acronym as a framework;
Were knowledgeable about Character Ed and what’s happening in Character Ed across the country;
Are so welcoming;
Defined what character education is;
Covered Character Ed—what it is;
Covered “uncomfortable” things, encouraged reflective thinking

I wish you had…

Had more time to discuss the challenges of PBIS;
More time and breaks;
“How to incorporate this now in the middle of the school year.”;
Talked about your opinion of PBIS;
Offered additional ways of learning besides lecture style;
Spent more time on practical vs. context (the majority of us are sold on the value of Character Ed- needed more how than why…) the first half of the day felt like a lot of “sit and get” pointed us toward more of the recent statistical data that shows that intentionally teaching good character education produces more time for quality instruction;
More engaging activities; Sometime other than lunch between morning/afternoon sessions to talk about Marvin’s ideas;
Scheduled breaks. I don’t want to miss presentation, but need to get up and stretch;
Given more time to talk to other people from other schools to get them views;
Touched on dealing with apathetic students as it relates to Character Ed (Empowerment maybe is where this women face)

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Finding ways to implement the principles. I was challenged to take another look at PBIS;
PRIME(2);
Less reward more goals;
Focusing on staff/ faculty first;
How extrinsic motivators do not work;
Teacher impact;
Assessing character education and ignoring is endorsing;
Three H’s and Three R’s;
Rewards for behavior are not always the best;
Reward, extrinsic motivation rubbing up against what we want;
The damage rewards leaves on child’s character;
Reinforcement of developing relationships with and between students and what do I do when I am expected to use an extrinsic reward?;
I need more data to show my staff to get them on board;
Implementing concepts. Really thinking into my students. Create a way of calling on all students in class—not just the “Golden.”;

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Your book, video-thanks for introducing the achievable Dream Academy; Administrative support;
Knowledge and information from district on assessments;
Getting administration on board;
At this time we have pretty good support since we have stated to implement the Character Ed Program;
I will get my teachers to use more team building activities;
Staff and support;
I will research the materials we’ve already been given;
Ways/strategies for accountability. We talked about accountability in regards to academics—how is accountability determined for C.E.?

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

More consistently correct behaviors privately;
Less reward more goals;
Help staff understand the importance of their character in the school system;
Talk about knowledge gained with the staff;
The five W’s with students;
Etiquette during breakfast, have each student feel that they bring something to the table;
Our kids: take an honest look at our rewards build relationships with staff—how?;
Student and staff relationship strategy of listing students and staff identifying a relationship with students;
Classroom Activities and talk to my colleagues;
Developing a toolkit for staff; Head -> Heart -> Hands—all are important even though the heart is the biggest piece

How do you envision today’s learning having an impact on student achievement results?…

I see building a relationship with more staff and children;
Good character education- more time for education;
If every student is reached, how awesome the result!!!;
Focus in school, less desire for disruptions;
Really finding out how I can help you be the best teacher you can be—making sure I serve them so they can better serve our kids;
“No parking in your comfort zone.” I want to use this with students at present I ask them to stretch their brains. Critical Thinking = Student Achievements;
Character Ed. Build strong relationship, strong relationship improves achievement;
I believe students with a strong Character Ed background take greater ownership of their Academic Education;
I will immediately change my extrinsic motivation strategies

2013 January Results (Day Two)
Guest Speaker – Phil Vincent

I am glad that you…

Brought a book, great handouts, and awesome insight;
Shared actual stories and experiences. It made the class educational and entertaining;
Shared very many resources/ loved the focus on communicating;
Explained the importance of school culture/climate;
Gives us useful strategies to help restore our schools culture/ character;
Shared your passion!;
Countered test score focus;
Presented the valuable information in an accessible applicable manner;
Provided us with a book. Thank You!;
I got a chance to meet Dr. Phillip Vincent. He was amazing and gave me a lot to think about;
Discussed the difference between specific and general rules, and how to get students involved in making the general rules. I am also glad you told stories to help prove points;
Affirmed what we do in our school;
Reinforced concepts that I do in the classroom and thought me so much more that I can do;
Gives a lot of examples for both public and private schools. Building relationships is critical to staff, student score success. Love your stories, in relationship to character education;
Brought in Dr. Vincent;
Made the information accessible. Your anecdotes were wonderful and you shared many examples that can be implemented;
Included many anecdotes both humorous and touching to support your points. The exercise was fun

I wish you had…

More time to share;
Provided table discussion time to learn/hear ideas from others;
Somewhat short stretch breaks;
Given us more time to reflect quietly during/ throughout the day. It’s too much sitting and getting…I need to have some time to have some output and quiet the negative and really think about what I think;
Talked more about developing routines. Provided more stories!;
Given more specific examples of how to help change take place;
The ability to change the politics of a district to truly make the changes that makes a different!;
A few more breakouts sessions to develop ideas within our school;
Included move/ interactive activities;
Shared visual examples of implementation, whether they are photos, videos, etc.;
Spent a little more time on specifics with some of the routine setting;

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Get the climate right before learning can occur;
You have reaffirmed my reason for being on education;
Consistently in schools can change a culture and climate;
Learned about the things to make our school a better place: Community, curriculum, activities, leadership, climate, faculty, fidelity;
Consistent routines coupled with high expectations are necessary;
Type 1 and type 2 changes and “plateau” when there is over focus on curriculum and instruction;
“I Cando bad 3 times a day” Trying to develop or control the child?;
Same routine, new boss;
We really can change the lives of students;
“You will not improve test scores by focusing on test scores.”;
Community involvement is essential;
Character building can make a difference in scores. I loved the three R’s relationship, rules and routines. I found the phrase “not taught, but caught” was excellent. We need to model;
What makes you rich will also make you poor!;
Be consistent with consequences to student and staff behavioral concerns and set expectations up front;
Sense of “community” and not just for students but also for faculty. I feel sometimes we forget about teachers and making them feel welcome. If the staff feels it, they’ll want to bring this to their classrooms;
Character is the pathway that needs to be worked on to achieve success in other areas;

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Time!;
The handouts are beneficial;
Restoring School Civility book;
Data showing the effect of staff retention and how it correlates with school culture/ character/ academics;
Skills set to help administration be more assertive in spearheading this initiative;
Administrative support;
Look forward to reading the book we received today!;
Needed more time to put into our character education;
Our superintendent on board. She seems so score driven and it seems to the detriment to all else. Vocational programs have been cut, but without her on board this will be a difficult road;
I think that providing the staff with some clear steps and activities to use for those teachers who are less comfortable;

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

Engaging parents in the goal of high character Education and Service learning;
Focusing more in the position of our children;
Give more community focus in our school/class;
Ways to change the culture of the school;
Complementary tree, celebrate student each day;
Write out procedures to be crystal clear;
Dialogue with colleagues;
Read, read, read—Phil’s book;
Speaking with administration in regard to our behavior plan;
I will look into some new routines to incorporate into my class. Also, I will reinforce the existing routines;
Share what I have learned with my colleagues;
I would like to share with staff what I have learned;
Putting some of his ideas into more to get more positive reinforcements;
Build community better in my classroom. I will start by focusing on my HIP group. Share how we are doing, what’s going well in their day? What concerns do they have, etc.;
I will try to take some time to work on more relationship building between me and the students and between students

How do you envision today’s learning having an impact on student achievement results?…

Climate is everything of what we get everyone to get on board…. The sky is the limit!;
Working hard and being resilient;
How much you can achieve in schools by changing the culture;
The better classroom climate I have, the better our achievement results will be;
Increase, positive classroom environment coupled with support;
Building trust and relationships will motivate students to learn and work;
Focusing in on relationships, routines, and rules and reflecting more on those big three will impact students;
Student engagement;
I am excited to do more character building activities. I would like to implement learning circles- I understand more and more how valuable the time is that we spend on character building. (Notes: Reward do not have to be prizes. The children just want more reward or a prize does not teach feeling intrinsically proud.);
Character- is critical and we need all to buy into character;
Work to make sure the environment promotes student learning and celebrate successes;
I so agree with the notion of nurturing the entire learner, including the social and moral and how important that is. We need to nurture the learner;
We have felt as though many issues went beyond just the teaching and this presentation reinforced my thoughts. Hopefully we can start to change students’ perceptions about themselves

2013 January Results (Orientation Day)

I am glad that you…

Had a variety of topics and activities and it was fun!;
Interject humor! (2);
Made time for the community circle I look forward to move of those as I’ve recently learned that I have a difficult time;
Motivated and got me interested in learning more about LACE;
Took the time to gather Valuable resources;
Explained the purpose/ outcomes of LACE;
Did all the group discussion activities;
Shared about character Education. Loved the video of the composer;
Gave a good overview of what LACE is and encompasses before we delve to deeply into the program;
Talked about the schools have been impacted by the use of LACE information and strategies;
Showed the video “an art of possibility refreshing and renewing- that’s why we teach;
Provided an overview of LACE and explained what we can expect. Also, encourage most to share their dinner table;
Presented activities that can be shared with staff for use in meetings or classroom;
Allowed us to share personal stories and experiences about character;
am a part of this cohort;
Shared the LACE program our school. I believe it is an awesome program to share with our staff and students. Love the fact can also use things I’ve learned in everyday life;
Told us where all the different resources are: Put me in the cow grouping and not the chicken group;
make me reflect on who I would invite to dinner

I wish you had…

Taken a formal morning break (I didn’t want to miss anything!);
Given me a “Moo” opportunity!;
Provided us with more useful information we can use with our students and staff!;
Done everything exactly the way you did;
Gotten more into the specifics. (Although I think that comes tomorrow);
Gotten into more of the must of character building;
Told me to expect my picture to be taken;
More engaging activities;
Turned the heat up! This was the only issue!;
Made the table bigger I had to use my artistic skills (not good)

I gained the following “key” learnings (ahas, questions, etc.) from our work today…

Being a “conduit” to empower others;
Using a professional learning community model to reinforce character Ed;
Go. Do. Time to walk the walk;
The “Board of directors” activity seemed ok at first, but when I realized that they were all there because of character, I had an “a-ha” moment;
How do I utilize leadership- I realize that it’s within my ability to empower others;
Be the person/ leader of change;
Think possibility: How do we move forward? How do we move out of it?;
Persistence and Professionalism help to make permanently polite children/ people;
Shining eyes stuck out to me. What a wonderful thought. I hope to bring my shining eyes to my classroom and see some staring back at me;
Being the leader is more about awakening and utilizing the potential of these around me;
It can work for all ages;
Look at problems in a positive light- how can we make a different;
Possibility to live into not expectations to live up to;
Great headers make new pathways;
“What you see in others depends on what you are looking for” “Lead by making others feel powerful.”;
That even I in my position can be a leader;
Love everyone has an “A” concept. Will take this back to our school;
Outstanding first video and Ben Zander. His focus and insight is outstanding

I anticipate needing the following resources to support my changes(s) efforts back in our school/district…

Are there materials/resources for developing our students to become “leaders” at school in character education?;
Site visits to schools who have implemented the program;
Consistent fellow staff, good communication, and several handouts- explaining LACE;
Do you have resources as a starter to building a classroom of great character education? What could I use to direct my students to start this adventure?;
I think the books and speakers will be great. I also hope my colleagues who came last year will be helpful on journey. Also the site visits have me very excited;
Time to research, relate, and release;
Easy to install strategies, lessons, eta so that the staff will not be overwhelmed by these efforts;
I am looking forward to the speakers and books to further my knowledge;
Staff support and cooperation;
Character Ed specific engagement strategies for staff, and student friendly;
Models/ examples of how to begin the changes;
Being able to be in communication with the presenters for a little guidance or to answers questions that may arise later on;
None anticipated as of now, I will let you know Board Dinner is on its way!

Between now and next session, I will try out the new knowledge and/or skills in the following way(s)…

I will make a “tool box” and adopt the “fix it” philosophy;
Provide students the opportunity to feel successful up front! Not as an end result only;
Use positive words more, look for ways to empower my students more, support the staff by demonstrating stronger, more caring leadership;
In the classroom, taking the time to discuss issues and ways to solve them;
Start on Tuesday morning the dinner table activity;
Being positive and accepting nothing less from others;
Since I will not be returning to my class tomorrow, for the session I will some with an open mind and willingness to learn and expand on what I know;
I will try to avoid the downward spiral and try to think more strongly about what I want to see and thing less about what I think won’t work;
I will remember that I need to look positively at all situations. The power of reflection helps one grow;
Focus on what’s right instead of what’s wrong and to work as team to improve our school;
Leading through encouragement, engaging staff in circle activities;
How I approach students who I know have behavior issues—I will look for how I can pull out the positives and find what makes their eyes shine;
Looking at the possibilities for improving my school’s CE program and not focusing on what is or has not worked, but am I contribute to make it better;
Giving the students to the POWER, I will try my best to use motivating strategies to help find the power within;
Upward spirals, remember rule #6, and shining eyes

How do you envision today’s learning having an impact on student achievement results?…

Inspiration to foster a love for learning;
Motivating students is instrumental: I intend to have my perceived energy level to reflect enthusiasm and determination;
Today provided a great foundation and a sense of excitement to move forward with making real change;
Students will be more excited to attend school, they will become more engaged, and active. This will in-turn improves achievement;
Giving students tools to take charge of their education;
This will for sure be a stepping stone for positive behavior;
I believe we all buy into and not give up we will help produce some awesome leaders who will in turn produce more awesome leaders;
I hope they see me as someone who cares about them as students, Warms and citizens of our community and that caring carries over to their effort and behavior in the classroom;
So many of our achievement issues seem tied to a lack of work ethic, apathy, and not feeling connected. Building up students’ character is hopefully one way to begin to reach these students and help them understand then solves. I think today alone is a stepping stone to great things ahead. In the end, achievement and attendance will improve;
Students don’t care, unless they know you care. Establishing a culture of character, will build strong relationship, strong relationships have a direct correlation to students’ achievement. I can only imagine positive achievement—when you feel comfortable and empathetic, desire and want to learn is possible. Students do have good character acre about achievement and work hard to improve themselves;
I have always been a strong believer of “good character” and this will give me more ideas, techniques and strategies to help my students continue to practice “”good character behaviors and practices”;

Better relationships, will build better students

December – Session 9 Evaluations Results

5: Very High
4: High
3: Moderate
2: Somewhat Low
1: Very Poor

Comments:

Could see Restorative Discipline working at my school.
We always need more time! J The information on the restorative discipline was informative, but it would have been great to see the role play.
I would really like to be invited when Ron Berger comes next year!

Looking back across the year in LACE, what has been your greatest personal point of growth?

Learning and gathering information on how to develop character education within our school and how to work to developed the program with the staff, students, and parents;
My biggest point of growth has been looking inward and evaluating my own beliefs and practices;
It’s been a profoundly powerful experience being in LACE;
I’ve reinvigorated and rededicated myself to character education;
I’ve grown through getting to know others in the program;
The importance of valuing each student, what their competence is, and letting them know each day that I notice them with a look in their eye and a handshake;
Continued reflection on my teaching practices and more thoughtful interactions with students;
Reflecting on my experiences and networking with others;
Tom Lickona was an inspiration to me;
Being renewed which was very meaningful for me;
Knowing we are not alone!;
Developing more as a model and building my students and students throughout the school to be students of character today and for the future;
Learning how to be assertive with staff and conveying importance of character education;
Networking with others about character education. Learning about what others are doing/what their experiences are;
I am not alone, many others share the same perspective;
My growth with the connection to my students. I have committed to greeting my students every day and having a class family;
That received from the presenters;
Creating actionable steps towards character development;
Self-realization and the desire, need, etc. to pass character traits onto students;
Understanding that there are a lot of people who share what I know is the most important part of teaching character;
Just a wealth of information to help me grow as a person, teacher and member of the larger community;
Concrete information to what has always been in my heart regarding teaching;
So many, I learned a little each time that was so valuable;
Remembering that I have the power to make a difference through the relationships I make with students;
Remembering I have not only a job to educate, but to help mold the character of those who I can teach;
Learning about the process of incorporating character education and bringing it to our school;
Realizing the impact I personally have on character education;
A well-rounded understanding about character education and my own personal change in order to make it happen;
My classroom has become more welcoming and I have emphasized the need for a “community of learners,” not just a classroom of students;
Growing in implementing character education in my own instruction and sharing these practices with my colleagues;
The ability to frame many of my established beliefs around the concept of character education and put a plan into perspective; Getting more motivated to be a better person/teacher;
The information learned was useful immediately in my classroom;
Able to be a resource for others in my school.

What specific experiences in LACE (speakers, circle time discussions, assignments and feedback) were most helpful for you?

I found the speakers to be very interesting and they offered so many new and exciting things to do at my school. I feel that there are many techniques and skills that I could try at the school to make a difference;
(1) The site visits were invaluable and (2) Marvin Berkowitz and Clifton Taulbert were inspiring and practical in their approach;
They were all so good and I found quality, useful information from all of them. Going to Milwaukee College prep was the best thing;
Site visit and actually all of the speakers had important individual messages and so I found it all valuable;
Clifton – the process not a project…It begins with me…;
Tom Lickona and Hal Urban;
All J;
The speakers who emphasis practices in common with everyday situation;
All speakers and the visits to Milwaukee College Prep. Dan and Margee are a great duo!;
Speakers and discussions. Avis Glaze – Community Building;
Speakers were excellent, circle time was useful for gaining feedback, and assignments gave focus;
Listening to the speaker and meeting each day collaborating with my district;
Taulbert and Berkowitz;
Hal Urban;
I have to look collectively and all were helpful;
I love all the speakers;
I loved getting their books to read;
All that I learned from each one was practical and easy to take back and share;
I loved my experience at LACE;
Great speakers: Hal Urban, Marvin Berkowitz. (2) Circle time discussions – good to hear what other schools are doing. Community building/team building activities;
Speakers: Phil Vincent and Clifton Taulbert. Assignments and Feedback: reflections on speakers and on books;
Hal Urban, Marvin, Tom Lickona, the tours, and the reflection circles to hear from our peers about what they are trying;
Sharing what others are doing and what works for them;
All of the pieces were very helpful and work together;
All of the speakers were excellent and insightful;
Field trips to schools;
All speakers were very helpful;
Wonderful information;
The speakers and the site visit;
Hal Urban. Avis Glaze. Tom Lickona;
Berkowitz and Taulbert torched my heart the most;
MCP field trip provided great inspiration. Dan and Margee make it fun!;
Speakers;
Speakers were excellent and the discussions;
All of the speakers were awesome. Each one presented great ideas on point-of-view.

What might the Alverno LACE staff have done differently that would have made LACE more effective for you?

Nothing – It was an awesome year!;
More actual work time for the assignments;
More site visit opportunities, as that was such an amazing experience;
Have speakers really look at their material and make sure it’s inclusive;
People from districts that already went through second wave matters!;
Make sure Alverno staff is thanked;
Only allow groups of teachers to participate. It was too hard to do assignments on your own, and you do not have another person to hash out with that authentic training;
You are awesome the way you are and wonderful team! J;
Align the assignments to the standards so they are always on the mind and work is always done surrounding/ meeting the standards;
All was great. The only thing I can think of is the sharing of assignments with other groups to share ideas;
Shorter days, fewer meetings, and time to work together as a group;
Possibly sit down with your team and a LACE person to provide interactive feedback on your plan;
Electronic binders and information. Eliminate paper;
Have speakers, but encourage group presentation and involvement;
Very happy;
I am completely satisfied. Thank you for all your hard work, support, and encouragement;
Nothing – it’s a great program;
A little less of the speakers at each session and more discussion time;
They were great! Each day was well planned and flew!;
Nothing – it was great!;
Divide the teams and mix the schools at the tables;
Perhaps have broken into groups occasionally not by level, but by the point they were in in the process of implementing character education to have common discussions/brainstorm about next steps or workshop mission statements or touch stones, perhaps with the speakers going around and providing feedback on ideas;
Nothing different.

Who would you recommend participation in LACE to?

More from Greendale.
Everyone! I am passing on the word. Thank you!
T. Wendt – teacher – School District of South Milwaukee (SDSM).
Lora Wideroki – teacher – South Milwaukee.
Jeff Thomson – principal – Horace Mann Elementary School, West Allis West Milwaukee Schools.
Marty Lexmond – superintendent – Shorewood School District.
Damien Woods – Academy Director – BEAM, Alisha Birtha – Assistant Principal – BEAM
Jeff Peterson – principal – Waukesha School District.

September – Session 6 Evaluation Results

5: Very High
4: High
3: Moderate
2: Somewhat Low
1: Very Poor

I’m glad that you . . .

Had an international speaker! Avis is Awesome!;
Included Avis in our schedule! She is brilliant!;
Were able to present to our LACE group, you are very knowledgeable and easy to listen to as an expert in this area of educating for character;
Had a woman of color speak with focus on diversity;
Brought in a female presenter;
Got through material on PowerPoint Had another great speaker to learn from;
Triggered ideas for further research
Did scenarios;
Encouraged interaction;
The presentation was interactive, which is huge!;
Involved us throughout entire presentation – very interactive;
Did the role playing – made you really think about how you would address issues and concerns;
Share so many wonderful stories and experiences;
Shared personal stories and role played;
Role played and always opened up for dialogue;
Spent time to offer personal advice for the program;
Had us very engaged in discussions and talked about the need to get the community involved;
Gave time for others to talk;
Reviewed what character ed is, showed us through scenarios real life situations;
Did the scenarios, they presented a lot of angles to handle issues;
Interacted with the audience regularly and sought feedback;
Presented a wealth of information;
Had practical experience to talk about from a superintendent standpoint;
Talk so passionately – listen to your audience (think, pair, share);
Went the opposite way and looked at what CE is not;

I wish you had . . .

Provided some more specific examples of what was done and hurdles faced in Ontario;
Given us more information on activities to use when teaching character ed in school;
Copy of PowerPoint;
Provided all the PowerPoint slides;
Avis would have provided her complete PowerPoint for us, and that we would have had an afternoon break – even 5 minutes;
I wish the handout would have been more relevant, there were several slides Avis used that I would have liked;
the handouts of what character ed is not;
Made more people do role playing – good for personal reflection;
Created opportunities for collaborative learning understanding that adult learners benefit from collaboration;
Involved us a bit more, perhaps, it can just be hard to “sit and get” for hours;
Made sure people took the time to think;
Taken a break;
Room too cold;

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Community involvement is important
Give students opportunities to be role models;
Ways to put service activities into our character ed
Ways students could use peer initiative activities;
Civic education, focusing on democracy;
Using what character ed is not to share with staff/parents what character ed is;
What character ed should be;
Relationship between character development & PBIS, poverty;
Develop a video to highlight positive role models that have graduated from my district to promote community instrument;
Citizen ready concept is as important as college – career ready using a continuum to conceptualize character ed;
The idea of having “parent workshops” for community building, the 15%, I need to remember this – I still have some influence!;
“Character in action”;
The need for teachers and “school” to state what is “non-negotiable”!;
Justified my knowledge of character ed, living it not just teaching it;
What kind of framework are you giving your students to make ethical decisions;
Community involvement ideas;
Character ed is internal, not a program, it is more important than reading and writing, are we preparing our children to make the decisions they need to make in the future!;
The 16 trends that will impact education, some of it is very scary, all of it is real;
Intrinsic and empathy;
Great review of what we learned from the beginning of the sessions, helped draw info together from day one;
Certain attributes are non-negotiable;
Many resources to consult, talking to the superintendent to get community involvement;
“We pay now or we pay more later” CE is a human rights issue;
Expanded my scope of where character education can be when the entire province of Ontario has a well developed character education process.

I anticipate needing the following resources to support my change(s) efforts back in our school/district:

Administrative support;
Admin support (bldg. & district level) – we have a new superintendent;
Administration and student involvement;
Time (3X);
Time/Support;
Media relations training;
How children succeed;
I need more staff members to get involved with character education;
“Buy in” from all staff;
How do you go about changing the adult culture of a school? How to get everyone to buy into it?;
Problem solving steps when other staff members begin to complain about having to teach character ed;
Robust ideas about working CE into classroom curriculum;
A conflict resolution plan/communication protocol, little to no plan is in effect;
Tools to support character education lessons;
What character ed is not, I would love to see the framework of Avis’ community education events;
Money!

Between now and next session, I will try out the new knowledge and/or skills in the following way(s):

Incorporate a buddy program where older students work with and role model for younger students;
More community engagement, finding ways to include nonparents;
Have staff from the District Office come and read with my students;
Marshmallow stories to convince reluctant staff of need for character education;
I will purposefully acknowledge feelings of other people when in conversation – “I hear that you are…”;
Refine and restate student/parent concerns when brought forward;
Today spurred a lot of questions that I think we need to address (what are our non-negotiables) so I will work on facilitating the conversations to answer them!;
Remember the 15%!!;
I will research and look for good examples of surveys to give out to start data collection for our school;
Leading with parents setting the stage in depth exploration action, demonstrate empathy;
Creating a new touchstone in my room;
Community service;
Advocate for character education;
I plan to be a better advocate for character education;
Being a better advocate;
Implementation of our proposed plan;
Ideas you offered;
Find common ground;
Just being aware;
The role playing is huge;

How do you envision today’s learning having an impact on student achievement results?

I envision students taking on the responsibility of being successful rather than me forcing in;
I want to begin to connect with community and that in turn should impact student achievement;
I like the educating the whole person – cognitive, affective, behavioral – they’re all interrelated in student achievement;
Continue the vision of educating the whole child- cognitive, affective and behavioral;
Building character will promote internal growth and self appreciation – therefore gaining confidence academically;
I am hoping that having our staff better implement character ed will help all students and the learning environment;
Knowledge is valuable and using strategies talked about and work in implementing them and always being a role model;
When students gain better self esteem through CE they perform better;
It will enhance the character ed already in place;
The business/workplace aspect needs to be reinforced;
Huge because CE with advocacy is huge;
Already classrooms are becoming more focused and more calm;
Positive;
Up Up Up

Who would you recommend participation in LACE to?

Everyone and anyone! We should have a parent LACE committee. Other educators, community leaders, and outside agencies Teachers and community stakeholders need to be exposed to LACE All educators, all schools Need a parent component that districts can send a group to Teri Provencher, 5th Grade Teacher, Rawson Elementary Dr. Debra Kerr, Superintendent, School District of Brown Deer Shorewood School District – Martin Lexmond, Superintendent/Matt Joynt, High School Principal/Mark Harris, High School Vice Principal, Rob Reinhoffer, School Board President;
Bill Harvey, Athletic Director
Additional Comments:Thank you! You were great! Thank you Dan!

May – Session 5 Evaluation Results

5: Very High
4: High
3: Moderate
2: Somewhat Low
1: Very Poor

I’m glad that you…

Communicated practical ideas that can be easily applied in the classroom;
Had someone with practical ideas, framed the ideas with ethical values instead of religion;
Had us to be interactive, used your books!;
Included things that can be taken back and implemented very easily. Small group discussion;
Included stories/lessons about: cooperative learning, class interviews, and stop, think, act, review;
Gave us great actions ideas that will work in my classroom;
Gave us take-home ideas;
Made this session more hands-on. It was nice to “role-play” or partake in character education related activities;
Had us write our “action ideas” down on a separate sheet. It separates them from my other notes. Had great resources to take home!;
Allowed time for meaningful discussion;
Provided so many useful classroom tools and activities;
Had me create a list of action ideas;
Were in our original room. Referred to your books option didn’t work from PowerPoint;
Had such a variety of materials for us – so nice;
Use the books to share authentic strategies and ideas;
Had Tom as a speaker. He is so effervescent! So personable!;
Had us do the activities in the beginning such as “learning names” and the “daily 5”;
Used your books to show examples. Gained many valuable resources;
Referred to text and resources with practical “chunks” of useable information;
This presentation was by far the best! All information was valuable, helpful and will be used;
Tom had a lot of very valuable information and resources to share;
Offered valuable resources and strategies for character education development;
Gave practical ideas that you can use right away in your class;
Provided concrete ideas/resources for how to implement character education programs.

I wish you had…

Stopped before the sexual activity part;
This was the best presentation so far. You should have moved him earlier next year;
It just seemed to me to be more geared for middle to high school level. Not moved tables so often;
Not rushed the last half. Less time on learning names;
Spent less time on names at beginning;
Nothing! Let us sit at the same table all day;
More room in note-taking section;
hmmm…I got nothing;
Not had us rotate three times. More project-based learning, culture survey;
Given us more breaks — too much time sitting — people got tired. Only had one break in the am;
More time with us!;
(I wish Tom had) recognized that research shows that education related to contraception has decreased the teen pregnancy rate;
Time to speak with our faculty!.

I gained the following “key” learnings (ahas, questions, etc) from our work today:

Use ethical tests, assess to program, get feedback;
Character education is observing and interviewing, see need, then respond. Purpose of discipline;
“Do over”, storytelling, Alexander very bad… Australia;
Performance character and moral character;
Touchstones for the school and core values that define them;
I really liked the idea of the school “touchstone”;
Use of ethical tests in classroom. I enjoyed discussing this with others at my table;
Student leadership roles;
Action ideas – simply amazing. Should always write things down that I can incorporate into my future character education plans;
I can learn names of all the people, during morning meeting – “do overs”;
I love the nine ethical tests and will use them;
Foundational focus of character education is to teach and motivate students to develop their best work and best self;
Spend significant time in the beginning to get to know student names and ask everyone to use each other’s names as much as possible;
Cooperative learning!;
Use cooperative learning, good deed journal, and project-based learning;
All my action ideas;
Solid action ideas;
Service learning is more than food drives – students need face-to-face relationships;
Loved the learning names…and all the action ideas; Student involvement in problem-solving;
Seven ethical tests;
The depth of problems in the school culture that must be addressed. As a newer employee, I am not sure how long it has been this way, however, character education should improve this;
Developing for a cornerstone;
Need to split program into manageable components and get stakeholders involved.

I anticipated needing the following resources to support my change(s) efforts back in our school/district:

Getting other teachers on board, help with home morals not being in line with ideas from school/character education;
Safe and good schools;
More information on student groups and starting them (School council, etc.);
The biggest challenge is time;
Complete and make a touchstone;
Character education curriculum;
I may need help using all the resources to put the Best practices for our school together;
Time to collaborate with other LACE members at school;
I am looking forward to summer time to really marinade on all that I’ve learned and also commit to key elements next year and prepare for that. I will revise and commit to one survey I will use every year and reflect and compare the data;
Time and access to more materials;
Our mission committee to get together/meet to work;
Time – Time- Time!;
Our high school smart and goal high schools;
Our group would like to bulk order some copies of Smart and Goal High Schools;
Time and communication;
Working with my district team;
Working with my district team;
Case studies of implementation.

Between now and next session, I will try out the new knowledge and/or skills in the following way(s):

Following through getting my district to prioritize;
Plan for my September 2012 beginning of the year to implement new ideas;
I’m going to reframe our social emotional and civic standards around performance and moral character;
The daily’s, ethical thinking questions;
I plan to use “pick a stick” daily. Next year I will use class interviews;
Classroom meeting ideas;
Greeting students, to test the possible climate change (with handshakes);
Wore with my group to further our plan. Read and create in service information for august;
STAR concept at home and school. Nine ethical tests at home and school;
Incorporating some of my action ideas in work on student mentors and administrative team;
Meet with LACE team back at school to share;
Administrator culture survey;
Creating handouts of activities for teachers to use at beginning of school year;
Use a hand signal to get students to quiet down. I will raise my hand – students will follow;
All of your materials will be helpful and used as we begin our character education program;
Use the survey “Respect and Responsibility School Survey”;
There are many things to try…moral and ethical decision questions;
I would like to use the “Alexander Day”;
Read the book-looking forward to it!

How do you envision today’s learning having an impact on student achievement results?

I don’t know;
Only positively;
I have more practical culture-building ideas that will be good/better for teachers;
To have students take more ownership for their behavior;
Focusing students;
Many different ways/ideas to incorporate or try in the classroom, which in turn enhances character;
Environment will be improved. Less stress on students;
Directly if it is done intentionally!!;
It has great potential for increased student achievement only if my district is patient and thoughtful about implementation;
Everything really reaches to develop stronger relationships and this will create a positive change;
Creating protocols for students decision making;
Improved;
I am so grateful for being part of this LACE cohort. I’m learning so much, revitalized each month, am reaffirmed, empowered to evoke change, and I’m meeting great people who I am so happy to know;
Character development impacts student achievement – no doubt!;
Motivation!;
This should improve academic achievement;
High impact with action ideas implemented;
Educating the whole child.

March – Session 3 Evaluation Results 5: Very High 4: High 3: Moderate 2: Somewhat Low 1: Very Poor

I’m glad that you…

brought Charles, inspired in his quiet style;
Took us outside of the room to keep us engaged;
Incorporated the book and activities;
Had Charles as a speaker. I loved all of the experiential learning activities that he shared;
Had Charles here. What a wonderful speaker, he was reaffirming;
I really liked the movement throughout the day. Excellent!;
Got us up and moving. Nice to get outside;
Used different modes for engagement;
Provide me with literature to guide my leadership;
Incorporated movement! It is so hard to sit all day so the movement was energizing and meaningful;
Had us moving forward, demonstrating philosophy within realistic situation – not something in a Petri Dish;
Taught team building activities;
Had so much movement;
Explained “touchstones” as a way to help everyone at school understand a code of conduct;
Got us up and moving around in the afternoon;
Started the day with circle time;
Good exercises!;
Liked the touchstone idea, important to focus on central ideas;
Had us sit in a circle. It kept us active and on task;
Had us participate in activities that are useful in staff/classroom community development;
Took us outside!;
Had a number of interactive activities, outside;
Had a speaker from a large, public school district. This made the presentation relevant to my current assignment;
Practiced some techniques;
Moved groups around outside;
Share various activities that enlighten us on communication and trust;
Provided a change in environment;
Had so many interactive activities and discussions. I liked sitting in a circle – much easier to feel a part of the whole. Great day!!;
I enjoyed the “games.” It was a nice change of pace and connected to character education in a different way;
Had us go outside!!;
Provided some actual activities and strategies we can use at school.

I wish you had…

more time with him;
Given a few more classroom applications because I felt most of these were useful for staff, but not as much with my students;
Spent time allowing the teams to start digging in and developing a plan. More specific ideas on a timeline/process for getting started;
Used desks in a big square;
Switched up from sitting in a circle to sitting at tables throughout the day. Difficult to take notes with papers on our legs;
NOT used the circle for seating;
Let us use tables;
Kept the tables out to use; Let us sit at tables;
Tables!!;
Maybe had table – hard to manage our papers without, but I understand with the activities;
Kept the tables, didn’t care for room set up today;
Mixed groups for morning meeting;
Tables to sit around for part of the days instead of large circle all day and hot water for tea after lunch J;
Had tables for us to use to write on;
Set up tables so we could take notes on the presentation;
Allowed some “team” time to discuss the items presented and revise our program;
Not done all day in one round;
Let us sit at tables – especially with going to the book and binders so much. It didn’t seem like this was really character education specific. It was more random teaching, learning, and staff development tips. Too much reading out of the book, not sure about our purpose – it seemed like he didn’t have a plan and we didn’t accomplish anything;
Loved it all!;
Nothing! J;
Provided tables!;
Given a break during the morning session;
Touched on the steps it took to implement character education at school (began with touchstone…)

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Making what we do to gain insight into our work;
Trust needs to be cultivated, the four A’s of absolution;
We tend to deal with students acts – when we need to get to their “thinking” behind it;
I enjoyed learning and thinking about pacing and the importance of it;
There’s no success without trust;
Team building activities, great rubrics!;
A tar! Oh my, I have so many ideas that I’m walking away with. Best presentation yet! Thank you!;
Eight ways to change;
In order to change, you need to let go and take risks;
I realize not that my student may be confused by my direction and not just not listening. Transition time is important;
we need to “be” and so do our students;
The importance of trust. I wish my administrator would have attended today. The staff does not trust him;
Touchstones!;
Kids might not always understand me, I need to clarify;
The book is a training book which I really like;
Slow down – pace yourself and teaching so all can find a place to grow and fruit;
Change – how to handle, lead, etc;
The importance of having a vision and action plan before jumping into this. Also the importance of getting all stakeholders on board was reinforced;
Rationalize letting go processes;
Touchstones, people must be ready for change;
Around change and managing change, mindsets, and gateways;
The four mindset model. The shared agreement protocol;
I especially enjoyed the visual models and reference to the book. It was a better way for me to understand the material;
You have to “do”, talking about it isn’t enough!

I anticipate needing the following resources to support my change(s) efforts back in our school/district:

Communication with all, support from others, staff, student, and parent involvement;
Time to meet as a staff to create a shared agreement in regard to tardies;
The ability to send more staff;
School support and now we have tools to help create a shared vision a plan with staff;
Time (4);
Working with the character education team;
More structure to support me and others that are here;
Discussions with my students to clarify directions. Begin to gather information for staff to begin;
Read some of the books we have been given;
The current administration does not value collaboration and does not allow us the time we need to keep moving;
Not sure – chart an change?;
Time to train faculty members that are not part of LACE on these ideas;
District will need to bridge the group that had formed (distrust) between the teachers and the administration;
More time to digest and means of asking questions for clarification;
I think using the showed agreement protocol will help bring unity in our school and getting on board with character education;
Still worried about resources – will I have to contribute a lot of my own money to get all of the things we need!;
Maybe more information on touchstones and implementing something like that;
Case studies and site visits.

Between now and next session, I will try out the new technologies and/or skills in the following way(s):

Community building activity with staff, maybe;
Rope activity with staff;
Shared agreement for tardies, some of the experiential learning activities with my advisors;
Continuing work with the character education committee and sharing with them some of the things that were presented today in order to move forward as a committee to introduce these concepts;
I plan to read this book and try to apply it at school;
Next faculty meeting meet with staff individually;
There was so much that I took away. Not only for my classroom, but also as a person – thank you for being an inspiration;
Developing community; Using my core for character values and embrace them to transition through the last part of the year;
Trying to integrate some of the activities;
Making sure my students know what I am explaining keeping the objective in mind when teaching;
Share with my staff, work with our team on implementation plan;
Loved the “From the Elders of the Hopi Nation” and will share it with my team;
I’m looking forward to getting into the book for practical ideas;
Look at and talk about our vision at my school;
Start my classes in a more productive way – loved the invitation to BE;
I would like to address these need to rebuild trust in our school and school district;
Building a community of trust as we develop character education;
The skill/vision/resource analysis;
Discuss with LACE, lead team at my school and reflection;
I need to make more changes;
Developing a touchstone of my own – in my classroom;
Incorporate values that I selected;
I am going to use the rope activity with my team and have them discuss what they learned.

How do you envision today’s learning having an impact on student achievement results?

When “I” becomes “we” – we impact students with greater unity of meaning;
Have to read the heart in order to read the head!;
I love coming to these presentations! They are inspiring! I’ve met great people who sustain the work I do!;
Application by one team will have a positive impact;
Increase process;
Positive impact!;
Focusing on transition;
Helping my students to trust and see me as a “real” person and teacher;
Less confusion in classwork assigned;
Better school culture/environment;
There was a lot of good information on the adult culture and I think we need to start there!;
With a better vision, there will be improved achievement;
I and they will grow J;
A culture of trust in the school will have a positive impact on results – Principal to teacher and teacher to teacher;
Positively;
Relationship building with faculty;
I think we need practical staff how…we are with you on the reason character education is good…now get us working on doing and planning and facilitating;
More out-of-the-box planning for teachers the leads to better lessons for teachers;
It is all positive and will help; I enjoyed the more concrete examples;
I think that the discussions around trust between administrators/staff, staff/students, etc. are going to have an important impact.

March – Session 3 Evaluation Results

5: Very High
4: High
3: Moderate
2: Somewhat Low
1: Very PoorI’m glad that you…

brought Charles, inspired in his quiet style;
Took us outside of the room to keep us engaged;
Incorporated the book and activities;
Had Charles as a speaker. I loved all of the experiential learning activities that he shared;
Had Charles here. What a wonderful speaker, he was reaffirming;
I really liked the movement throughout the day. Excellent!;
Got us up and moving. Nice to get outside;
Used different modes for engagement;
Provide me with literature to guide my leadership;
Incorporated movement! It is so hard to sit all day so the movement was energizing and meaningful;
Had us moving forward, demonstrating philosophy within realistic situation – not something in a Petri Dish;
Taught team building activities;
Had so much movement;
Explained “touchstones” as a way to help everyone at school understand a code of conduct;
Got us up and moving around in the afternoon;
Started the day with circle time;
Good exercises!;
Liked the touchstone idea, important to focus on central ideas;
Had us sit in a circle. It kept us active and on task;
Had us participate in activities that are useful in staff/classroom community development;
Took us outside!;
Had a number of interactive activities, outside;
Had a speaker from a large, public school district. This made the presentation relevant to my current assignment;
Practiced some techniques;
Moved groups around outside;
Share various activities that enlighten us on communication and trust;
Provided a change in environment;
Had so many interactive activities and discussions. I liked sitting in a circle – much easier to feel a part of the whole. Great day!!;
I enjoyed the “games.” It was a nice change of pace and connected to character education in a different way;
Had us go outside!!;
Provided some actual activities and strategies we can use at school.

I wish you had…

more time with him;
Given a few more classroom applications because I felt most of these were useful for staff, but not as much with my students;
Spent time allowing the teams to start digging in and developing a plan. More specific ideas on a timeline/process for getting started;
Used desks in a big square;
Switched up from sitting in a circle to sitting at tables throughout the day. Difficult to take notes with papers on our legs;
NOT used the circle for seating;
Let us use tables;
Kept the tables out to use; Let us sit at tables;
Tables!!;
Maybe had table – hard to manage our papers without, but I understand with the activities;
Kept the tables, didn’t care for room set up today;
Mixed groups for morning meeting;
Tables to sit around for part of the days instead of large circle all day and hot water for tea after lunch J;
Had tables for us to use to write on;
Set up tables so we could take notes on the presentation;
Allowed some “team” time to discuss the items presented and revise our program;
Not done all day in one round;
Let us sit at tables – especially with going to the book and binders so much. It didn’t seem like this was really character education specific. It was more random teaching, learning, and staff development tips. Too much reading out of the book, not sure about our purpose – it seemed like he didn’t have a plan and we didn’t accomplish anything;
Loved it all!;
Nothing! J;
Provided tables!;
Given a break during the morning session;
Touched on the steps it took to implement character education at school (began with touchstone…)

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Making what we do to gain insight into our work;
Trust needs to be cultivated, the four A’s of absolution;
We tend to deal with students acts – when we need to get to their “thinking” behind it;
I enjoyed learning and thinking about pacing and the importance of it;
There’s no success without trust;
Team building activities, great rubrics!;
A tar! Oh my, I have so many ideas that I’m walking away with. Best presentation yet! Thank you!;
Eight ways to change;
In order to change, you need to let go and take risks;
I realize not that my student may be confused by my direction and not just not listening. Transition time is important;
we need to “be” and so do our students;
The importance of trust. I wish my administrator would have attended today. The staff does not trust him;
Touchstones!;
Kids might not always understand me, I need to clarify;
The book is a training book which I really like;
Slow down – pace yourself and teaching so all can find a place to grow and fruit;
Change – how to handle, lead, etc;
The importance of having a vision and action plan before jumping into this. Also the importance of getting all stakeholders on board was reinforced;
Rationalize letting go processes;
Touchstones, people must be ready for change;
Around change and managing change, mindsets, and gateways;
The four mindset model. The shared agreement protocol;
I especially enjoyed the visual models and reference to the book. It was a better way for me to understand the material;
You have to “do”, talking about it isn’t enough!

I anticipate needing the following resources to support my change(s) efforts back in our school/district:

Communication with all, support from others, staff, student, and parent involvement;
Time to meet as a staff to create a shared agreement in regard to tardies;
The ability to send more staff;
School support and now we have tools to help create a shared vision a plan with staff;
Time (4);
Working with the character education team;
More structure to support me and others that are here;
Discussions with my students to clarify directions. Begin to gather information for staff to begin;
Read some of the books we have been given;
The current administration does not value collaboration and does not allow us the time we need to keep moving;
Not sure – chart an change?;
Time to train faculty members that are not part of LACE on these ideas;
District will need to bridge the group that had formed (distrust) between the teachers and the administration;
More time to digest and means of asking questions for clarification;
I think using the showed agreement protocol will help bring unity in our school and getting on board with character education;
Still worried about resources – will I have to contribute a lot of my own money to get all of the things we need!;
Maybe more information on touchstones and implementing something like that;
Case studies and site visits.

Between now and next session, I will try out the new technologies and/or skills in the following way(s):

Community building activity with staff, maybe;
Rope activity with staff;
Shared agreement for tardies, some of the experiential learning activities with my advisors;
Continuing work with the character education committee and sharing with them some of the things that were presented today in order to move forward as a committee to introduce these concepts;
I plan to read this book and try to apply it at school;
Next faculty meeting meet with staff individually;
There was so much that I took away. Not only for my classroom, but also as a person – thank you for being an inspiration;
Developing community; Using my core for character values and embrace them to transition through the last part of the year;
Trying to integrate some of the activities;
Making sure my students know what I am explaining keeping the objective in mind when teaching;
Share with my staff, work with our team on implementation plan;
Loved the “From the Elders of the Hopi Nation” and will share it with my team;
I’m looking forward to getting into the book for practical ideas;
Look at and talk about our vision at my school;
Start my classes in a more productive way – loved the invitation to BE;
I would like to address these need to rebuild trust in our school and school district;
Building a community of trust as we develop character education;
The skill/vision/resource analysis;
Discuss with LACE, lead team at my school and reflection;
I need to make more changes;
Developing a touchstone of my own – in my classroom;
Incorporate values that I selected;
I am going to use the rope activity with my team and have them discuss what they learned.

How do you envision today’s learning having an impact on student achievement results?

When “I” becomes “we” – we impact students with greater unity of meaning;
Have to read the heart in order to read the head!;
I love coming to these presentations! They are inspiring! I’ve met great people who sustain the work I do!;
Application by one team will have a positive impact;
Increase process;
Positive impact!;
Focusing on transition;
Helping my students to trust and see me as a “real” person and teacher;
Less confusion in classwork assigned;
Better school culture/environment;
There was a lot of good information on the adult culture and I think we need to start there!;
With a better vision, there will be improved achievement;
I and they will grow J;
A culture of trust in the school will have a positive impact on results – Principal to teacher and teacher to teacher;
Positively;
Relationship building with faculty;
I think we need practical staff how…we are with you on the reason character education is good…now get us working on doing and planning and facilitating;
More out-of-the-box planning for teachers the leads to better lessons for teachers;
It is all positive and will help; I enjoyed the more concrete examples;
I think that the discussions around trust between administrators/staff, staff/students, etc. are going to have an important impact

February – Session 2 Evaluation Results

5: Very High
4: High
3: Moderate
2: Somewhat Low
1: Very Poor

I’m glad that you . . .

Invited Marvin to speak today, he is passionate about education and honest about his observations;
Had Dr. Berkowitz present today, worthwhile & informative;
Had Marvin Berkowitz as guest speaker;
Had an awesome presenter;
Were interesting to listen to;
Had Marvin in, he was a terrific speaker;
Marvin was very frank in his comments;
Gave multiple applicable stories & examples;
Provided examples & suggestions & stories;
Provided suggestions of texts;
Shared examples;
Had handouts, told examples;
Use concrete examples;
Incorporated digital media (freedom unites) and movement;
Showed the documentary on Freedom Writers;
Had a great topic, had the Freedom Writer’s piece to watch;
Showed the “Prime Time” video, powerful;
Brought in the video clips and stores that back up the philosophies;
Were flexible, offered examples and stressed the journey begins with the educators;
Identified some key concepts to Char Ed – long term process;
I have this opportunity to improve my knowledge base as it pertains to implementing a strong character education program;
Covers a topic that is very important to education;
Do circle time;
Divided the morning circle into 2;
Broke up 1st circle;
Moved circle time along more quickly, it’s valuable but so are the speakers;
Lunch was very good, speaker was terrific, he really made me think deeply;
Engaged in the “Find Someone” activity;
Gave us permission to stand or leave the room if needed;
Gave me the CD’s for the portion of Day 1 that I missed;
Thank You! Another great day!! (5 were left blank)

I wish you had . . .

Talked about all slides – set up the room differently. Having the projections at opposite corners & the speaker center was a challenge. (Didn’t really need the projections.);
It was hard to hear at times esp. when walking away from our area with back to us;
also when voice dropped at the end of some explanations;
A little movement – it got a bit long;
Us move more; Less sit & get;
Allowed more movement collaboration;
Given a couple more opportunities to talk about our unique school situations;
Done another circle time, maybe as a brainstorming session to help each other w/issues;
Given us time to share – respond more to what Marvin was saying, I had questions to ask – things to contribute What do you feel about our school’s discipline – red light, yellow light, green light. To provide hope to LACE members whose administration is not “on board” –through my example;
Broken up sessions in hope of more digestion, morning – digestive / afternoon – not able to digest;
More time – feel like we didn’t get through everything, more time at end for reflecting;
Finished presentation;
Time to go through the entire PowerPoint because I found your additional comments valuable;
Spread out the material evenly between a.m. & p.m.;
Done more w/practical applications and shortened the philosophical/background discussion;
Allowed more discourse re: PBIS vs. CE;
More staff attending LACE;
Are assignments due always next class period? Unclear… A recycling bin so that cans didn’t go into the garbage;
Veggie soup option;
Hot chocolate along with the tea! (17 were left blank)

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Be the character you want your students to be!;
Live what you want to see;
I am the role model for this!;
We have to show character to teach character;
We need to work together as a staff to bond together;
Adopt an adult, It starts with the adults;
I need to change me to get staff to change;
How do I have to change? What do I see when I look in the mirror? How do I get my colleagues to look in the mirror? Teach, don’t punish. If the child doesn’t know, they should be taught not punished!!;
Walk the talk, talk the walk, relationships relationships, relationships, modeling;
Relationships, relationships, relationships!;
Build students to be what you want, neighbors/co-workers to be like, reward efforts not outcome, modeling, The basic needs of students, esp. belonging – prime character education esp. intrinsic motivation needs to be stressed – rethink PBIS rewards;
Autonomy, belonging. competency;
Character education covers the head, hart and hands;
Cooperative learning – use more;
Importance of character ed organization and how this impacts the building culture;
Deep change – char. ed is an internal, personal change in your thinking;
Ideas from an administrator perspective on character ed;
Too many to mention but to start with: Reward effort not outcome;
Reward effort not outcome, “How can we make it better for all of us” – circle meeting, kid you like the least-journal how you will like;
Identify areas of competency, additions, fairness/honesty;
Find competence in every child and build on that;
Spending time on unity builders at the beginning buy more time later;
Beginnings set the tone;
Intrinsic is a natural progression from extrinsic rewards toward dev. students’ character;
Extrinsic rewards issues/problems;
Find ways around extrinsic rewards of grades & foster intrinsic motivation – need to get staff buy-in first;
Dream big, think small, do now, students need to feel competent, get out of your comfort zone!;
Dream big, think small and do now;
“Freedom Writers” why not? A definite epiphany;
Many of the thoughts Marvin shared will help me frame our approach better;
Too many to list;
That I’m doing some things right! I do recognize students for effort and not outcome, I call it “PE in PE – Phenomenal Effort in Physical Education.”;
I am thinking of going to see my superintendent – in person – just asking for 15 min of his time to share about LACE with him (wish me luck!);
Prime;
(3 were left blank)

I anticipate needing the following resources to support my change(s) efforts back in our school/district:

Time (X4);
Time – help from my school;
I need time to work with our team and share what we have learned;
Time for reflection, implementation – sharing with others;
Activities to get everyone on board;
Ways to instill/empower staff that are not on board, staff development activities;
Collaborating w/our District level character ed team;
Classroom library on character ed related ideas, team/relationship/cooperative learning exercises;
The book references;
The purchase of book for book study;
So far both books!;
Case studies – secondary ed.;
Suggestions for building a program;
The ability to gather info on current practices easily;
More info on self determination theory;
Help balancing all the other initiatives esp. PBIS;
Administrative leadership and support, not just lip service;
Courage;
Intrinsic rewards;
Money;
(17 were left blank)

Between now and next session, I will try out the new knowledge and/or skills in the following way(s):

Modeling the behavior I want to see in my students;
Be the role model!;
More modeling, more building intrinsic motivation;
Review my own classroom practices w/competence;
I will incorporate identifying competencies in most troubling students;
Finding competency;
Sharing with colleagues and re-teaching behaviors rather than reprimanding;
Teach not punish;
Not assuming that everyone knows good character – teach, not punish;
Teaching intentionally the 5 virtues with students, encouraging this with teachers who may be struggling with students;
Start to love the child who I have difficulty embracing, more positive modeling;
I’m going to pick the one kid that I have struggled with this year – the kid I like the least – and I’m going to find ways to change that in order to build a relationship with him;
I will work on building relationships with my challenging students;
Build healthy relationships with students, teachers and parents;
Suggest morning meeting for all classrooms in our building;
Class meetings;
Start a dialogue about our discipline system (red light, yellow light, green light);
Meet with my team to discuss today and move forward with plan to roll out;
Using some of the points as I write the district’s foundational principles;
Conversing about “walk the walk”, character of teachers working together;
See reflection sheet;
Trying to look at my classroom w/fresh eyes and change what needs to be changed;
#7;
Revisit PBIS rewards, stress that character education begins w/the adults;
Compare to ongoing PBIS work to focus on common benefit and confront issues such as extrinsics;
Unity activities
Discuss yearly themes
PBIS and unity activities for next school year;
Introducing char. ed as part of PBIS, intrinsic motivation – not rewards;
Rethink extrinsic motivators, candy/treats, does it really work or do I think it does?;
I have always felt student voice was so important, I started circle time each week and I love it;
Circle time;
Read Berkowitz book and include synopsis in weekly parent newsletter;
More regular class meetings;
Implementing community building activities;
Prime;
Completing assignment #2;
(5 were left blank)

How do you envision today’s learning having an impact on student achievement results?

I really believe environment has a huge impact on achievement;
Foundation of character ed – positive atmosphere;
More positive environment;
It has real potential to improve achievement by helping us to get students connected to our school community;
Growth! By in!;
It can have a great impact if it is implemented for staff buy in;
Belonging/ownership!;
I feel this will help me with my most challenging students;
Helping students build competence;
Finding the competence of each student will empower;
It should empower students and make their learning experience better;
↑ Character = ↑ Achievement;
↑ CE ↑ SA;
Increased achievement over time combined w/decreased (can’t read) student behaviors;
I envision that the students achievement will improve, students will care about their school;
Fostering a stronger community in my classroom;
I think we will see growth in achievement;
Over time I envision student achievement going up;
I truly believe character education is the plate, high expectations!!;
Building a well-rounded learner;
The teacher changing their character;
It’s all about relationships and I need to continue modeling that for my students with them, with other adults, etc.;
Perhaps our struggles relate to the whole “adult culture” in school;
Positively;
Positively!

General Comments: Thank you for everything. I enjoy the sessions. November 2011 Evaluation Results

November 2011 Evaluation Results

I’m glad that you . . .

Had a speaker that addressed social-emotional influence;
Spoke about social/emotional development, used humor;
Brought this speaker!;
Stressed the “buy-in” factor! Very important! Also, common language important;
Allowed time for discussion;
Provided resources, allowed time for review/reflection, provided laminated guide!;
Provided a number of resources.

I wish you had . . .

Given more time for table talk;
Dunkelblau earlier in the year;
Brought him at the beginning of LACE;
Provided PowerPoint handout;
Had a copy of the PowerPoint;
Thank you, Great

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Be prepared with responses about challenges;
I loved the “success” activity;
Flow chart, website resources, implementation suggestions for teachers;
Movie clips for teachers, Casel.org;
Understanding of SECD (distinction between character ed);
Flow Chart;
org, role of media;
Change takes time and consistency.

I anticipate needing the following resources to support my change(s) efforts back in our school/ district:

Good notes;
A new Director!;
Time-time-time J;
principal support;
We are still struggling with buy-in with staff at our school, hopefully the info today will help us!;
Search Casel – casel.org.

Between now and next session, I will try out the new knowledge and/or skills in the following way(s):

Discuss w/class, encourage principal to implement staff trainings;
Try a few video clips and intentionally talk about SECL;
Success activity with staff;
Staff PD w/quick chart on SECD;
Creating a cohesive presentation of what we’ve been implementing;
Hopefully we can incorporate info into a staff meeting (and then into classrooms);
Work on buy-in.

How do you envision today’s learning having an impact on student achievement results?

Hopefully will improve results, meet goals;
Positively;
More deliberate display of SECL;
Increase results.

Who would you recommend participation in LACE to?

Amanda Wolf – please contact her she is excited! Energy level was reflective of the amount of learning not due to a lack of interest! November 2010 Session 9 Evaluation

November 2010
Session 9 Evaluation Results

I’m glad that you . . .

Gave Two by Two a chance to present and to be reminded of the importance of animals and environment;
Today was FUN! Two by Two and the pet foster care activity and the circle was a fun dramatization of how to resolve a real problem;
Brought Tina in as a speaker;
Brought in Tina and had her demonstrate the process;
Included restorative discipline in the LACE program;
Loved the day – restorative justice circle powerful stuff;
Brought in local people;
Covered restorative discipline;
Had local people come and share, and women;
Had guests that once again gave useful actually doable options;
Gave us plenty of table time;
Shared this information, I serve older students but found this rewarding;
Stick to topic;
Left blank (3).

I wish you had . . .

Given every school the chance to vote on team vs. principal participation for the next cohort Printed the Two by Two PowerPoint;
Two by Two was focused on elementary school, it would have been nice to have something separate for middle and high school;
Reminded people to make less waste, some people used 3 or 4 different plastic glasses, remind us to put cans and bottles in recycling bins in hallways;
Ongoing development;
More training on Peacemaking Circles;
Given us feedback on assignments;
Left blank (8).

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Give kids a chance to talk about fear and anxiety of testing, giving kids a vote is so important;
Increased my knowledge of restorative practice;
I like the Circle Time in the classroom & advisory;
Circle time was reinforced today;
Student ownership – Circles – Aha I feel so much better about moving forward with my middle schoolers;
There are ongoing resources;
“Intelligence plus character that is the goal of education”;
Collaboration with fellow LACE colleagues during lunch, got some great ideas;
Two by Two can really assist in my CE goals for my school;
You can adapt almost all of the info to any grade level;
Left blank (5).

Between now and next session, I will try out the new knowledge and/or skills in the following way(s):

Preparing home circle’s;
Suggest to teachers to use circle time;
Would love copies of the two books that Margee shared at end;
Rollout for teaching staff;
I will share this information to our 2^ndand 4^th grades;
Restorative circle to resolve situations rather than “traditional”;
Circle in my Advisory, to do “connections”;
Plan to do a circle;
Left blank (7).

How do you envision today’s learning having an impact on student achievement results?

I envision an increase in student achievement;
Conflict resolution can impact the culture of the school and in turn affect the achievement of the students;
Ownership;
Student resource to resolve conflict;
Two by Two can give students’ attributes to become high achievers;
Anything that heals people can help them to be better;
Children at peace achieve more;
When students feel safe they are more willing to take academic risks in the classrooms;
The Two by Two would be awesome for our elementary;
Left blank (6).

October 2010
Session 8 Evaluation Results

I’m glad that you . . .

Invited Mr. Elbot to present, this was FUN!!! as well as informative;
Speaker engaged well with the group, I like he kept us moving;
Started off with the video, great way to start!;
Had us up and moving occasionally, also I enjoyed the silent times;
Used innovative activities to drive home points – standing up in front of everyone;
Did many class activities, teamwork;
Used the activities throughout the presentation;
Allowed us to use our bodies, to move around and to give us your blessing on having fun while learning – good use of your book;
Had us moving around, some of us learn so much better kinesthetically;
Had us up and moving around – I love having “hands-on” activities that we can walk away with to use with our students and staff;
Did group activities and asked who we are and allowed us to learn more about one another;
Involved us – it brought us closer;
Valued who we are as individuals;
Reinforced the importance of the touchstone!;
Good ideas for explanation and discussion;
Brought samples of collaborative assignments to view;
Gave many ideas about team building;
Had us read a portion of the book;
Left Blank (1).

I wish you had . . .

Made us do the last activity;
Written more of the activities down;
Given us more info about the standing and looking exercise;
Given us more, felt disjointed – not a lot of concrete uses – most of what we discussed are things we already believe and do;
Provided us with practical insights on how to infuse character education principles;
Perhaps gotten more into your book;
Spent more time on the 8 Gateways;
Turned up the volume a little bit, I think this group has let one-liners run rampant and quite frankly it is sometimes embarrassing – good sense of humor silliness;
I wish the assignments were more precise in direction rather than dialogue format;
Included more quotes from women;
Danced a little more!
Left blank (8).

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Liked the chart – not developed/developing/accomplished;
The trust factors, shared agreement, domains of being a principal;
A definition of “trust”;
3 aspects of education – trust – be curious – not afraid;
It is good to be more curious than scared;
Learning about the “struggle” and how you attack it without complaining or stressing;
Don’t be negative about negativity, if all is positive it can be problematic too;
Emotions drive learning;
Emotions direct how learning happens, trust = integrity, competence, reliability education reduced to training;
Great ways to evaluate –assessment on P. 34-35;
Clarified some of my jumbled ideas in a way that I am likely to be more effective;
Shared agreement;
I loved the “shared agreement” information;
The real meaning of touchstone!;
This initiative is certainly going to take time;
Intentional model of culture, Transitions or markers (Pg. 95) is something I have not thought about much! Great idea;
A few strategies for shared decision making;
Some of the physical exercises seemed uncomfortable but were aha moments when reflecting afterwards;
I don’t think we give ourselves enough credit sometimes.

I anticipate needing the following resources to support my change(s) efforts back in our school/district:

I want to share your information on dependence, independence and interdependence;
How do you give students more ownership? – give more ideas;
More sharing time during circle time to gather ideas;
More P.D.;
Chapter 3 in the book – Building an Intentional School Culture;
Where do I start – if I can get my currentprincipal to come to LACE I will be overjoyed;
Time and help from staff, Time and creativity on my time;
Time to check out materials further;
More time during staff meetings and even more buy-in from our principal;
$1,000,000.00 (kidding!);
Left blank (8).

Between now and next session, I will try out the new knowledge and/or skills in the following way(s):

Loved the opening activity – would love to try it with faculty and with students;
Great activities I can use with students, ice breakers to help lead us into a discussion;
The team-building activities that were played out today;
The square while blindfolded was a great tool for communication;
Use the more curious than scared with the staff at my school to remind teachers of how students may feel;
Revisit our value words with the entire staff and use the chart (on page 34) to assess their effectiveness;
I will do some of the activities at staff meeting;
I’m going to get the video from today and present at a staff meeting;
Share much of what we did today with our staff during professional development;
Encouraging curiosity and minimizing fear;
Visiting the assessment tool;
Shared agreement process and/or the idea of having staff agree to support one another through positive information – one positive for every staff before the year’s end;
Shared agreements;
School culture survey;
Stakeholders meeting;
I feel better about completing my assignments;
I’m looking forward to exploring the book and reflecting on more of the ideas;
By organizing my materials;
Left blank (1).

How do you envision today’s learning having an impact on student achievement results?

Achievement will improve as will relationships;
The school culture is the cornerstone that sets the tone for everything;
Character Ed will always help make students feel accepted;
I will further develop ways to incorporate these experiences with our students;
Reflective activities to share with staff and have them share with students;
“Our emotion drives our attention,” continue to work with students in support groups to help them deal with their emotions and eventually help them focus in class.

March 2010
Evaluation Results

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Taulbert’s work and got to know him in a personal way;
Understanding & community;
My leadership qualities are a critical component to success;
What a major player the principal is in CE;
The small things I can do on a daily basis to make a difference, being visible!;
The importance of visibility and willingness to get involved by teachers;
The importance of face to face interactions even though I am a shy person who doesn’t do well with small talk – as a leader I have to look at the bigger picture of relationship building/character;
Reaffirmed – once again – the power of relationships;
Children must learn through RELATIONSHIPS;
Take home information;
RAI, power is in the process (3) you just have to have a good heart to care;
Character comes from within;
Other versions/interpretations of CE;
Much info on leadership!;
Character ed is not just for the students – it’s for all of us;
That modeling appropriate behavior begins with us;
The thank you note was very powerful;
Lots of useful information – practical application;
Habits of the hearth!

How do you envision today’s learning having an impact on student achievement results?

Caring communities will lead to improved student achievement;
Include everyone in the process of promoting character;
Culture that is respectful will have impact on student achievement because focus will be “why we’re there”;
Words into action – lead by example;
A way to empower staff members to be effective in their roles;
Improve self confidence by improving community;
Increased efforts with committee;
I will go back to my community with a renewed commitment to do my part to help foster a caring environment;
When students and adults connect with school learning takes place;
If students feel “connected” – know we care – they will thrive academically;
If students feel they are within a school community that is caring, nurturing and safe, they will be better able to focus on their studies and academics;
Today’s learning reminded me of my roots and the reasons why I chose to work with high school students, to make a difference;
These are excellent resources and certainly applicable in the work that we do.

Comments from those attending the LACE program orientation:

The program was primarily made up of four principals whose schools became National Schools of Character representing what the effects on their school of their LACE training. “….I left Alverno with new energy and a recommitment to promoting this incredible tool which reaffirms the humanity of both children and those who educate them, but also humanizes the institutions where they labor. The data is impressive, and I can’t help but believe that a healthy dose of character education would help the members of all school boards including MPS. Having sat on a private school board for 17 years, and sat through interminable MPS and Whitefish Bay school board meetings, a visible commitment to CE would improve their own interactions and decision making. I look forward to hearing from the St. Louis urban principals, who I know are only in their second or third year of implementation. Just two weeks ago I was part of a team that provided training to every MPS principal on an initiative to address the negative effects of class, race, ethnicity and language on learning. Listening to them, I know the time is ripe to help them return to the vision they had when they committed to becoming educators. Thank you so much for including me in this exciting venture.”
Harriet McKinney Executive Director MAJC Building Bridges of Understanding “Wonderful success stories about those who have made substantial changes”;
“Very interesting”;
“It was really great! Hearing the four administrators was wonderful”;
“great presentations – each one was good!”
“Practical examples of the schools of character speakers”;
“principals giving examples”;
“the enthusiasm and the leaders exuded for the change that is possible in our schools. I really see the potential for improving our school climate”;
“fabulous ideas and inspiration!”;
“Practitioners telling their story”;
“lots of great ideas & inspiration!”;
“building student character”;
“experiences of school from different backgrounds”;
“practical ideas”;
“affirmation of my values”;
“the passion.”

February 2010
Evaluation Results

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Get to know your most challenging students better;
how to embrace the entire faculty in the process;
when students don’t know, teach them;
I’m on the right track – I have a poster on my door “Stand up for what is right even if it means that you are standing alone.”;
today’s session delve more into the “how” of starting character ed in your school at various levels;
I got so many I can’t keep track;
discussion on incentives;
quotes and activities;
Relationships, Relationships, Relationships, (2);
staff circle time;
train all parties in peer relationships;
listen to children – give them voice;
too numerous to mention but ideas to share to encourage teacher “buy in” such as creating/establishing my own personal relationships with the staff;
empowerment of students;
I enjoyed learning or being introduced to the concept of looping – we will definitely look at this for our advisory process;
multi-aged advisories – love that idea!;
embed in culture of building staff first;
if you don’t put signs around hour house to teach character to your children, why do you do it at school?;
achievable dream – best teacher/worst teacher;
need to work on adult behaviors;
rethink extrinsic praise, attention and rewards;
implementation of some quick wins;
“kids don’t know – teach them not punish them;
teachers might be enabling kids because that are used to giving answers to problems not tools to solve them.

How do you envision today’s learning having an impact on student achievement results?

Less failures; student/teacher relationship building;
If we concentrate on learning, model appropriate behavior, hold kids accountable – higher student achievement will come;
It will increase self-efficacy if effectively implemented;
personalized and broader education;
give students more opportunity to have a voice;
keeping more students in class rather than being suspended;
They will go up;
Huge results! Better people, better grades!;
Positively;
I believe they will try harder as we teach them or hold them accountable for their learning and give them a voice about how we (the school) can serve them better;
I believe this will increase results;
See research;
The best teacher worst teacher circle seems very powerful so I will try that or some other circle activity;
I think through empowerment of students they will achieve at a higher level;
Not sure at this time.

January 2010 – Day One
Evaluation Results

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

Get to know your most challenging students better;
how to embrace the entire faculty in the process;
when students don’t know, teach them;
I’m on the right track – I have a poster on my door “Stand up for what is right even if it means that you are standing alone.”;
today’s session delve more into the “how” of starting character ed in your school at various levels;
I got so many I can’t keep track;
discussion on incentives;
quotes and activities;
Relationships, Relationships, Relationships, (2);
staff circle time;
train all parties in peer relationships;
listen to children – give them voice;
too numerous to mention but ideas to share to encourage teacher “buy in” such as creating/establishing my own personal relationships with the staff;
empowerment of students;
I enjoyed learning or being introduced to the concept of looping – we will definitely look at this for our advisory process;
multi-aged advisories – love that idea!;
embed in culture of building staff first;
if you don’t put signs around hour house to teach character to your children, why do you do it at school?;
achievable dream – best teacher/worst teacher;
need to work on adult behaviors;
rethink extrinsic praise, attention and rewards;
implementation of some quick wins;
“kids don’t know – teach them not punish them;
teachers might be enabling kids because that are used to giving answers to problems not tools to solve them.

How do you envision today’s learning having an impact on student achievement results?

Less failures; student/teacher relationship building;
If we concentrate on learning, model appropriate behavior, hold kids accountable – higher student achievement will come;
It will increase self-efficacy if effectively implemented;
personalized and broader education;
give students more opportunity to have a voice;
keeping more students in class rather than being suspended;
They will go up;
Huge results! Better people, better grades!;
Positively;
I believe they will try harder as we teach them or hold them accountable for their learning and give them a voice about how we (the school) can serve them better;
I believe this will increase results;
See research;
The best teacher worst teacher circle seems very powerful so I will try that or some other circle activity;
I think through empowerment of students they will achieve at a higher level;
Not sure at this time.

January 2010 – Day Two
Evaluation Results

I gained the following “key” learnings (ahas, questions, etc.) from our work today:

The conductor doesn’t play a single note;
Board of Directors activity;
The “possibility” of leadership;
Reminders of the use of graphic organizers;
Modeling for teachers/staff what want used in the classroom;
That we are moving in the right direction at our school but need to be explicit across all departments;
How I underestimated the importance of character;
I am really going to have a challenge in getting a LACE team together at my school;
The self assessment was an eye opener as to what was lacking as part of our curriculum in our school;
Give people a possibility to live into instead of an expectation to live up to;
Leadership empowers others (3);
Working together to develop a plan;
Rule #6; Loved the video–invigorating;
Our school does some good things but has its challenges;
Better understanding of the 11 principles; “Possibilities” – next steps I can do right away; I got a lot to think about; Magnet of our mission statement w/website for each family; Awaken the possibilities of my staff!; A new leader’s job is to speak and be the possibility; One doesn’t just speak excellence, you are excellence; Whole building process; Takes time to evolve; “Begin with the end in mind”; In general just the possibilities/outcomes and potential from a character ed component.

How do you envision today’s learning having an impact on student achievement results?

Today was just a start;
Happy, healthier teachers will make happy, healthier students;
I am in the process of training our new peer mediators, the video has given me a different perspective on leadership — making others powerful;
Fewer discipline concerns translate into more time learning;
Teaches the whole child! Builds relationship and builds upon affinities!’ Start the dialogue with staff and continue with admin team about ideas for developing core values;
If I take it from a “working as a team” it can only have a positive impact;
They will go up if implemented correctly (3);
As we build our character education program students will have a better understanding on Choices do have Consequences!;
There is a direct connection between character and achievement;
When students know who they are and feel good about it, they perform well;
I envision that our students will become intrinsically motivated to learn;
Better sense of school input, sense of identity;
Helping students realize the possibility of t heir dream;
I feel that this will enhance the culture at our school;
I firmly believe that character ed is the answer to all of our problems in society;
Remember Rule #6;
To empower students to become good people;
Not sure/don’t know.

January 2010 – Day Two Evaluation Results I gained the following “key” learnings (ahas, questions, etc.) from our work today:

More student and staff reflection to take character ed a step up;
Establishment of rules, procedures, boundaries;
There are people who understand the research – the big aha;
Inspiration for building kids up;
“Break the habits not the person”;
One teacher on her feet better than two in their seat;
“Civility education” (2);
I learned a few ideas of how to get started towards building a character ed model at our high school (2);
Sometimes I forget that “teachers are not bad people just have bad habits”;
“It’s not about controlling students it’s about developing students”;
“Become the people we always thought we could be”;
A lot of good ideas about using teachable moments with curricula;
Further clarification of CE (2);
I created a list of possible ideas that I can implement at school Ex. service learning projects and professional development ideas;
Ideas to bring to staff;
Circle time;
PE teaching using newsworthy stories to teach character;
Hallways filled with laughter and care;
Morning meetings;
Book suggestions;
“Complimentary tree”;
Many ideas for service learning (2);
Focus on key traits for the building;
Civility is paramount! and leads to student achievement – the time spent on establishing procedures and climate in the school culture;
Nothing new necessarily but today energized me to rethink my own department;
How important the 1st week of school is!;
I am so grateful to my principal for allowing me to be here – I am excited for this to happen for our school.

How do you envision today’s learning having an impact on student achievement results?

Create the climate;
Student to become better engaged;
I will have a complimentary tree;
I will better define our mission statement;
CE will increase student engagement and keep the students motivated to both attend school and learn their best;
Streamline routines and spend more time at the start of the year establishing solid routines;
Once completed, our character ed program will increase achievement and develop the whole child;
Establish base expectations to hold staff and students accountable;
By “knowing the good, loving the good, people will do the good” and will help and be a support to the community;
As a classroom teacher I felt it was important to practice character building day one and throughout the school year;
I believe it will have an impact;
In the long term achievement will increase;
Better teaching provides increased learning;
This is what my HS needs to move beyond the mini ups/downs academically;
Vested interest in school pride by kids = increased achievement;
Giving us lots of information to use within a district;
If our schools are “civil”, learning will take place, negative behaviors will decrease, teachers and kids will be happier!

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