The Character Education Partnership (CEP), a national advocate and leader for the character education movement, is pleased to announce the application process for the 2013 Promising Practices in Character Education is open and encourages those who implement character education in their programs to apply. Educators can apply between Dec. 17, 2012 and March 17, 2013. Click HERE to apply online.

Promising Practices in Character Education are successful, unique ways of reinforcing character traits in K-12 students. Most practices are simple in scope and inexpensive by design, yet enable students to experience positive character first-hand, as well as enrich their lives and the lives of others.

Popular Past Promising Practice Topics Have Included:
• Teaching/Learning of Core Values
• Service to Community
• Student Autonomy/Empowerment

If your school or district has developed and implemented a unique character education practice, CEP encourages you to apply. The organization seeks specific practice or aspect of your school’s program that other schools may learn from and perhaps replicate. Promising Practices implement one or more of CEP’s 11 Principles of Effective Character Education into action.

“When people share their practices in character education, students, educators and communities all win,” said Mark Hyatt, President & CEO of the Character Education Partnership. “We are excited to receive applications for 2013 in order to highlight those who have used character education to improve students’ lives.”
As part of its National Schools of Character (NSOC) program, CEP recognizes Promising Practices in Character Education in schools, districts, and youth-serving organizations in the United States and throughout the world. CEP posts descriptions of these best practices so that character educators from across the world may share ideas, strategies, and network.

In 2012, CEP awarded 297 Promising Practices to schools, districts, and organizations from across the United States, as well as from Brazil, Canada, Hong Kong, and Mexico. Learn more about each of these effective strategies by browsing the 2012 Promising Practices.

Promising Practices Benefits:
• National recognition at CEP’s annual conference, the National Forum on Character Education
• Inclusion in CEP’s searchable online database of Promising Practices for 3 years (one webpage per winning practice) as well as the annual NSOC magazine
• Free members-only resources such as CEP newsletter, Forum discounts/scholarships, and webinars
• Beautiful certificate, suitable for framing, and the opportunity to order a banner for your school

Character Education Partnership (CEP) is a national advocate and leader for character education. CEP is a nonprofit, nonpartisan, nonsectarian coalition of organizations and individuals committed to fostering effective character education in our nation’s schools. We provide the vision, leadership and resources for school, families and communities to develop ethical citizens committed to building a just and caring world. For more information, visit www.character.org.

Teaching Children to Do Their Best and Be Their Best—An Expanded Approach to Character Education

McGraw-Hill Research Foundation Policy Paper Details Why School-Based Character Education Is Needed

New York, NY, December 11, 2012— U.S. educators should look for new ways to promote student character education in schools because the development of good citizenship is as critical to children and society as academic achievement, says a new McGraw-Hill Research Foundation white paper released in collaboration with the Character Education Partnership (CEP).

“The Rebirth and Retooling of Character Education in America,” written by Russell J. Sojourner, Ph.D., director of Leadership Development at CEP, explains how a re-energized and innovative approach to character education today offers great opportunity to provide children with the skills, knowledge, and dispositions to become life-long learners, get good jobs, have healthy relationships and to become productive and contributing members of the community. Effective school-based character education must promote the pursuit of excellence and the pursuit of ethical behavior.

“Schools, parents, and community members are grappling with the importance of virtues such as civility, respect, integrity, and hard work, and how these relate to success in life, and in our nation’s capacity to flourish in the century ahead,” writes Sojourner.

The policy paper examines the long and often complicated history of character education in the U.S., including mixed results of past programs and changing attitudes and mores, which have resulted in schools de-emphasizing their role in teaching morals and ethics. Sojourner believes the time is right for a renewed effort in revitalizing the character education movement with a powerful collaboration of parents, educators, healthcare professionals and community groups. Character disposes us to do the morally right thing and to do our best work in all areas of our lives. He points to serious problems with youth today, including poor coping skills, anxiety, and depression among children; bullying in schools; alcohol abuse by college students, and more that make this a critical issue.

Sojourner urges that studies must be undertaken to identify classroom and school-wide strategies that have been successful so that best practices can be established for comprehensive character education. Suggested best practices to explore include positive teacher-student relationships, a positive peer culture, cooperative learning, appropriate adult role modeling, effective and engaging class meetings, community building, moral discussion, conflict resolution, service learning, and democratic student government.

“Schools must remain a focal point for these efforts, but renewed vision must include all arenas that impact youth education and development: homes, faith communities, youth organizations, sports fields, concert halls and dance studios, summer camps, and places of employment,” writes Sojourner. “We realize more than ever the need to reach young people everywhere, expanding beyond the classroom to make a significant impact on children through their families and communities.”

Mark Hyatt, President & CEO of CEP said, “We at CEP recognize that character education is truly a 24/7, lifelong endeavor. And class is always in session, both in school and out. Dr. Sojourner’s white paper ‘jump starts’ the national conversation that families, schools and communities have needed for years.”

Download a copy of The Rebirth and Retooling of Character Education in America.

About The McGraw-Hill Research Foundation
The Foundation was established with the support of The McGraw-Hill Companies and is a Section 501(c)(3) organization. Additional information is available at http://www.mcgraw-hillresearchfoundation.org/.

Contact:  LydiaRinaldi
212-512-3600
lydia_rinaldi@mcgraw-hill.com

About The Character Education Partnership (CEP)
CEP is a national advocate and leader for the character education movement and is a Section 501(c)(3) organization. Based in Washington, DC, CEP’s mission is to provide the vision, leadership and resources for schools, families and communities to develop ethical citizens committed to building a just and caring world. Additional information is available at www.character.org

Contact: Rebecca Sipos
202-296-7743
rsipos@character.org

by Mark Hyatt
Executive Director and CEO
Character Education Partnership

Whether or not you consider the scandal that caused CIA Director David Petraeus to resign to be a character failure, most feel that the celebrated General’s ability to lead the intelligence agency had been irreparably compromised. To many of us—especially those with military experience—David Petraeus is a great American public servant and one of the most respected military leaders in modern times. In fact, on a recent trip to the U.S. Military Academy at West Point, I stayed in the Thayer Hotel. Across the hall from my room was “The David Petraeus Suite.”   From Washington to Eisenhower to Colin Powell, our top military leaders have always captured our imagination and respect. Hungering for heroes, we marvel at how they can shoulder so much responsibility and somehow do so with unfailing honor, integrity, logic and decisiveness.

At least that is what we hope is the case.

Ask yourself, ‘In the past 30 years, how many generals and admirals have we lost in combat?’  Answer: Next to none. But how many have we lost to “character related issues”?  Too many, I’m afraid.  And like it or not, as defined by Article 134 of the Uniformed Code of Military Justice—adultery;  in addition to financial improprieties, improper sexual conduct with personnel under their supervision, inappropriate use of authority, and more—the fact is that these failings by top government officials do pose a real threat to our national security.

After investing millions of taxpayer dollars and decades of the best education, training and hands-on experience, Americas’ top military minds are quite literally national treasures. We expect them to honorably lead our military forces whenever and wherever they are needed. That is their return on the public’s collective investment and the faith that we have put in them. So, to lose someone as skilled and as experienced as Gen. Petraeus is a both a terrible waste and a national tragedy.   Of course, some argue that these are acceptable losses, the reason that the chain of command exists. In his first book, Colin Powell recalled these sobering words from his orientation upon being promoted from Colonel to Brigadier General. “If we took all of you newly minted generals, put you in an airplane and flew you into a mountain, we could go to the next batch of colonels, promote them, and our nation would be just fine,” said one revered, retired four-star general.

Well, I have a problem with that.

Our military has a highly selective promotion system for its officers. It’s either up or out.  No in-between. The top officers are not just a meritocracy; they are groomed for 20-30 years with high-level academics, progressively more responsibility, and challenged with character lessons and unique experiences along the journey that test their mettle. They are held accountable to the highest professional and personal standards and asked to hold those around them to the same. The goal is to prepare them so that when bullets start flying, they can be trusted to exercise wisdom and discretion in managing vast arsenals and the lives of hundreds of thousands of our most precious commodities—our young soldiers, sailors, marines and airmen.

Trust is everything.

It is the superglue of effective leadership—the one thing that holds organizations together during the most trying of times.  It is also the miracle ingredient in any successful relationship.

Recently, I was asked to be a character reference for one of our most senior government officials as his security clearance was being updated. The Defense Investigative Service met with me face-to-face and asked the most sensitive questions about the candidate’s personal life—his financial status, trustworthiness, social drinking habits, joke-telling, and much more. We want our leaders to be people of good character who have no vulnerability for possible compromise. We need them to demonstrate integrity, responsibility, personal discipline, moral courage, grit, resilience and more. And when they fail, they must hold themselves accountable.

It appears that Gen. Petraeus, in stepping down as CIA Director, has fulfilled that last requirement. I applaud his decision. David Petraeus is no doubt disappointed in himself from all of this and terribly hurt by how is personal failing embarrassed and hurt those closest to him. Even so, something tells me that we have not seen the end of what this man can and will contribute to our nation.

If America loves anything more than winning, it’s winners who come back from being left for dead. I’m confident David Petraeus has not made his last contribution to America. So, while others in the gallery may hoot and jeer at his demise, I will continue to root for the strong character that we know is still inside this good, but flawed man.

Washington, DC –The Character Education Partnership (CEP) reminds educators the deadline for applying for National School of Character (NSOC) status is December 3, 2012 . Any school impacted by Hurricane Sandy is asked to contact their state sponsor should they need to request a deadline extension.

In schools of character, teachers work with parents and community members as partners to positively shape the social, emotional, and character development of the young people entrusted. As a result, students in these schools feel safe, respected, and connected to those around them, allowing them to thrive academically and socially and be motivated to give back to their communities.

All schools and districts that can demonstrate excellence in character education, as measured by CEP’s 11 Principles of Effective Character Education, will be considered for State and/or National Schools of Character recognition. 206 NSOC have been named in the United States.

“Winning the NSOC award is very prestigious, but it isn’t about getting an award. It is about doing the work that is important. The award just affirms that the work you are doing as a school community is representative of the 11 Principles.”–Connie Browning, Principal, Uthoff Valley E.S. (2011 NSOC)

Click to learn about Northview High School in Florissant, MO a 2012 National School of Character.

As example, each of the 2011 National Schools of Character reached an average of 273 educators representing an average of 123 schools during their 2011-2012 award year. The 2011 winning district reached over 77,000 educators. Combined, the 2011 NSOC are estimated to have reached close to 90,000 educators!

Schools and districts selected as 2013 NSOC will demonstrate that character development has had a positive impact on academics, student behavior, and school climate. Once confirmed as a NSOC, the school is encouraged to serve as models for other schools, helping them to achieve the same results!

Benefits of engaging in the NSOC application process:

• Schools gain insights into what high-quality character education looks like in schools, helping them to improve and strengthen their own programs.
• Schools have the opportunity to reflect on their practices and programs and assess their level of implementation against a recognized standard of excellence.
• Schools receive guidance, feedback, and recognition at no cost—other than their time.

NSOC hold their designation for 5 years. CEP honors all winners at its annual National Forum on Character Education.

Character Education Partnership is a national advocate and leader for the character education movement. Based in Washington, DC, we are a nonprofit, nonpartisan, nonsectarian coalition of organizations and individuals committed to fostering effective character education in our nation’s schools. We provide the vision, leadership and resources for school, families and communities to develop ethical citizens committed to building a just and caring world.

Washington D.C. — The Character Education Partnership (CEP) is pleased to team-up with noted truancy expert, CEP advisor and retired Court Judge Irene Sullivan to help parents, educators and communities reduce children’s truancy during the school year.

Chronic truancy – missing more school than you attend – is identified as an early warning sign of a child potentially turning to delinquent behavior such as drug use, gang activity, crime, and dropping out of school.

Although there are no current statistics to measure to truancy in the US, according to the National Center for School Engagement, many metropolitan areas in the United States report thousands of unexcused absences each day.

According to Judge Sullivan, problems increase during the academic year when students are faced with the stresses of school. For many middle and high school students, a new school year brings discouragement, suspensions, and temptations instead of new challenges and friends. The resulting delinquency may often lead to an adult life plagued by family dysfunction, crime, poverty and unemployment.

Keeping kids off the streets and in school reduces juvenile crime, and therefore adult crime, ultimately saving tax dollars spent in prisons. Thus, the truancy problem isn’t one for parents and the education workforce alone. It’s a problem for entire communities.

“When students are kept engaged in school, the result is a much more educated and committed workforce for the entire community,” Judge Sullivan explained. “I have learned that bringing in the community is the secret to a successful truancy reduction program.”

After decades of working with troubled youth, Judge Sullivan offers up these tips to help parents, educators, and community leaders reduce truancy in their communities:

1. Adopt a middle or high school near your business and talk to the principal to find out how your employees can help. Encourage your employees to be mentors and provide incentives for students who improve attendance.
2. Work with your local Rotary Club of Chamber of Commerce to create signs for businesses to display that say “We don’t serve children during school hours. Please stay in school.” Then, live up to it.
3. Volunteer to set up a table at a local shopping mall during school hours for school attendance specialists or social workers to intercept students and talk to them about why they are not attending school. There is always a reason, like transportation, lack of proper clothing, no alarm clock, bad bus schedule, violence in the home. Sometimes the problem can be easily fixed.
4. Organize local businesses to work with your State Attorney on a campaign against truancy (funding poster programs and a media campaign.)
5. Encourage your employees to be mentors in schools while “on the job” or by to become a “Big” in the Big Brother/Big Sister programs that focus on school attendance.
6. Understand the mindset of a chronic truant. Sometimes they have so many hurdles to face, like flunking classes, poor nutrition, untreated mental health problems, and homelessness. They don’t understand the old adage that  “95% of success in life is just in showing up,” so we have to understand them if we want to help them stay in school.
7. Feature “turnaround teens” with some good publicity. These kids have amazing stories and need the business community to secure media attention, donate billboards, and use their stories on Twitter, Facebook, and YouTube to demonstrate the importance of school attendance. “Turnaround teens” can be great ambassadors, and just need a little financial support from businesses to get the message out.
8. Create a competition between schools, or between kids, to improve school attendance. Nothing sparks a student’s interest more than competition and an award. I found this to be true even for chronic truants.
9. Focus on foster kids. Those children whose backgrounds involve child abuse, abandonment, or neglect, or who are living temporarily in foster homes or with relatives, are often absent from school as they bounce from home to home, change schools, and become depressed and defeated with the challenges they face.
10. Commit to fixing a “community problem.” When they did that in Brooklyn, NY a few years ago by looking for kids on the street during school hours, they found hundreds of missing and exploited kids who were kept from parents, guardians, and the schools. It’s amazing what an increased focus on truancy can accomplish. At the very least, if you spot a school-aged kid on the street during school hours, call the police. It may very well lead to a good intervention or even the rescue of a missing or exploited child.

Judge Irene Sullivan is a critical member of the extend team at CEP. She will address issues related to students and the courts at her in-depth workshop at the National Forum on Character Education  on November 1^st from 1-5PM EST. Participants will explore topics such as truancy, fights and bullying in school, unnecessary charges arising out of school incidents, and court support of teachers and other school staff. She and parenting expert Dr. Scott Sells will focus on the “deadly Ds”: divorce, dependency, domestic violence, and delinquency.

Character Education Partnership (CEP) is a national advocate and leader for the character education movement. Based in Washington, DC, we are a nonprofit, nonpartisan, nonsectarian coalition of organizations and individuals committed to fostering effective character education in our nation’s schools. We provide the vision, leadership and resources for school, families and communities to develop ethical citizens committed to building a just and caring world. For more information, www.character.org