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Fosters shared moral leadership and long range support of the character education initiative.
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Schools that are engaged in effective character education have leaders (e.g., the principal, a lead teacher or counselor, a district administrator, or preferably a small group of such individuals) who champion the effort.
At least initially, many schools and districts establish a character education committee often composed of staff, students, parents, and possibly community members that takes responsibility for planning, implementation, and support.
Over time, the regular governing bodies of the school or district may take on the functions of this committee. The leadership also takes steps to provide for the long-range support (e.g., adequate staff development, time to plan) of the character education initiative, including, ideally, support at the district and state levels.
In addition, within the school students assume developmentally appropriate roles in leading the character education effort through class meetings, student government, peer mediation, cross-age tutoring, service clubs, task forces, and student-led initiatives. |
