Republic of the Philippines

DEPARTMENT OF EDUCATION
REGION III
Matalino St., D.M. Government Center, Maimpis, City of San Fernando (P)
Website: www.deped.gov.ph/regions/region-iii  Email: region3@deped.gov.ph
Tel: (045) 5988580 - 89 ● Fax Nos. (045) 402-7003 - 05

MONITORING AND EVALUATION TOOL FOR CHARACTER-BASED LEARNING

CHARACTER EDUCATION QUALITY STANDARDS
Alignment To
STANDARDS AND INDICATORS FOR SCHOOL IMPROVMENT
CHARACTER EDUCATION PRINCIPAL 1
Character education promotes core ethical values as the basis of good character.

CE Indicator 1.1: The school staff and parent community
have agreed on the core ethical values they wish to
promote in the character education initiative.
1: Families and the community are active partners
in the educational process and work together with
the school/district staff to promote programs and
services for all students.
2: The school/district provides organizational
structures and supports instructional practices to
reduce barriers to learning.
LOOK FORS
 Core ethical values encompass significant
aspects of moral life.
 Choice of values is justified (e.g., as
important to a democratic society).
 Teaching staff were involved in identifying
and/or giving assent to the values.
 A substantial number of parents were
involved in identifying and/or giving assent to the
values.
 Non-teaching staff were involved in some
demonstrable way.
 Students were involved in a developmentally
appropriate manner.

CE Indicator 1.2: The school has defined its core ethical
values in terms of behaviors that can be observed in the
school, family, and community.
3: There is leadership support for a safe, orderly,
and equitable learning environment.
4: Teachers hold high expectations for all
students academically and behaviorally, and this is
evidenced in their practice.
5: Teachers and non-teaching staff are involved in
both formal and informal decision-making
processes regarding teaching and learning.
LOOK FORS
 Behaviors defining the core ethical values
are seen as important by members of the school
community (including teachers, students, and
parents.
 Behaviors clearly connect to the core values.
 Behavioral definitions are developmentally
appropriate to students.
 Behaviors encompass all of the values and
are observable inside and outside schools.

CE Indicator 1.2 - Continued 6: The school/district provides support for the

physical, cultural, socioeconomic, and intellectual

CE Indicator 1.3: The school has made deliberate and
effective efforts to make its core ethical values, the
justification for them, and their behavioral definitions
widely known throughout the school and parent
community.
CHARACTER EDUCATION PRINCIPAL 2
Character is comprehensively defined to include thinking, feeling, and behavior.
CE Indicator 2.1: The school takes deliberate and
effective steps to help students acquire a developmentally
appropriate understanding of what the core values mean
in everyday behavior and grasp the reasons why some
behaviors are right and others wrong.
CE Indicator 2.2: The school takes deliberate and
effective steps to help everyone appreciate the core
values, reflect upon them, desire to embody them, and
become committed to them.
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
7: Families and the community are active partners
in the educational process and work together with
school/district staff to promote programs and
services for all students.
8: A collaborative process was used to develop the
school’s vision, mission, and beliefs, and goals that
engaged the school community as a community of
learners.
9: Teachers hold high expectations for all students
academically and behaviorally, and this is
evidenced in their practice.
10: Multiple communication strategies and
contexts are used for the dissemination of
information to all stakeholders.
11: Teachers hold high expectations for all
students academically and behaviorally, and this is
evidenced in their practice.
12: The teachers and staff care about students
and inspire their best efforts.
13: The teachers and staff care about
students and inspire their best efforts.
LOOK FORS
 The school makes continuing efforts to make
the core ethical values (including justification and
behavioral definitions) known to the entire school
community. These core values are:
(1) Incorporated into school mission
statement, school handbook, and
discipline code;
(2) Defined by teachers at an appropriate
developmental level for students;
(3) Repeatedly referred to by staff in
interactions with students and within
instructional activities;
(4) Conveyed to parents through
newsletters, at school events, etc.;
(5) Demonstrated to be widely known, as
shown by evidence provided by school;
(6) Visually displayed throughout the school
in a developmentally appropriate manner.
LOOK FORS
 Staff consistently and proactively addresses
the logic of moral arguments and why core values
are desirable.
 Student discussion includes the sources of
and/or justifications for moral values.
LOOK FORS
 Staff makes consistent and proactive efforts
to develop in students a deeply felt commitment to
core values (i.e., through use of high quality
literature, art, exemplars, sports, etc).
 Staff makes strong efforts to meet the needs
of student for safety, belonging, and autonomy as
these form the foundation for developing a
commitment to core values.
CE Indicator 2.3: The school takes deliberate and
effective steps to help students practice the core values
so that they become habitual patterns of behavior.
CE Indicator 2.3 - Continued
CHARACTER EDUCATION PRINCIPAL 3
Effective character education requires an intentional, proactive, and comprehensive approach that promotes the core values in all phases of
school life.
CE Indicator 3.1: The school is intentional and proactive
in addressing character education at all grade levels.
CE Indicator 3.2: Character education is regularly
integrated into all subjects.
CE Indicator 3.3: Character education is infused
throughout the school day, outside the classroom as well
as inside. Core values are upheld by adults and taken
seriously throughout the school environment.
14: The teachers and staff care about students
and inspire their best efforts.
15: The school/district provides support for the
physical, cultural, socioeconomic, and intellectual
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
16: Effective and varied instructional strategies are
used in all classrooms.
17: Leadership creates experiences that foster the
belief that all children can learn at high levels in
order to motivate staff to produce continuous
improvement in student learning.
18: Teachers hold high expectations for all
students academically and behaviorally, and this is
evidenced in their practice.
Districts ensure that character education is included in
academic curriculum frameworks
19: There is leadership support for a safe, orderly,
and equitable learning environment.
20: Teachers hold high expectations for all
students academically and behaviorally, and this is
evidenced in their practice.
 Staff encourages students to examine their
behavior in light of core values and challenges them
to make their behavior consistent with their best
understanding of and commitment to core values
(e.g., reflection through appropriate use of journal
writing, discussion of events in classroom, adult-
child conversations on past or present behavior,
etc.).
 Students receive practice and feedback on
behavioral skills (e.g., interrupting politely, listening
attentively, apologizing, ect.) through the ordinary
conduct of the classroom, role plays, cooperative
learning groups, and/or other developmentally
appropriate activities.
LOOK FORS
 Staff integrates character education into the
content and educational strategies of all subjects
(i.e., English, history and other humanities-related
subjects as well as math, science, and health).
 Teachers have extensive repertories in
integrating character education throughout the
curriculum.
 Character education is inherent in how
classes are conducted (routines) and in how
students interact and learn. (Educational strategies
are respectful of students and encourage diligence,
autonomy, and logical reasoning.)
LOOK FORS
 Members of the school community easily
communicate and point to core values in all parts of
the school.
 Character education is manifested
consistently across the school setting.

CHARACTER EDUCATION PRINCIPAL 4
The school is a caring community.
CE Indicator 4.1: The school is intentional and proactive
in addressing character education at all grade levels.
CE Indicator 4.2: The school makes it a high priority to
foster caring attachments between adults and students.
CE Indicator 4.3: The school does not tolerate peer
cruelty or any form of violence and takes steps to prevent
and to deal with it effectively when it occurs.
21: Teachers and non-teaching staff are involved
in both formal and informal decision-making
processes regarding teaching and learning.
22: The teachers and staff care about
students and inspire their best efforts.
23: Leadership creates experiences that foster the
belief that all children can learn at high levels in
order to motivate staff to produce continuous
improvement in student learning.
24: The school/district provides support for the
physical, cultural, socioeconomic, and intellectual
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
25: Students are provided with a variety of
opportunities to receive additional assistance to
support their learning beyond the initial classroom
instruction.
26: The teachers and staff care about
students and inspire their best efforts.
27: Leadership creates experiences that foster the
belief that all children can learn at high levels in
order to motivate staff to produce continuous
improvement in student learning.
28: The school/district provides support for the
physical, cultural, socioeconomic, and intellectual
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
29: There is leadership support for a safe, orderly,
and equitable learning environment.
 Expectations and efforts are communicated
and practiced at the start of and throughout the
school year in all areas (school buss, cafeteria,
halls, classroom, athletic fields, etc.).
LOOK FORS
 Students perceive staff as caring.
 Teacher act effectively as counselors in
appropriate areas.
 Faculty typically attends school events.
 The school makes provision for students and
teachers to meet in social settings.
 Teachers provide time for extra help in
academic work.
LOOK FORS
 Teachers develop a classroom environment
in which civility and kindness are the standards and
are clearly given a priority as high as academic
objectives.
 Educational strategies, such as cooperative
learning, are employed that encourage mutual
respect and appreciation of interdependence among
students.
 Teachers and student note caring acts and
give compliments when they occur and correct
unkind remarks when they occur.
LOOK FORS
 Staff identifies and constructively addresses
peer abuse, such as put-downs, racial slurs,

CE Indicator 4.4: Students are explicitly involved in the
creation and maintenance of community.
CHARACTER EDUCATION PRINCIPAL 5
To develop character, the school provides students opportunities for moral action.
CE Indicator 5.1: The school sets clear expectations for
students to engage in moral action both inside and
outside the school.
30: Teachers hold high expectations for all
students academically and behaviorally, and this is
evidenced in their practice.
31: The school/district provides support for the
physical, cultural, socioeconomic, and intellectual
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
32: Teachers hold high expectations for all
students academically and behaviorally, and this is
evidenced in their practice.
33: The school/district provides support for the
physical, cultural, socioeconomic, and intellectual
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
34: Students are provided with a variety of
opportunities to receive additional assistance to
support their learning beyond the initial classroom
instruction.
35: Teachers recognize and accept their
professional role in student success and failure.
36: Teachers communicate regularly with families
about individual students’ progress.
37: The school/district provides support for the
physical, cultural, socioeconomic, and intellectual
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
38: Students are provided with a variety of
opportunities to receive additional assistance to
support their learning beyond the initial classroom
instruction.
insensitive gender remarks, remarks on
appearance, economic or social status, etc. in ways
that express moral feeling and that address dismay
with the behavior and not the child.
 Staff takes specific steps to discourage and
deal with bullying through specific processes.
 Incivility toward peers is taken as seriously
as such behavior toward adults.
 Staff makes proactive efforts to increase
students’ understanding of personal, economic, and
cultural differences.
 School identifies language that is
unacceptable and enforces a corresponding code of
behaviors.
LOOK FORS
 Students play an active role in creating and
maintaining classroom standards for behavior.
 Students fill clearly defined roles within the
classroom and school community (classroom
monitors, student government).
 Students identify themselves as members of
wider communities (state, nation, world) in which
they can play positive, contributory roles.
LOOK FORS
 Staff model, endorse, teach, and expect
good sportsmanship, civility, and personal
responsibility.
 There are clear expectations regarding
community service, service learning, and/or other
more programmatic opportunities for moral action.
 These expectations:
(1) Are clearly articulated and relevant to
students;
(2) Are frequently communicated to and known
by relevant stakeholders (students,
teachers, parents, etc.);
(3) Serve as obligations for the students when
appropriate.
CE Indicator 5.2: The school provides students with
repeated and varied opportunities for engaging in moral
action within the school, and the students engage in these
opportunities and are positively affected by them.
39: There is leadership support for a safe, orderly, LOOK FORS
and equitable learning environment.
1. The school effectively provides students with
40: Leadership creates experiences that foster the opportunities for moral actions within the school by:
belief that all children can learn at high levels in (1) Endorsing and encouraging participation
order to motivate staff to produce continuous (e.g., cooperative learning, peer or cross-
improvement in student learning. age tutoring, classroom or student body
governance, service projects);
41: The school/district provides support for the (2) Providing sufficient opportunities for all
physical, cultural, socioeconomic, and intellectual students;
needs of all students, which reflect a commitment (3) Providing opportunities that are valued and
to equity and an appreciation of diversity. initiated/directed by students;
2. Setting aside school time for supporting,
42: Students are provided with a variety of engaging in, and individually and collectively
opportunities to receive additional assistance to reflecting
support their learning beyond the initial classroom (1) on moral action;
instruction. (2) Explicitly acknowledging student moral
action.
The majority of students take advantage of these
opportunities and benefit from them.

CE Indicator 5.3: The school provides students with
repeated and varied opportunities for engaging in moral
action in the larger community, and the students engage
in these opportunities and are positively affected by them.
43: The school/district provides support for the
physical, cultural, socioeconomic, and intellectual
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
44: Families and the community are active
partners in the educational process and work
together with the school/district staff to promote
programs and services for all students.
45: Students are provided with a variety of
opportunities to receive additional assistance to
support their learning beyond the initial classroom
instruction.
LOOK FORS
3. The school effectively provides students with
opportunities for moral actions by:
(1) Endorsing and encouraging participation in
community service work (e.g., working with
the elderly or homeless or working on
environmental projects);
(2) Providing sufficient opportunities for all
students;
(3) Providing opportunities that are valued and
initiated/directed by students;

CE Indicator 5.3 - Continued (4) Setting aside school time for supporting,
engaging in, and individually and collectively
reflecting on moral action;
(5) Explicitly acknowledging student moral
action.
 The majority of students take advantage of
these opportunities and benefit from them.
CHARACTER EDUCATION PRINCIPAL 6
Effective character education includes a meaningful and challenging academic curriculum that respects all learners and helps them succeed.

CE Indicator 6.1: The academic curriculum provides 46: The school curriculum provides specific links to LOOK FORS
meaningful and appropriate challenges to students to continuing education, life, and career options
promote character development throughout the The curriculum:
curriculum. (1) Is engaging and interactive;

CE Indicator 6.2: The school implements a wide range of
strategies to accommodate the diverse cultures, skills,
interests, and needs of students.
CHARACTER EDUCATION PRINCIPAL 7
Character education should strive to develop students’ intrinsic motivation for developing good character.
47: Effective and varied instructional strategies are
used in all classrooms.
48: Instructional strategies and activities are
consistently monitored and aligned with the
changing needs of a diverse student population to
ensure various learning approaches and styles are
addressed.
49: Teachers demonstrate the content knowledge
necessary to challenge and motivate students to
high levels of learning.
50: Instructional resources are sufficient to
effectively deliver the curriculum.
51: Leadership creates experiences that
foster the belief that all children can learn at
high levels in order to motivate staff to
produce continuous improvement in student
learning.
52: The school/district provides organization
structures and supports instructional practices
to reduce barriers to learning.
53: The school/district provides support for the
physical, cultural, socioeconomic, and intellectual
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
54: Professional development is ongoing and job-
embedded.
(2) Appropriately challenges students;
(3) Emphasize student autonomy (e.g.,
student-initiated or self-directed projects);
(4) Integrates the development of intellectual
virtues (e.g., good judgment, hard work,
perseverance, etc.) as well as social virtues
(e.g., honesty, diligence, understanding,
responsibility, respect, etc.).
LOOK FORS
4. The school provides adequate and ongoing
staff training in learning styles and provides
opportunities for teachers to share best practice in
diverse instructional strategies.
5. Teachers demonstrate the appropriate use of
diverse teaching strategies.
6. Staff engages in accurate and ongoing
identification of students’ learning needs.
7. All students are valued, respected, and
helped to excel, regardless of cultural, racial,
gender, or socioeconomic differences.
8. Staff takes any special challenges stemming
from such differences into account when designing
and providing instruction.
CE Indicator 7.1: The school explicitly values students
engaging in moral action for its own sake.
CE Indicator 7.2: Staff recognize and deliberate good
character by emphasizing social rather than material
recognition (behavior modification rewards).
CE Indicator 7.3: The school’s approach to behavior
management emphasizes core values within constructive
discussion, explanation, and consequences.
CHARACTER EDUCATION PRINCIPAL 8
The school staff is a learning and moral community in which all share responsibility for character education and attempt to adhere to the same
core values that guide the education of the students.
CE Indicator 8.1: All professional school staff are
included in planning, receiving staff development for, and
carrying out the schoolwide character education effort.
55: Teachers hold high expectations for all
students academically and behaviorally, and this is
evidenced in their practice.
56: Student achievement is highly valued and
publicly celebrated.
57: There is leadership support for a safe, orderly,
and equitable learning environment.
58: Teachers and non-teaching staff are involved
in both formal and information decision-making
processes regarding teaching and learning.
59: The school has an intentional plan for building
instructional capacity through ongoing professional
development.
LOOK FORS
 The school’s statement on character
education explicitly includes mention of oral
motivation.
 Students and teachers demonstrate
awareness of the importance of intrinsic moral
motivation.
LOOK FORS
 The school publicizes social recognition of
student moral action and explicitly acknowledges the
character attributes that motivated the behavior.
 The school provides formal programs of
social recognition that use extrinsic motivation
judiciously to support intrinsic motivation and avoids
that which undermines it.
 Districts use their public relations programs
to focus attention on good character practices.
LOOK FORS
 The school provides staff training in
developmentally appropriate forms of behavior
management.
 The school discipline code is based on
discussion, explanation, and consequences.
 Consequences are consistent, fair, not
physically harmful, and include the parents.
 Staff routinely deals with behavior issues in
ways that encourage induction and intrinsic
motivation, offer students opportunities for
reparation and moral growth, and do not demean
the individual.
LOOK FORS
 The entire staff is involved in the continuing
development and implementation of the program.
 The school provides for staff development
(e.g., workshops, conferences, standing
committees, regular discussion, commitment at
hiring).
 There is evidence that faculty are
substantially involved in implementation.
 60: Staff development priorities are set in
alignment with goals for student performance and
the individual growth plans of staff.
61: Professional development is ongoing and job-
embedded.
62: The school/district provides a clearly defined
evaluation process.
63: Leader provides the fiscal resources for the
appropriate professional growth and development
of certified staff based on identified needs.
 Staff values the sharing of ideas and being a
learning and moral community.
 District builds implementation of character
education in the assessment of school principals,
and, in turn, encourage/require principals to
evaluate integration of character education into their
assessments of teachers, counselors, and
administrators.
 District encourages central office personnel
to incorporate character education into their work.

64: The school/district effectively uses the

employee evaluation and the individual
professional growth plan to improve staff
proficiency.

CE Indicator 8.1 - Continued 65 : Leadership uses the evaluation process to

provide teachers with the follow-up and support to
change behavior and instructional practices.

66: There is evidence that the principal

demonstrates leadership skills in the areas of
academic performance, learning environment, and
efficiency.

CE Indicator 8.2: All support staff have been included in
planning, receiving staff development for, and carrying
out the schoolwide character education effort.
CE Indicator 8.3: Staff model the core values in their
interaction with students and each other and students
perceive that they do.
67: Teachers and non-teaching staff are involved
in both formal and information decision-making
processes regarding teaching and learning.
68: The teachers and staff care about students
and inspire their best efforts.
69: Teachers recognize and accept their
professional role in student success and failure.
70: Leadership creates experiences that foster the
belief that all children can learn at high levels in
order to motivate staff to produce continuous
improvement in student learning.
LOOK FORS
 Support staff understands their role and
implement their part in the program.
 They have a clear notion of their
responsibilities outside the scope of their official
competence.
 They identify opportunities to contribute to
character development and actually use such
opportunities effectively.
LOOK FORS
 Teachers are courteous to students as
students are expected to be to teachers. Other
core values should be interpreted in similar ways.
 Teachers use core values to reflect on their
own behaviors and procedures.
 Students perceive that staff is modeling the
values.

CE Indicator 8.4: Regular and adequate time is made
available for staff planning and reflection in regard to
character education.
CHARACTER EDUCATION PRINCIPAL 9
Staff and students demonstrate moral leadership.
CE Indicator 9.1: The character education program has
leaders, including the school principal, who champion the
character education effort.
CE Indicator 9.1 - Continued
71: Leader provides the fiscal resources for the
appropriate professional growth and development
of certified staff based on identified needs.
72: Leadership ensures that time is protected and
allocated to focus on curricular and instructional
issues.
73: The school is organized to maximize use of all
available resources to support high student and
staff performance.
74: Staff promotes team planning vertically and
horizontally across content areas and grade
configurations that is focused on the goals,
objectives, and strategies in the improvement plan.
75: Families and the community are active
partners in the educational process and work
together with the school/district staff to promote
programs and services for all students.
76: There is support for the long-term professional
growth needs of the individual staff members. This
includes both instructional and leadership growth.
77: The school has an intentional plan for building
instructional capacity through ongoing professional
development.
78: Leadership has developed and sustained a
shared vision.
79: The school/district leadership provides the
organizational policy and resource infrastructure
 Provisions are made for adult community
development and space is provided for staff
interaction.
 Core values are specifically interpreted with
respect to adult interactions.
LOOK FORS
 Aspects of the character education program
appear regularly on the agenda of faculty meetings.
 Administration provides staff release time for
development of promising ideas.
 District provides regular ongoing staff
development in character education and provides
funding for substitute teachers so that staff has
planning and training time.
 District stimulates information sharing by
providing venues for collaboration among schools,
establishing a centralized source of materials,
curricula, and other tools, and sponsoring regular
meetings on character education.
LOOK FORS
 The principal’s role is pivotal, but an
important part of the role is sharing leadership
responsibilities with others (i.e., faculty, parents,
students, and community members.
 Leadership is demonstrated at multiple levels
through:
(1) Articulation of goals and abiding principles;
(2) Personal example; and
(3) Decisions regarding policies, personnel,
and allocation of resources.
 Leadership stresses that character is integral
to the mission of the school and is not merely an
adjunct to that mission.
 Character education is established as part of
the district’s vision and objectives, and as central
part of school improvement plans.
 necessary for the implementation and maintenance
of a safe and effective learning environment.

80: The principal demonstrates leadership skills in

the areas of academic performance, learning
environment, and efficiency.

81: Perceived strengths and limitations of the

school/district instructional and organization
effectiveness are identified using the collected
data.

82: The improvement plan is aligned with the

school’s profile, beliefs, mission, desired results for
student learning and analysis of instructional and
organizational effectiveness.

CE Indicator 9.2: There is a leadership group inclusive of
staff, students, and parents that guides the ongoing
planning and implementation of the character education
program and encourages the involvement of the whole
school in character-related activities.
83: Families and the community are active
partners in the educational process and work
together with the school/district staff to promote
programs and services for all students.
84: Leadership has developed and sustained a
shared vision.
85: Leadership provides a process for the
development and the implementation of council
policy based on anticipated needs.
LOOK FORS
 Those who will be affected by particular
character-related decisions have input into those
decisions.
 The school’s regular governing mechanisms
assume responsibility for management of character-
related policies and plans.

86: A collaborative process was used to develop

the school’s vision, mission and belief that engaged
the school community as a community of learners.

CE Indicator 9.3: Students are involved in leadership
roles appropriate to their age in ways that contribute to
the character education effort.
87: Leadership creates experiences that foster the
belief that all children can learn at high levels in
order to motivate staff to produce continuous
improvement in student learning.
88: Student achievement is highly valued and
publicly celebrated.
89: Families and the community are active
partners in the educational process and work
together with the school/district staff to promote
programs and services for all students.
LOOK FORS
 Character-related leadership opportunities
are created for students at various levels (i.e., small
learning groups, in the classroom more generally, in
the school at large, and in extracurricular and
community service activities.
 The student body values leadership roles.

90: The school/district provides organization

structures and supports instructional practices to
reduce barriers to learning.
 91: Students are provided with a variety of
opportunities to receive additional assistance to
support their learning beyond the initial classroom
instruction.

92: The principal demonstrates leadership skills in

the areas of academic performance, learning
environment, and efficiency.

CHARACTER EDUCATION PRINCIPAL 10

The school recruits parents and community members as full partners in the character-building effort.

CE Indicator10.1: The school recognizes the pivotal role 93: Families and the community are active LOOK FORS
that parents, extended families, religious institutions, partners in the educational process and work
youth organizations, and the immediate community play in together with the school/district staff to promote  The school actively works with these
the moral upbringing of children. programs and services for all students. stakeholders to advance character education.

94: Students are provided with a variety of

CE Indicator 10.1 - Continued
CE Indicator 10.2: The school and its faculty regularly
exchange communications with parents and guardians,
provide suggestions and activities that help them
reinforce the core values, and offer workshops and
resources on character education and general parenting
skills.
opportunities to receive additional assistance to
support their learning beyond the initial classroom
instruction.
95: Families and the community are active
partners in the educational process and work
together with the school/district staff to promote
programs and services for all students.
96: Multiple communication strategies and
contexts are used for the dissemination of
information to all stakeholders.
97: The school/district provides support for the
physical, cultural, socioeconomic, and intellectual
needs of all students, which reflect a commitment
to equity and an appreciation of diversity.
 The school avails itself of “outside” resources
and invites their representatives into the school to
strengthen connections and advance character
education.
 The district engages a broad spectrum of the
community in their character education initiative,
with particular focus on involvement of appropriate
local government agencies, non-school youth
serving organizations, and the business community.
LOOK FORS
 Communication and connection with home
are initiated at many levels (e.g., individual teachers,
departments, extracurricular clubs, principal, district
office).
 A great variety of techniques are used (e.g.,
report cards, notes, phone calls, newsletters, parent-
teacher conferences, group meetings).
 Parents and guardians are active
contributors to and participate in school and
classroom events.

98: The school is organized to maximize use of all

available resources to support high student and
staff performance.
 CHARACTER EDUCATION PRINCIPAL 11
Evaluation of character education assesses the character of the school, the school staff’s functioning as character educators, and the extent to
which students manifest good character.
CE Indicator11.1: The school staff, in collaboration with
the appropriate governance body regularly assesses the
character of the school as a moral community to
determine its degree of success.
CE Indicator 11.1 - Continued
CE Indicator 11.2: The staff periodically reports on their
efforts to implement character education, as well as on
their growth as character educators.
CE Indicator 11.3: The school assesses student progress
in developing an understanding of and an emotional
attachment and commitment to the qualities of good
character. Behavior is assessed in ways that reflect core
values.
99: Families and the community are active
partners in the educational process and work
together with the school/district staff to promote
programs and services for all students.
SISI 5.1.d: Students are provided with a variety of
opportunities to receive additional assistance to
support their learning beyond the initial classroom
instruction.
100: Leadership decisions are focused on student
academic performance and are data-driven and
collaborative.
101: The school/district leadership team
disaggregates data for use in meeting the needs of
a diverse population, communicates the
information to school staff and incorporates the
data systematically into the school’s plan.
102: Perceived strengths and limitations of the
school/district instructional and organizational
effectiveness are identified using the collected
data.
103: Teachers recognize and accept their
professional role in student success and failure.
104: Families and the community are active
partners in the educational process and work
together with the school/district staff to promote
programs and services for all students.
105: Perceived strengths and limitations of the
school/district instructional and organizational
effectiveness are identified using the collected
data.
106. The school maintains an accurate student
record system that provides timely information
pertinent to the student’s academic and
educational development.
LOOK FORS
 This assessment is deliberately focused on:
(a) progress toward the school’s comprehensive
definition of character and its character-related
objectives and (b) how effectively it has
implemented its character education plans.
 Assessment techniques may encompass
“rough and ready” as well as sophisticated research
approaches.
 Assessment is based on input from students,
faculty, other school staff, and parents, if possible.
 Some attempt is made to assess the impact
of character education on academic achievement.
 Districts require character education to be
part of schoolwide assessments. Assessment of
school success is not limited to academic test
scores.
LOOK FORS
 The audiences for this reporting can include
students, the full staff, parents, district leaders and
policy makers, and relevant community members.
 Reporting includes structured and informal
opportunities to examine and reflect on the data.
 Professional development activities provide
staff with a good venue for such exchanges.
LOOK FORS
 Student progress is assessed by a variety of
approaches (e.g., a character education assessment
on student report cards).
107. Structures are in place to ensure that all
students have access to all the curriculum.
108. Students are provided with a variety of
opportunities to receive additional assistance to
support their learning beyond the initial classroom
instruction.
 Students rate importance of core values in
their lives or completing questionnaires on
character-related behaviors.
 Staff collect data on school attendance,
academic achievement, volunteering, acts of
honesty, discipline referrals, fighting, vandalism,
drug incidents, student pregnancies, etc..
 Faculty members cooperate to ensure that
individual students are getting the best benefits from
the overall program and to make changes as
appropriate.