www.characterconferences.com mannrentoy@gmail.com

1. 1

3. 1. Overview of CEP
2. Overview of the 11 Principles
3. Implications to the school/
Expectations from Admin, Faculty
and Staff
4. Application and Visit
3

5. 5

15. Teaching the Young to be Good
People
Character Education Partnership (Philippines)

17. Helping Schools to Raise Good
People
Character Education Partnership (Philippines)

18. 1. Training
2. Conference
3. Resources/Materials
4. School of Character

20. www.themegallery.com
Company Logo

31. Founding Institutional Members
Autohub Institute of Technology
Childlink Learning Center and Childlink High School,Inc.
CITE Technical Institute, Inc. (Cebu)
Don Bosco School (Salesian Sisters) Inc.
Mary Help of Christians College - Salesians Sisters, Inc.
MGC New Life Christian Academy
Morning Star Montessori School, Inc.
Notre Dame-RVM College of Cotabato
Parents for Education Foundation, Inc. (PAREF)
Saint Mary's Angels College of Valenzuela
Saint Philomena School
Southgate Institute of Malvar
St. Charles Academy (Pangasinan)
The University of Mindanao

32. Founding Individual Members
Aguiling, Maria Adiel Alfonso, Genalyn D Amorado, Dr. Ronnie
Arias, Emmanuel A Arias, Irma A Batugal, Ma. Leodevina C.
Bedana, Mardy Buenaobra Bugayong, Emelyn E Cabas, Domitila M
Canoy, Ailene A Carual, Feliza Paz O Casis, Noemi B
Cruz, Fernando A. Del Fierro, Loreta A Dela Cruz, Dr. Dorothea C
Delfino, Digna M Enverga, Elizabeth R Espino, Norma Evangelista
Gadin, Gloria B Guerrero, Anita M Guiriba, Emmielyd R
Ilagan, Teodora Madelyn V Inciong, Raquel Patricia O Lorenzana, Erdie E
Lorenzo, Dr. Rustica R Malafu, Rolando F Mangabat, Sr. Irene P. FMA
Mercado, Nenita E Mortel, Geraldine M Naguit, Dr. Ofelia Y
Oducado, Sr. Yolanda O Padilla, Maria Arwin Padron, Sr. Teresita C
Paranis, Maria Laarni Carla, CRemiter, Jesus Jr. BReyes, Dr. Ma. Magdalena
Ronquillo, James Bryan B Rosales, Jeff Maria Saludes, Angela B
Singson, Renato C Sollesta, Peter Miles S. Tamondong, Moises R.
Valdez, Teresita Valeriano, Anthony U Verzosa-Doria, Veronica
Villena, Angeleca S.J. Zurita, Ma. Icelyn A.

64. They become so, if at
all, only as the result
of life-long
personal and
community effort.
- Jon Moline

65. LOGO
Now more than ever,
this work of formation is
urgent and important.

66. crisis in society

67. CHEATING
BULLYING
HIGHLY SEXUALIZED
CULTURE
VULGARITY
IMMORALITY

68. SLEEP-DEPRIVED
NARCISSISM
SELF-CENTEREDNESS

69. Real key solution:
Character Formation
Moral Literacy
Moral Intelligence

70. Enhancing MORAL
INTELLIGENCE is our best
hope to get them on the right
course so that they
ACT and THINK
right.

71. “The first step in
teaching moral
intelligence is by being a
moral example”
-Michelle Borba

72. Principles
• Every Teacher is a Character Formator
• Not just another subject
• Education is not just covering curriculum
• No other better way to teach character than through the
power of our example
• The teacher is the most important teaching tool
• The school is only as good as its teachers.

73. PROGRAM OVERVIEW
73

74. Students in schools of character 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.
74
Positive results:
• Academics
• Behavior
• Culture/climate
OUR GOAL:
To bring these dramatic improvements to as many schools
as possible.

75. CEP’s National Schools of Character program offers K-12 public
and private schools across the Philippines a path to school
improvement and excellence through high-quality character
education.
When schools engage in the schools of character process and
seek to implement CEP’s framework for success (11
Principles), they:
 Bring stakeholders together
to identify a common set of
core values and unite around a
common purpose
75

76. CEP’s National Schools of Character program offers K-12 public
and private schools across the Philippines a path to school
improvement and excellence through high-quality character
education.
When schools engage in the schools of character process and
seek to implement CEP’s framework for success (11
Principles), they:
 Go through a process of
reflection and self-
assessment that helps the
school community identify
76

77. CEP’s National Schools of Character program offers K-12 public
and private schools across the Philippines a path to school
improvement and excellence through high-quality character
education.
When schools engage in the schools of character process and
seek to implement CEP’s framework for success (11
Principles), they:
 Receive professional
feedback on their programs as
well as suggestions for growth
77

78. 78

79. 11 Principles
These principles are also not a policy or program, but a
guide to help focus on the things that matter when trying
to alter a school’s culture.

80. CEP Framework for
Effective Character
Education
The Eleven Principles
Family &
Community
Partners
10
Comprehensive
Intentional
Proactive
3 Meaningful
Academic
Curriculum
6
Self
Motivation
7
Thinking
(Cognitive)
Staff
Learning
Community
8
Caring
Community
4
Moral
Action
5
Shared
Moral
Leadership
9
Feeling
(Affective)
Acting
(Behavioral)
2
Character
Formation
Assessment 11
1
Core Values

82. 82
Promotes core ethical and
performance values
1.1: Stakeholders select core values
1.2: Core values guide everything
1.3: Core values are visible
Principle 1

83. 83
Reviewers look for
evidence of each
key indicator and
assign a score of 1
to 4 for each
scoring item based
on the evidence
they find.

84. 84
The 11 Principles as the Scoring Rubric
Principle #1: The school community
promotes core ethical and performance
values as the foundation of good
character.
Each Principle has 2 to 4 numbered Scoring Items.
1.1 Stakeholders in the school
community select or assent to
a set of core values

85. 85
The 11 Principles as the Scoring Rubric
Principle #1: The school community promotes core ethical and
performance values as the foundation of good character.
Key Indicators of exemplary
implementation:
 A highly inclusive representative group of stakeholders
(professional and other staff, parents, students, and
community members) have had input into or at least
assented to the school’s core ethical and performance
values. If the values have been in place for some time,
current stakeholders have been involved in ongoing
reflection on the values.
 Staff understand how and why the school selected its core
values.
Each Scoring Item lists:

87. 87

88. •Vision and/or Mission
statements, motto, touchstone
•Visible statements or lists of core
values in school building, on
website, in student
handbook/planner, discipline
code, newsletters, etc.
•Examples of how the core values
are defined in terms of what they
look/sound like
SAMPLE
EVIDENCES

90. 90
Defines “character”
comprehensively to include
thinking, feeling, and doing.
2.1: Thinking (understanding)
2.2: Feeling (reflection, appreciation)
2.3: Doing (behavior, students practice)
Principle 2

94. examples of strategies being used
that help students practice core
values – such as class meetings,
cross-age buddies, peer mentors,
and cooperative learning.
examples of classroom routines
and policies that help students
understand and adopt core values
SAMPLE
EVIDENCES

96. 96
Uses a comprehensive,
intentional, and
proactive approach
3.1: Intentional at all levels
3.2: Integrated into academic content
3.3: Integrated into classroom routines
3.4: Integrated throughout total program
Principle 3

97. •Character education plan, goals,
or calendar
•Lesson plans or curriculum
frameworks that demonstrate
curricular integration of character /
core values
•Expectations for behavior
throughout the school that are tied
to core values
SAMPLE
EVIDENCES

99. 99
Creates a caring
community.
4.1: Student – staff relationships
4.2: Student – student relationships
4.3: Peer cruelty prevention
4.4: Adult relationships
Principle 4

100. Examples of Evidence
•Evidence / examples of strategies
that form good relationships
between staff and students (e.g.
mentoring, advisories, tutoring)
•Evidence / examples of staff
interacting with students outside of
the classroom (e.g.
school/community events,
mentoring/tutoring)

101. •programs or strategies being used
to build positive relationships
among students (e.g. tolerance
programs, anti-bullying strategies,
class meetings, advisories, conflict
resolution strategies)
•examples of ways adults in the
school community are brought
together (e.g. staff gatherings and
celebrations, school events, home
visits)
SAMPLE
EVIDENCES

103. 103
Provides students with
opportunities for moral
action.
5.1: Clear expectations
5.2: Moral action within school; tied to the curriculum
5.3: Moral action in community; tied to the curriculum
Principle 5

105. •examples of students serving the wider
community (e.g., elderly, needy, veterans, animals,
environment)
•Evidence that demonstrates how service projects
allow students to identify community needs,
plan/organize projects, and reflect on outcomes
•Evidence that service projects are tied to
content/curriculum

107. 107
Offers a meaningful and
challenging academic
curriculum that respects all
learners
6.1: Challenging curriculum
6.2: Meeting diverse student needs
6.3: Addresses performance character
Principle 6

109. 109
Fosters students’
self-motivation
7.1: Students intrinsically NOT extrinsically
motivated.
7.2: Behavior management and discipline tied to
core values; academic integrity stressed.
Principle 7

111. 111
Staff is an ethical learning
community that shares
responsibility for character
education and adheres to core
values
8.1: Staff modeling
8.2: Staff development for ALL; staff is ethical
learning community
8.3: Staff planning and reflection;
enough time for character education.
Principle 8

112. •Evidence of staff modeling of
core values
• agendas from staff
development /training
•Faculty meeting agendas that
show commitment to
character education
•Examples of resources
provided to staff/faculty

115. 115
Fosters shared leadership
and long-range support of
the character initiative.
9.1: Leaders champion effort
9.2: Leadership group plans
9.3: Student leadership
Principle 9

117. 117
Engages families and
community members as
partners in the character-
building effort
10.1: Engages families
10.2: Communicates with families
10:3: Involves community
Principle 10

118. 118
Assesses school
culture/climate, staff’s
functioning, and
students‘ character
11.1: Assesses culture/climate
11.2: Staff report on progress
11.3: Assesses student progress /
behavior
Principle 11

119. 119
Reviewers look for evidence of
each key indicator and assign
a score of 1 to 4 for each
scoring item based on the
evidence they find.

120. Where do we go from
here?
120

121. Steps for Applicants
121

122. 122
Assemble a group of knowledgeable stakeholders
that includes staff, parents, and students (if
appropriate) – an existing group or one formed for
this purpose.
Assess your character education initiative using the
revised 11 Principles of Effective Character
Education.
11 Principles Self-Assessment

123. 123
If your school community has not yet selected core
values, this group should determine a process for
doing so and begin that process.
11 Principles Self-Assessment

124. 124
During the application process, you will be asked how
you know that your character education efforts have
had an impact on your school culture and climate. The
best evidence you can provide is climate survey data.
Your school may already give climate surveys each
year. If not, be sure to conduct a climate survey of
students, staff, and parents prior to submitting your
application. Visit “Assessment Tools” at
www.character.org for samples and resources.
If no climate survey data is available, think about how
else you can demonstrate growth in this area.
Climate Surveys

125. 125
During the application process, you will be asked to demonstrate
the impact of your character initiative on student behavior and
academic achievement.
Gather data on attendance, disciplinary referrals and infractions,
suspensions, test scores and other measures of academic
achievement, performance of at-risk students, drop-out rates, and
graduation rates as well as rates of college attendance (if
applicable).
Principle 11 is your opportunity to make a persuasive case that your
school has thoughtfully implemented character education. To
demonstrate positive and significant results, be prepared to provide
specific qualitative and quantitative evidence such as full data and
analysis from climate surveys and other measurements. Plan to use
numbers, not percentages, when reporting changes in student behavior
(such as referrals or suspensions). Your narrative and supporting artifacts
should clearly demonstrate that your community has gathered data,
reflected upon it, and then acted as needed.
Student Impact

126. 126
You will be asked to explain how your character education
initiative exemplifies the 11 Principles.
Brainstorm responses to the following questions.
1.What are your character education goals?
Define your school’s view of character education and the
values your school community has agreed upon. Describe
your philosophical approach, and explain what your
character education initiative is trying to accomplish.
Explain why you are doing what you are doing. Citing the
texts, publications, or experts that have influenced your
initiative helps evaluators understand your philosophy.
Student Impact

127. 127
2.What is special about your school? In what ways is your
school a model for others?
Explain what is special about your accomplishments in
character education. What feature of your initiative would
CEP want to hold up as a model of exemplary
implementation of the 11 Principles?
Student Impact

128. 128
3.How are you implementing character education?
Describe your accomplishments in each of the 11
Principles. Note that each principle has three or four
“scoring items.” Include specific, illustrative examples
and insert artifacts that address the scoring items. Keep
in mind that to receive a score of 4 on an item, you must
show evidence of all the key indicators of exemplary
practice described under each scoring item. Refer to the
11 Principles document.
Student Impact

129. 129
Gather artifacts that will amplify and support your claims.
Examples include:
 Data on positive behavioral or academic change
 School climate survey results
 Mission statements and school mottos
 Examples of student work or student reflections
 Lesson plans or assignments that integrate character
education into the curriculum
 Documentation of staff development or staff meetings
See 2014 Application (Word) at www.cepphilippines.com for more
applicant tips and suggested evidence.
Supporting Evidence
Tip: Limit the use of photos.

130. 130
 If your school has previously applied, include and
identify the changes that you have made since the
last application in your narrative.
 If you see your school as a leader in helping others
schools with their character education efforts or if
you have outreach plans, describe your leadership
efforts in Principle 9.
 Be aware that evaluators may look at your website
to see whether it reflects your character education
initiative.
Additional Information to Gather

131. 131
Information requested of National Finalists
 DATA ON ACADEMICS:
Test scores, achievement gap, other evidence of academic achievement (grades,
failures, honor roll, etc.)
 DATA ON STUDENT BEHAVIOR:
Attendance, suspensions, referrals, graduation / dropout rates
 DATA ON CULTURE/CLIMATE:
Climate survey results that show:
 bullying rare / students feel safe
 students respect each other
 students and teachers respect each other
 adults respect each other
 STAKEHOLDER TESTIMONIALS
 PHOTOS AND CAPTIONS
 LESSON PLAN
The Proof Is in the Data
NOTE:
This information may
appear on CEP’s
website or in CEP
publications if your
school is selected as
an NSOC.

132. EMMANUEL M. RENTOY

133. NAME & TITLE OF THE SEMINAR
IWANTMYCERTIFICATE@GMAIL.COM

134. FOR HANDOUTS,
please join us in
FaceBook:
GROUP: Better
Teachers, Better
Schools

135. https://www.facebook.com/groups/betterteachers/

138. 11 Booklets on the 11 Principles

139. 497 Full Color Glossy Pages on the 11 Principles

140. $500 or P25,000

141. P 900
(Plus Shipping)
LAST 7 SETS AVAILABLE

144. DIGITAL COPY
839 Pages
P50

145. www.characterconferences.com

146. WELCOME! WE WILL BEGIN AT EXACTLY 3PM

147. Principle 1
Creating a Foundation: Promoting
Core Values

148. Our Core Values

149. • A value is a belief about
what is good that
transcends a specific
situation and guides
judgment and decision-
making
(Rokeach 1973)
• In order for a value to be a
“core” value, it must be of
central importance in the
life of the individual and
the community
(Lickona 2002)
Core Values

150. • Universal
• Moral and ethical
• Affirming and supportive
of every individual
• Educationally significant
• Important to relationships
• Affects decision making
• Significant, rather than
trivial
Defining Characteristics of Core Values

151. Performance Character
• Striving for excellence
• Core values such as effort,
diligence, perseverance,
positive attitude, ingenuity,
self discipline
• Mastery orientation
Moral Character
• Striving for ethical behavior
• Core values such as integrity,
justice, caring, respect and
responsibility
• Relational orientation
Lickona and Davidson Suggest 2 Aspects of
Character

152. Moral Values vs. Performance Values
“Be our Best”
• Integrity
• Justice
• Compassion
• Honesty
“Do our Best”
• Commitment
• Perseverance
• Effort
• Responsibility
Paul Tough (2012): How Children Succeed: Grit, Curiosity,
and the Hidden Power of Character

153. “To educate a person in mind and not in
morals is to educate a menace to society”
-- Theodore Roosevelt
“If moral character is developed without
performance character, we get people with
good hearts who can’t get the job done”
-- Tom Lickona

154. Examples from Character-Rich Schools
Emperor Elementary, San Gabriel CA
The Seeds of Character:
Respect, Responsibility, Integrity
Compassion, Cooperation,
Perseverance, Positive Attitude
St. Leonard Elementary, St. Leonard, MD
The 3 R’s:
Respect, Responsibility,
The Right To Learn
Montrose Academy, MA
Truth, Liberty, Charity
added Flexibility

155. You will need Worksheet #3
1. List the core values you think are important
2. Through discussion, speak for or against each value.
3. Circle your agreed-to top three values.
Core Values Activity

156. The Process of Creating Core Values
First Steps:
• Gather the community
• Develop a list
• Evaluate the list
• Agree on values
• Define the values
Next Steps:
• Make the values a part
of everything a school
does
• Consider writing a
social contract.
(mission, vision
statement)
• Plan to revisit your core
values

157. Self-Assess
Turn to page 2 in the Framework
workbook.
• Read through key indicators.
• Give yourself a (+) if you feel your school is strong.
• Give yourself a (-) if that indicator needs attention.

158. Principle 9 The school
fosters shared leadership
and long-range support of
the CE initiative.

159. Principle 9 The school fosters shared leadership and
long-range support of the CE initiative.
9.1 The school’s CE initiative has leaders,
including the principal,
who champion the
CE efforts, share
leadership,
and provide
long-range
support.

160. 11 Principles and
Sourcebook Activity
•Read your assigned principle to understand
it.
•Look through your assigned guidebook.
•What is the topic, and what do you spot that
is interesting?
•Could you identify leaders? What were they
doing?
•Talk to your partner(s) about one important
strategy you found.

161. The Principal
MUST understand
and believe
in the power of
relationships!

162. Co-Character Leaders
9.1 is about the principal’s focus on character.
9.2 is about the character leadership team.
9.3 focuses on student leadership.

163. Self-Assess
Turn to pgs. 18-19 in the Framework workbook.
• Read through key indicators.
• Give yourself a (+) if you feel your school is strong.
• Give yourself a (-) if that indicator needs attention.