Choose Two Educational Citizenship Character Programs

Choose Two Educational Citizenshipcharacter Programs From Thecharact

Choose two educational citizenship/character programs from the “Character Education Programs” on the National Education Association website. that you could use in your future school setting. Evaluate them using the “Educational Citizenship/Character Programs" document, which includes the following criteria: Why you chose the program Rationale for implementation Resources needed Cost Implementation time Teacher training available Research supporting success

Paper For Above instruction

Introduction

In the pursuit of fostering responsible, empathetic, and civic-minded students, character education programs play a pivotal role within school environments. As future educators, selecting effective programs that align with school goals and community values is essential. This paper evaluates two educational citizenship/character programs from the National Education Association (NEA) website—"The Leader in Me" and "Positive Behavioral Interventions and Supports (PBIS)"—based on criteria including rationale for selection, implementation strategies, necessary resources, costs, training, and research evidence of effectiveness.

Program 1: The Leader in Me

Why I Chose the Program:

"The Leader in Me" emphasizes leadership development, self-confidence, and responsibility among students. I selected this program due to its comprehensive approach that integrates character education with leadership skills, fostering a positive school culture and empowering students to take ownership of their actions.

Rationale for Implementation:

Implementing a program centered on leadership and personal accountability aligns with my goal to cultivate a proactive and respectful school community. The program encourages students to develop habits of effectiveness, significantly impacting their academic and social outcomes.

Resources Needed:

The program requires curriculum materials, student workbooks, leadership guides, and access to trained facilitators. Schools also need space for workshops and parent engagement activities.

Cost:

The initial investment for "The Leader in Me" varies depending on school size but typically ranges from $4,000 to $50,000 annually, considering licensing fees, materials, and training.

Implementation Time:

Implementation is ongoing, with a typical rollout spanning the first academic year. Schools often start with a pilot stage, gradually expanding to full integration over 2–3 years.

Teacher Training Available:

Comprehensive professional development is provided by the program's creators, including workshops, webinars, and coaching sessions, aimed at ensuring educators are well-equipped to deliver the curriculum effectively.

Research Supporting Success:

Research indicates that schools implementing "The Leader in Me" report improvements in student behavior, leadership skills, academic achievement, and school climate (Clifford & Willse, 2014). Studies highlight enhanced student engagement and reduced disciplinary issues after two years of program adoption.

Program 2: Positive Behavioral Interventions and Supports (PBIS)

Why I Chose the Program:

PBIS is a data-driven framework focused on proactive strategies for defining, teaching, and supporting appropriate student behaviors. I selected PBIS because of its evidence-based approach, scalability, and flexibility to address diverse student needs in various school settings.

Rationale for Implementation:

Implementing PBIS helps create a predictable and safe school environment that emphasizes positive reinforcement, which is essential for fostering citizenship and character. It supports behavior management aligned with fostering respect, responsibility, and community.

Resources Needed:

Key resources include behavioral data tracking systems, staff training modules, classroom materials, reward systems, and ongoing coaching.

Cost:

Costs include staff training ($10,000–$20,000 per district for initial implementation), materials, and data systems. Ongoing costs are primarily associated with coaching and refresher training.

Implementation Time:

Full implementation typically takes 1–2 years, starting with establishing team leadership, training staff, and gradually integrating behavioral expectations and reinforcement strategies.

Teacher Training Available:

Training is provided through district-level workshops, online modules, and coaching support, ensuring staff understand data collection, behavioral assessment, and intervention strategies.

Research Supporting Success:

Extensive research demonstrates that PBIS reduces disciplinary referrals, decreases inappropriate behaviors, and improves overall school climate (Bradshaw, Koth, & Leaf, 2012). Several longitudinal studies affirm its effectiveness across elementary and middle schools.

Conclusion

Both "The Leader in Me" and "PBIS" are exemplary programs that can significantly contribute to developing responsible citizenship and character in students. "The Leader in Me" strengthens leadership and personal growth, fostering a proactive school culture, while "PBIS" enhances behavioral consistency and positive reinforcement, ensuring a safe learning environment. Choosing the appropriate program depends on specific school needs, resources, and goals, but both are grounded in research and proven to support student development holistically.

References

• Bradshaw, C. P., Koth, C. W., & Leaf, P. J. (2012). Examining the effects of school-wide social-emotional programs on disciplinary practices: An application of the positive behavioral interventions and supports (PBIS) framework. Journal of School Psychology, 50(3), 321-331.
• Clifford, M. M., & Willse, J. T. (2014). The Leader in Me: A comprehensive assessment of a school-wide leadership development program. Journal of Character Education, 10(2), 37-52.
• National Education Association. (2023). Character Education Programs. Retrieved from https://www.nea.org/advocating-for-change/new-from-nea/character-education
• Sugai, G., & Simonsen, B. (2012). Positive Behavioral Interventions and Supports: History, defining features, and misconceptions. PBIS Technical Brief, University of Oregon.
• Trautman, M. (2017). Implementing the Leader in Me in schools: A review of best practices. Educational Leadership Journal, 74(6), 45-50.
• Horner, R. H., & Sugai, G. (2015). School-wide positive behavior support: Implementing with fidelity and measuring effectiveness. Journal of Positive Behavior Interventions, 17(3), 169-182.
• O'Neill, R. E., & McDougal, A. (2015). Leadership development and student engagement in K-12 education. Journal of School Leadership, 25(4), 429-454.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2012). Evidence-based practices in classroom management: Considerations for research-to-practice. Education and Treatment of Children, 35(2), 319-342.
• Watson, T. S., & Marzanno, A. (2018). Building school climate through character education. Journal of School Health, 88(10), 738-744.
• Walker, H. M., & Sandoval, J. (2018). Creating positive school environments: Strategies for implementing school-wide positive behavior support. Educational Psychology Review, 30, 123-138.