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Highlights from PACE Regional Programs

Each region involved with PACE uses different approaches and curricular materials.

The School District of Philadelphia supports the "Champions of Caring" Journey of a Champion program. Middle and high school students engage in readings, discussions, and service projects related to character development and civic involvement. Some high schools use a small school or school-within-a-school format. They engage character education and service-learning focused around a particular theme. Visit http://www.championsofcaring.org for more information about Journey of a Champion

Pittsburgh Public Schools focuses on elementary schools. They use the Caring Habits of the Month Adventure curriculum, a trait of the month model. Coordinated activities provide students and teachers with many approaches to character development. Much of the instruction is integrated into the whole school program. Visit http://www.caringhabits.org/ for more information about Caring Habits.

The Community College of Beaver County Prevention Project manages character education initiatives in several school districts in Beaver County. Prevention Specialists work with administrators and teachers to develop character education programs. Most programs are school-wide in nature and have a multitude of implementation designs. Classroom teachers carry out different kind of projects, with many programs integrating character education into the regular school curriculum.

Character Education and Service-Learning Projects
February 8, 2005 at the Fez.

Students, teachers and Community Based organizations from western PA gathered in the Ballroom of the Fez Banquet Center to look at what it means to build character through participating In service-learning projects.

more info from the Fez >>

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PACE Program Evaluation: 10 Important Lessons Learned

1. Programs that were integrated into the whole school were perceived to have more impact on students than programs that treated character education solely as a subject.
2. Programs, using structured curricula, such as the Caring Habits of the Month Adventure and Champions of Caring, that provide sufficiently flexible time-frames to develop themes and topics were perceived by teachers and principals to be more useful in delivering high quality character education.
3. Character education programs raise student awareness of words and concepts related to positive human behavior. Students became more aware of their own behavior and the behavior of others through character education.
4. School principals have a major impact on the quality and effectiveness of character education programs.
5. Teachers and other adults continue to be role models for students and other teachers. Students report they learn much of what character education means by watching teachers and other adults in the school and in the community.
6. Service experiences help students to understand the concepts of character education. Students report that doing service in the community, in their class, or in their school helps them to understand and appreciate the important concepts in character education.
7. Evaluation systems that help students set standards for behavior and provide continuous feedback influence behavioral change In programs where students used rubrics to determine and describe behavior, program participants reported strong influence on their personal and social performance.
8. Character education programs influence students' perceptions of academic learning.
9. Character education, when combined with service-learning and career development, provides a unique opportunity to learn about the intersection between careers, values, and character development.
10. Character education programs raise student levels of awareness about behavior and values and promote personal reflection about how people get along with one another.