A School For Tomorrow

The Way

Leading is about becoming a servant who goes on a journey from me to you to us through asking the question: how can I best serve others? Leading in a school community begins with understanding the mission and its tasks, developing a shared vision for how strategic learning capacity might be increased, and answering the questions that will help the school make the right choices about its future. 

ESTABLISHING THE FOUNDATIONs FOR CHARACTER EDUCATION

Character education works best when it’s deliberate, targeted, and intentional. The consistency of character learning in a school is a reflection of a school’s willingness to embrace the need for strategic educational development that embeds 21C character and competencies into every facet of school life in a deliberate, targeted and intentional way... 

LEADING FOR AND WITH CHARACTER

School leaders show the way forward. School leaders build character capital in a school community through their character labor, especially through role modelling and development of character competency; character education efficacy results from their will and their capacity to embed a shared commitment to ‘what we want, why we want it and how we do it’ in character education...

ESTABLISHING THE FOUNDATION FOR CHARACTER EDUCATION

Asking the Right Questions

Asking the right questions shifts us from defending the status quo to seeking what is best for our students. We believe that as a community of inquiry and practice, the preparation of the strategic educational approach required to embed 21C character and competency within a school begins with asking the right questions. Strengths and gaps need to be identified. The commitment of all members of the school community to base future educational development activity on the evidence gained in response to these questions is essential...

LEADING FOR AND WITH CHARACTER

Building Character Capital

Building character capital is a key role of civic, performance and moral character leadership. We believe that character capital relates particularly to the value of the feelings and perceptions held by the school and wider communities about the character purpose and character strengths of a school. It is, therefore, inherently moral in nature. It externalises the shared purpose of relationships. It builds personal value in terms of the level of positive, focused energy about character and character education that leaders invest at work and in their personal life.

ESTABLISHING THE FOUNDATION FOR CHARACTER EDUCATION

A Documented Framework for Education

A framework for education provides the direction and structure required to make real the intentionality of most schools to prepare their students to thrive in their world. We believe that building an agreed and documented framework for education needs to be recognised as the important first step of a whole community of inquiry and practice that aspires to deliver an excellent 21C education. It needs to flow from agreed graduate outcomes for character and competency that the community most wants to see as the essential product of their educational program...

LEADING FOR AND WITH CHARACTER

Character Leadership in Theory

Character leadership in practice can be improved by linking it to a theory that explains the decisions that drive this practice. We believe that character leadership is currently envisaged more in the daily doing, perhaps itself a by- product of the busy-ness to which most leaders would point, if they had the time to comment! If character leaders do find the time to reflect and develop a model of practice, any model that they construct for themselves about their leadership, therefore, might benefit from a clear alignment to the strategic educational intent of being a fit for purpose 21C school of character...

ESTABLISHING THE FOUNDATION FOR CHARACTER EDUCATION

Standards for Character Education

Standards for character education hold everyone to their educational purpose. We believe that we have reached the point now where we might successfully assemble the six corridors of an set of standards that can help a school to identify, understand, and agree on a shared vision and framework for education that is aligned to desired graduate outcomes based on 21C civic, performance, and moral character competencies. Nonetheless, these proposed standards are probably best seen as a useful starting point for a school to consider what it most wants to achieve...

LEADING FOR AND WITH CHARACTER

Character Leadership in Practice

Character leadership in practice is inspired by example. We believe that currently, character leaders in schools typically have a clear picture of the daily character work and that the nature of this work should correspond to how the work of other character educators is located within their schools. Nonetheless, there seems little opportunity for them to reflect on how this work can be situated within a model or series of models that allow for the development of a cogent theory of character leadership...