NAWD/NCSA/NASSCED
Thank you for your passion for leadership & character! 

 
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Here is the 40 Week Staff CharacterDare!


CharacterStrong Curricula & Professional Development

Professional Development

CharacterStrong PD
1-6 hour professional development focusing on our signature CharacterStrong Culture model - a working foundation of clear and common purpose for this work, building and clarifying the competencies necessary for staff and student success, and giving practical and consistent opportunities for the practice of this content so it becomes a part of the daily fabric of your school.

Fast-paced, interactive, and filled with ideas and resources that your staff can put into action RIGHT NOW - it will be a PD day that your campus or district won’t forget!

Advisory Curriculum

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Our Advisory Curriculum is vertically-aligned grades 6-12 with over 200 powerful, 30-minute lessons focusing on social-emotional skills, character development, and community building.

Advisory Curriculum (6-8) - Samples
Grade 6, L11: Growth Mindset – Part One
Grade 7, L03: Introduce the CharacterDare
Grade 8, L17: Empathy – Part One

Advisory Curriculum (9-12) - Samples
Grade 9, L03: Personality vs Character
Grade 10, L09: Emotional Intelligence – Motivation
Grade 11, L11: Civil Discourse – Types of Communication
Grade 12, L22: Life List Introduction

Leadership Curriculum

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Our Leadership Curriculum was built in the trenches by a former activities advisor with a focus on character and servant-leadership. 90, 60-minute lessons.

Leadership Curriculum - Samples

Unit 2, L07: My Life of Selfishness
Unit 3, L01: Leadership Defined
Unit 3, L02: Active Listening – Part One
Unit 4, L06: Power vs Influence



Session Recaps & Resources

@JOHNNORLIN: A New Definition of School Spirit

Quick Recap

  1. Aaron Dempsey’s story! John stood at the front door of his school for 180 straight days and the only person that ever held it open for him was Aaron. It’s a story of friendship, humility, and consistency.

  2. A New Definition of School Spirit: Students AND Staff want to be there, not feel like they have to be there.

  3. If that was our definition, then we have to switch our thumbs:

    • Relationships over Projects: We need to help student leaders put a consistent focus on the little things daily and the big things will get better.

    • Leadership is Influence: The good news about that? It can be taught! At Sumner HS, they believe every student and staff member is a leader because EVERYONE has influence. The question isn’t if we are leading - it’s a question of if we are effective and if we are using that influence for good or for bad. We must teach young people the responsibility they have with their influence. *shake your pinky*

      • Erik Swanson’s bleacher clean up story is a simple, profound example of influence! 100’s of schools now do the same thanks to one man’s intentional leadership. He was inspired by the Peter Drucker quote: “No leader is worth their salt who isn’t willing to setup and takedown chairs.”

    • There Is No Magic Dust: Consistency creates cultural change. We must provide regular opportunities to put these things into action and stay disciplined on the pursuit of what we know is most important!

  4. A CharacterStrong Culture is when all three intentionally intersect. We do this by creating deep purpose in students and staff, teaching the competencies required for compassion and connection, and creating simple, practical ways to consistently weave these SEL and character conversations & skills into the daily fabric of our classrooms and campuses.

Downloads

-Presentation Slides
-The CharacterCard Process

@HOUSTONKRAFT: Be > Do: Going from A Kind Week to a Kind Life

Quick Recap

  1. There is a gap between what we believe in and what actually do with Kindness - so we must reconsider the way we teach it!

  2. Clarify: Nice vs. Kind. You can read more about it on our blog here. Our definition of Kindness is: giving attention, appreciation, and encouragement with words, gifts, or actions.

  3. Reflect: We must teach the critical skill of self-reflection. It’s not a question of whether or not Kindness is good, it’s a question of what gets in the way!

    • Incompetence: If I don’t know how to do it, I won’t do it.

      • EMPATHY, RESILIENCE, LISTENING, VULNERABILITY

    • Insecurity: If I’m scared to do it, I won’t do it.

      • JUDGEMENT, REJECTION, FAILURE, SHAME

    • Inconvenience: If I don’t feel like doing it, I won’t do it.

      • ANXIOUS, EXHAUSTED, BUSY, HURT

  4. Practice: The more specific the kindness, the more likely you will do it and the more meaningful it will be! Here are the two ways (we have over 100 more in the CharacterStrong Gym!) we practiced:

    • To your partner: Your smile reminds me of ____. It shines brighter than _____. You are strong, _____, and definitely _____. I think you are more wonderful than _____ & _____ combined!

    • To the person that taught you about Kindness: I am so grateful for your _____. Your kindness has had a _____ effect on my life. I am ____ and _____ because of your influence.

  5. Live: 45% of our day is built on habit! So we must learn how to think about Character skills like: Patience, Kindness, Honesty, Respect, Selflessness, Forgiveness, Humility, Commitment. Try teaching “intersectional thinking” - constraining our thinking into categories to drive more specific, meaningful action! People + Time, Location + Love Languages, etc.!

Downloads

-Presentation Slides



 
 

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