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Vision of Systemic Character Education Program, Research Paper Example

Pages: 4

Words: 1146

Research Paper

Introduction

Every student deserves to be guided not only on the intellectual process of growth that they ought to go through, but also on the overall aspects of maturity they ought to be involved with (Kouzes, et al, 2008). This includes mental, emotional and behavioral advancement that ought to define their pattern of learning. Hence, with this particular goal in mind, this presentation of vision shall be based on the desire of the institution to provide the strongest form of foundation that would provide learners a better sense of realization on the point of holistic growth that they are supposed to go through.

Producing intelligent individuals taught to face the technical situations at work is a good result of good educational curriculum. However, it is the manner by which schools produce highly competent individuals who are able to face life with full positivity and strength in character that defines an institution’s real capacity to provide the needed backbone in the society in relation to embracing communal growth (Kouzes, et al, 2008). It is then envisioned that the institution’s dedication to providing the best source of established behavioral, mental and emotional development for the students that would identify its primary role in assisting the society in depending on highly competent and educated individuals for growth and progress (Elias, 1997). This envisions the students to develop a more caring attitude towards others, thus promoting a safer and more learning-conducive environment in schools (Elias, et al, 2002).

Vision Statement

The institution hopes to champion in producing competent students who are able to handle their duties at work and the challenges in their lives successfully with whole positivity of perception. The organization further sees in the future that the young learners assisted in a value-centered curriculum at present would become the backbone of extensive development in the society; one that enables them to become more effective in determining the future that they want for themselves and for the ones they love. Overall, the systemic character education program the institution provides imposes on how the students ought to become better individuals not only as learners but as competent people who know how to assist on determining the growth of the society they are engaged with.

Target Audience

Supporters of good education who are willing to provide as much time, effort [and funding] for the program being pursued by the institution; they are the ones who are hoped to be convinced that this vision is indeed worth investing in. Some of these institutions include educational-support organizations that are willing enough to give monetary support for select students who are performing excellently in class. Other organizations include corporate alliances to which the institution is aiming to work in partnership with for the sake of giving the students a taste of reality through undergoing distinct practicum activities to establish the worth of their learning.

Communicating Vision to Stakeholders

Besides the use of the internet [through personal email messages and social network campaign], the institution hopes to meet with interested organization-representatives and discuss with them the most important factors that make up the vision of the institution and how it shall be implemented as part of the overall educational curriculum that is prepared to be offered to the public.

Five Outcomes of Proposed Systemic Program [and implementation procedures]

Outcome 1:  The creation of better guideline for students to grow into a culture that celebrates good characteristic.

This vision is expected to be attained through establishing a pattern of organized systems among teachers as they engage in everyday class-room setting. The system shall encourage them to create activities that would enhance the character-building operation that each student needs to undergo.

Outcome 2: The establishment of a better pattern of teaching among instructors that enhances the way they bring out the best in each of their students.

This is to be implemented through training instructors into embracing a more competent system of teaching that entails to enable to them to reach to the hearts and minds of their students instead of simply inculcating in them the technical aspects of the lessons they present.

Outcome 3: The determination of improved essence of educational delivery basing on how students are encouraged to get involved in the process of learning.

Involvement of students in the actual process of learning is vital to student-growth idealism (Elias, 1997). The teachers who are guided to help their students engage in class discussions including class-suggestion forums would be given the chance to hear out what the learners have to say that may improve the way they grasp the gist of every lesson presented to them.

Outcome 4: The mastery of procedures that leads the teachers to become more concerned as to how they inculcate values and behavioral development among students in every part of the lesson they present to the class, regardless of the subject being handled.

Subject definition and values inclusion are two different yet related elements of modern teaching (Elias, 1997). Giving the teachers the necessary tools and improving their skills in teaching would help well in making sure that they are able to inculcate necessary values among their students every class session.

Outcome 5: The creation of a highly developing or progressing curriculum that would cater to the needs of the students; depending on the changing tides of time that affects their perception of education as a whole.

Everything changes; including the way students value or perceive the education they get from class. Considering this, the curriculum being proposed herein shall be flexible enough to cater to the changing perceptions of the students; thus allowing them to grow alongside the learning patterns presented to them in class.

Summary      

The overall value of the systemic character education program presented in this documentation creates a definite sense on how improved condition of thinking and behaving on the part of the students is built up accordingly. It could be noticed that through the years, educational institutions have been competing for the recognition of being the most trusted organization in providing intellectual growth to individual learners. Nevertheless, it could be realized that one thing is left out and it is usually the way these prestigious institutions build up the character of each learner to face life and its struggles in a more positive way. This is where the worth of the education program comes in. Celebrating the value of character and behavioral growth as the basic foundation of individual advancement, the program presented herein tries to mold the students not only into smart assets of the society, but as good citizens who are to be the source of the strength of the community’s foundation based on the concept of goodness and excellence in character.

References

Elias, M and Arnold, H. (2002). EQ + IQ = Best Leadership Practices for Caring and Successful Schools. Corwin Publishing.

Elias, M. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Association for Supervision & Curriculum Development.

Kouzes, J and Posner, B. (2008). The Leadership Challenge, 4th Edition. Jossey-Bass Publication.

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