# EDUC 7620 Reflection 4 Jethro Jones ## Assignment Directions ## Assignment Even though kids are with us for 13 years total, that’s not enough time to truly develop their character, for "character grows over a lifetime" (Berkowitz, 2020). But it is enough time to lay a solid foundation from which they can grow and develop. Thirlby (2022) states that good leaders have values and character established early in their lives even before they are teenagers. So the efforts of schools really do make an impact. In Berkowitz (2020), he mentions that the term character fell out of vogue for a while. I have my assumptions, but I am curious to know why the word character went out from being in vogue to being a curse word in education. Berkowitz (2020) also mentions the two goals of LACE (I believe): "One goal was to equip current and future leaders with what they needed to lead a school...but the second one was to transform them to be the kind of person whose best position to lead a school like that. Because not every leader is the kind of person and the kind of leader who can pull this off." I'm still curious, what are the characteristics that make it nearly impossible to pull this off? And how do we make sure to not hire for it? And is it teachable. Surely, from Marvin's statement it is teachable, as that's one of their goals, but then how do you know someone won't be successful at it, and how early can you tell? "Logic models should state their (1) desired outcome goals (remember “Backward design”?); (2) their intervention strategies (what they propose to do to produce those outcomes); and (3) the relations between the two sets, including a convincing justification of why the interventions should be expected to result in the desired outcomes" (Berkowitz, 2021, p. 27) All too often schools try to implement things that are programs, rather than really taking the time to do the work necessary to make important things happen. It’s important to connect what you’re trying to do with what outcome you’re expecting to get from that and most importantly to see the relationship between them. One of our current problems in education is worshipping at the altar of "research-based methods." Too often educators say, "Because someone else did the research, I don't need to critically think about this topic." The need for critical thinking doesn't disappear just because there are meta-analyses of a particular strategy. References - Berkowitz, M. W. (2021). _PRIMED for character education: Six design principles for school improvement_. Routledge. - Berkowitz, M. W. (Director). (2020, May 18). _Dr. Marvin Berkowitz ’ PRIMED Model, May 18, 2020_. [https://youtu.be/Q1hQGL5TmvU](https://youtu.be/Q1hQGL5TmvU) - Chamine, S. (2012). _Positive intelligence: Why only 20% of teams & individuals achieve their true potential and how you can achieve yours_ (1. ed). Greenleaf Book Group Press. - Thirlby, J. (2022). _The Process of Leadership Development: How Leaders Experience Growth Over the Span of Their Careers_ [Ed.D]. Ralph C. Wilson, Jr. School of Education St. John Fisher College. > [!ai]+ AI > > Ultimately, character education and leadership development are complex processes that require intentionality, reflection, and ongoing support. It is essential for schools to prioritize these aspects of education and not simply rely on pre-packaged programs or methods. By taking the time to understand the desired outcomes, intervention strategies, and the relationships between them, educators can better ensure that they are effectively cultivating character and leadership qualities in their students. It is also important to recognize that these qualities are not fixed traits but can be developed over time with the right guidance and support. Through careful planning and implementation, schools can help students become the kind of leaders who can truly make a positive impact on their communities.