Question 1:  Have you identified language in your state standards that explicitly or intentionally includes the objectives of character education?

Answer to Question #1:  In Maine, we have made it a priority to ensure that all stakeholders will understand that character education efforts are not separate from the academic standards set forth in Learning Results.  Rather, we present standards for ethical and responsible student behavior as integral  to our high expectations of students.  The importance of character is implied throughout the language of the Maine’s Common Core as well as in the academic standards of Learning Results formally adopted by the Maine Legislature in 1996. We have, however, recently moved a step beyond these academic standards to specific standards for ethical and responsible behavior in the February 2001 report of the Commission for Ethical and Responsible Student Behavior, Taking Responsibility. 

The Maine Legislature has explicitly called for and authorized the development of statewide standards.  All Maine schools are required to develop codes of conduct based upon this report.  These standards, which are set forth in Taking Responsibility call for the teaching and modeling of values that will result in educating academically successful students of good character. Throughout the research and drafting of Taking Responsibility, Maine Department of Education staff and Commission members worked diligently to ensure that the Commission’s work was clearly linked to the standards in the Common Core and Maine’s Learning Results.

The specific content standards and performance indicators of Maine’s Learning Results are predicated upon six GUIDING PRINCIPLES that serve as the philosophical framework for all educational reform efforts in Maine.  Each of these GUIDING PRINCIPLES points to the importance of students’ character development.  GUIDING PRINCIPLES IV and V most explicitly stress the importance of educating for character.  The GUIDING PRINCIPLES are as follow:

  Each Maine student must leave school:

I.     A CLEAR AND EFFECTIVE COMMUNICATOR

A.     Uses oral, written, visual, artistic, and technological modes of expression;

B.     Reads, listens to and interprets messages from multiple sources; and

C.     Uses English and at least one other language.

II.    A SELF-DIRECTED LEARNER

A.     Creates career and education plans that reflect personal goals, interests, and skills, and available resources;

B.     Demonstrates the capacity to undertake independent study; and

C.     Finds and uses information from libraries, electronic databases, and other resources.

III. A CREATIVE AND PRACTICAL PROBLEM SOLVER

A.     Observes situations objectively to clearly and accurately define problems;

B.     Frames questions and designs data collection and analysis strategies from all disciplines to answer those questions;

C.     Identifies patterns, trends, and relationships that apply to solutions and problems; and

D.     Generates a variety of solutions, builds a case for the best response, and critically evaluates [the] effectiveness of this response.

IV. A RESPONSIBLE AND INVOLVED CITIZEN

A.     Recognizes the power of personal participation to affect the community and demonstrates participation skills;

B.     Understands the importance of accepting responsibility for personal decisions and actions;

C.     Knows the means of achieving personal and community health and well-being; and

D.     Recognizes and understands the diverse nature of society.

V.    A COLLABORATIVE AND QUALITY WORKER

A.     Knows the structure and functions of the labor market;

B.     Assesses individual interests, aptitudes, skills, and values in relation to demands of the workplace; and

C.     Demonstrates reliability, flexibility, and concern for quality.

VI. AN INTEGRATIVE AND INFORMED THINKER 

A.     Applies knowledge and skills in and across English language arts, visual and performing arts, foreign languages, health and physical education, mathematics, science, social studies, and career preparation; and

B.     Comprehends relationships among different modes of thought and methods associated with traditional disciplines.