positive education for the future
formal agenda. I, the director of project, held
regular meetings for CSCE members every
month to reflect on the proceedings of the
project as well. However, due to the method
of participatory observations, a number
of administrators, who were compulsory
by the pressure of the principal and other
colleagues, refused to accept critical thinking
on moral and character education. Some
other administrators, who had inflexible and
traditional thinking on moral and character
education, found it hard to transform their
mind. The result indicated the importance of
moral leadership in school and the need for it
to be cultivated over a long period.
Teachers’ professional development
Indicator 3 stresses teachers’ professional
development and encourages them as role
models for students. Seven teachers of
School X voluntarily participated in the CBSC
project, which included two homeroom
teachers, one PE teacher, one Music teacher,
one Social Studies teacher, and two Chinese
teachers. I held four workshops for CSCE
members (including the staff ) to help them
understand the principles and strategies
of the project and discuss how best to
implement the project into School X’s formal
agenda.
I held regular meetings for CSCE members
every month to reflect on the proceedings
of the project as well. In addition, I guided
five graduate students and two volunteer
teachers of School X in developing twentyfive teaching plans, each plan lasting
approximately three to four class periods,
and then providing the staff with this plan
as a basis of instruction. I held several small
meetings with teachers to discuss the
suitability of these teaching plans and how
to both use and revise them. Most of the staff
indicated that they were quite successful in
promoting moral and character education.
The result showed that teachers do improve
their professional development for moral
and character education if they have enough
support and training.
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Resources integration
Indicator 4 stresses effectively integrating
various resources including human,
material and financial resources from both
in and outside the school for promoting
moral and character education. School X
received adequate financial aid (e.g. copying
materials of teaching and learning; small
gifts used to praise and reinforce students’
positive behaviour, transportation fare for
experimental group visiting one elementary
school) from the CBSC project and the
Taiwan Ministry of Education (TMOE), both
of which contributed to the implementation
of the project. In addition, the CBSC project
joined students’ parents in several aspects
of the project. For instance, School X invited
all parents to vote for the school’s core
ethical values. Five parents cooperated with
teachers to accompany students engaged
in service-learning classes. Two parents,
representatives of Parents Association (PA),
were CSCE members and took part in regular
meetings and workshops. In short, School X’s
project integrated certain financial aids and
parents resources; however, it did not offer
any connection with its community because
Taiwanese schools historically have no close
relationship to their surrounding community.
Formal curriculum
The CBSC project