Credo Program
Character Education at The Summit
“The mission of The Summit Country Day School is to challenge every student, faculty, and staff member; to share fully the gifts that have been given to them by God; to grow in grace and wisdom; to develop spiritually, academically, physically, socially, and artistically; and to become people of character who value and improve the world they inherit.”
A school is far more than a building to which students come to learn necessary information. We believe it is important that a Summit graduate leaves this campus with an intrinsic set of values and knowledge that gives one an ethical framework for life. For over a century, The Summit has stood for academic excellence and achievement as our students have gone on to many of the finest colleges and universities in America. The Sisters of Notre Dame de Namur founded this school in 1890, not only to provide an excellent academic education for students, but also to foster the development of character within each student. The quality of a Summit education is measured not only on what one accomplishes but on the character of life to which one aspires. The Summit carries on this mission today through, CREDO, its Educating For Character Program, which formalizes our commitment to character formation and provides a complement to a fine long-standing academic tradition.
An Overview:
Our Educating For Character Program is comprehensive and integrated into everything we do from Preschool through Grade Twelve.
In the 1991-92 school year we spent the entire year developing a Strategic Plan which would guide the school into the 21st century. One of the many implementation strategies of the Strategic Plan was to “define and develop a developmentally sound and sequentially ordered curriculum that teaches social responsibility.” At that time we did not know what that “curriculum” would look like, but we realized that it must be a program that would evolve from the philosophy and mission of the school.
During the next two years, 1992-94, we researched character education programs in the country. Using many of the ideas gleaned from these programs, most especially Dr. Tom Lickona’s work in the field, our administrative team spent the 1994-95 school year developing The Summit’s Educating For Character Program:
• During that year The Summit Ethos was defined from the above mission statement.
• After working with the school community for several months, the values of respect, responsibility, and honesty were identified to be the core qualities which define good character.
• The Summit’s Educating For Character Position Statement was then developed incorporating these values: “We, at The Summit, are members of a Catholic, independent school community in which gospel values are fostered. We believe a person of character embraces the core values of respect, responsibility, and honesty and consistently decides to act based on these values.”
• We worked throughout the rest of the 1994-95 school year to define the strategies we believed were important to help our students to become people of good character through a comprehensive program. These fourteen strategies are:
Spiritual Development
The Teacher As A Role Model
Student Work Ethic: Achieving One’s Personal Best
Teaching Values Through the Academic Curriculum
Code of Conduct
Student Leadership
Diversity: Our Unifying Heritage
Christian Service
Cooperative Learning
Computer Ethics
Sportsmanship
Drug and Alcohol Prevention
Human Sexuality
Parent/School Alliance
• With these strategies identified, position statements were developed on each describing why they are important and what implications they have for our students. These position statements guide our implementation as we build meaningful opportunities for our students to experience and practice values in their daily lives.
• Being a Catholic school we continually emphasize the Spiritual Development of our students. Each year we focus on one or more of our Educating For Character strategies to implement.
Implementations:
The First Year of Implementation, 1995-96, we focused on the strategy, The Teacher As A Role Model. We felt that it was important to start with ourselves and we defined “teacher” as “everyone at school” who supports our students throughout their education. We identified practices of good role models and, indeed, did practice them! Within months you could witness the students modeling us!
The Second Year of Implementation, 1996-97, we concentrated on Student Work Ethic: Doing One’s Personal Best. Allowing students more time for in-depth study and to provide more opportunities for students to reflect on their own work were common action plans for the four divisions of the school. Also, during this year we focused on Diversity: Our Unifying Heritage. One of the many implementations we pursued was to survey how we integrated cultural studies across all curricular areas and what we could do to enhance diversity within the curriculum.
The Third Year of Implementation, 1997-98, we began work on our Drug and Alcohol Prevention Program. We provided for all students, parents, faculty, and staff a series of workshops and specialized in-service in this area. We also reviewed how best to implement the Cooperative Learning strategy and we brought in a national expert in the field to begin work with the faculty.
The Fourth Year of Implementation, 1998-99, we decided to continue emphasis on the implementations of Diversity: Our Unifying Heritage, Drug and Alcohol Prevention, and Cooperative Learning.
The Fifth Year of Implementation, 1999-00, we continued our emphasis on the strategies of Diversity: Our Unifying Heritage, Drug and Alcohol Prevention, and Cooperative Learning. An appreciation of diversity is an important component of a Summit education and during this school year there were an increased number of cultural presentations by students, parents, and outside presenters. The PRIDE Parent-to-Parent Drug Prevention Workshops continued to be successful. Ninety Summit parents have participated and received training in these video-based workshops. Upper School faculty continued work with Dr. Deborah Hobbs on cooperative learning and student assessment. Middle School faculty attended a three-day workshop with Dr. Hobbs on Talents Unlimited. Implementation of these techniques was ongoing throughout the year. This school year we began to focus on Student Leadership and chose “Educating Leaders of Character” as the school theme. We wrote Leadership Vision Statement, “Leadership education at The Summit Country Day School will challenge every student, faculty and staff member to become people of character who recognize their personal gifts and use them collaboratively in service with others.” The Upper School Leadership Team completed the development of an integrated leadership program. Leadership skills and attributes which are ethically based, collaborative in nature, and focus primarily on service to others will be integrated into all the course work and co-curricular activities and programs which are offered. Three Peer Education programs were implemented between Upper and Middle School students. The program topics were Confirmation, Honor Council, and National Honor Society.
During this school year we undertook an assessment of this program and it consisted of a faculty and staff perspective survey, a faculty questionnaire, a grades 7-12 student questionnaire, a grades 4-6 student questionnaire, and a review of data on Upper School attendance and discipline. To analyze the results of the questionnaires we identified the questions with responses which had high correlations and those which had low correlations between program and practice. It was gratifying to read the responses from the faculty and staff surveys which stated that the program was well received, well known, has become an integrated part of every day life at the school, and should be continued. The results of the student questionnaire will be used to plan implementation of the program for the school year 2000-01 emphasizing positive peer relationships and kindness.
The Sixth Year of Implementation, 2000-01, we emphasized the character traits of Kindness and Caring within all divisions of the school. Based on the student responses from the previous year’s assessment of the program, we decided to focus on positive peer relationships and how students treat each other. We provided opportunities to teach the meaning of these traits and to practice them. Our school theme continued to be “Educating Leaders of Character.” The goals and action steps of the Upper School Leadership Program were implemented. All Juniors participated in a one-semester required leadership course entitled Leadership For the Twenty-First Century. The course focused on learning and practicing leadership styles, attributes, and skills. The PRIDE Parent-to-Parent Drug Prevention Workshops continued to be successful with over 100 Summit parents participating in these video-based workshops. Middle School faculty participated in additional Talents Unlimited workshops with Dr. Deborah Hobbs and Upper School faculty continued work with her on cooperative learning strategies and student assessment. Dr. Tom Lickona, author of Educating For Character, visited on February 1, 2001 and spent the day working with Upper School students, faculty, and the administrative team. Over 300 parents and members of the community attended his evening presentation at the Summit Parents Association Winter Dinner Meeting. His insightful recommendations have been used to plan future initiatives.
The Seventh Year of Implementation, 2001-02, we continued with the school-wide focus on Kindness and Caring and the faculty implemented many of the same initiatives from last year as well as new ones. The administration agreed that “Educating Leaders of Character” would be The Summit’s permanent school theme as it captures the mission of the school. The Upper School Leadership Program continued to be successful with the implementation of its program goals and the first year of the Senate and Congress student governance model. After a series of workshops with Dr. Chuck Catania, a professor at Miami University and an educational psychologist, the Middle School initiated an Eighth Grade Leadership Team, which consisted of three students from each advisement group. Students rotate on and off the team every six weeks so that all students may participate. The PRIDE Parent-to-Parent Drug Prevention Workshops were held once again throughout the year. Upper and Middle School student workshops on the harmful effects of substance abuse and the importance of making good decisions were conducted. The Montessori and Primary students were treated to many presentations on diverse cultures and countries throughout the school year by Summit parents – over 20 presentations were made each quarter. We had an increase in the number of inquiries this year from schools in other cities about The Summit’s Educating For Character Program and being able to direct these inquiries to The Summit’s website: www.summitcds.org has been most helpful. Here one can see at a glance the history and progress of this program.
The Eighth Year of Implementation, 2002-03, we placed great emphasis on our school theme, “Educating Leaders of Character.” The Upper School Leadership Team met on a weekly basis to review, improve and refine the Upper School Servant Leadership Program. Freshmen and Sophomores participated in two revised 70 minute leadership training workshops which focused on group skills and communication skills. Every Junior was enrolled in a graduation required semester course entitled, Leadership for the Twenty-first Century. The revised curriculum focused on the development of the theory and practice of servant leadership. A student designed and implemented service program led by the AYF team completed the experiential aspect of the course. The Student Ambassador Program under the auspices of the Admission Office was greatly enlarged and energized with over 90 Upper School students participating in training to fulfill the role of host to prospective students and families who visit the school. The Student Alumni Association in conjunction with the Alumni Office trained Juniors and Seniors to act as school hosts and to participate in thank you phone-a-thons. The Student Governance Program, consisting of the Student Congress and Senate, is in its third year of implementation. The Middle School Leadership Team defined the purpose of the Middle School Leadership Program: to teach students how to create a culture that generates a climate of character and service within the school. All grade levels in the school identified activities that provide each student with leadership training and service opportunities. The Primary faculty used The Responsive Classroom Program as the prime methodology for student leadership development. The other major emphasis was in the area of diversity. The Diversity and Inclusion Committee of the Board of Trustees began implementation of its strategic plan and will begin working with the National Conference for Community and Justice on Diversity Education.
The Ninth Year of Implementation, 2003-04, we refined the Summit Leadership Program, “Educating Leaders of Character,” within each division of the school. The Middle School initiated a new leadership program called “The Year of Making a Difference.” All seventh and eighth grade students participated in a leadership development class which focused on leadership skill building with an emphasis on applying these skills while doing community service. Throughout the school year each grade level advisement group participated in a long term service project. We continued to implement the school’s diversity strategic plan. The National Conference for Community and Justice conducted a “From Diversity to Inclusion” in-service for faculty and staff in the fall. Students participated in various cultural presentations given by parents throughout the year and a Multicultural Festival was held in the spring to celebrate our families’ various cultures. Teachers from Liuzhou, China returned to The Summit this year to learn about American education as well as sharing Chinese art techniques and musical presentations with our students. This year we were happy to welcome Father Philip Seher as the school’s chaplain. This position enhanced the spiritual development aspect of our program as Father Seher has had many opportunities to visit classes and students in every division. In preparation for new character education initiatives for the next school year, character education consultant Margaret Walding conducted first through fourth grade level faculty presentations on her program, Creating Classrooms and Homes of Virtue. Dr. Thomas Lickona, character education expert, sent The Summit his latest research, Character Matters, which offers a comprehensive set of hands-on strategies to assist students to develop good judgment, integrity, and other essential virtues. This recent research will be shared with faculty and staff to further enhance the Educating For Character Program.
The Tenth Year of Implementation, 2004-2005, we developed a series of enhancements for the Educating for Character Program and renamed the program Credo. This word, which comes from the Latin for “I believe,” is defined as “a strongly held or frequently affirmed belief or conviction.” The new name is fitting, as the goal of our program is to create a caring learning environment that allows each of our students to develop their own strong system of values and beliefs. The fourteen original character development strategies were restructured into seven areas: Exploring Spirituality; Putting Faith into Action; Demonstrating Leadership; Embracing Diversity; Learning Values through Academics; Developing a Moral Compass; and Building Partnerships with Parents. The Credo program creates opportunities for students to experience and practice values in their everyday lives by focusing on these seven areas. We created a new format for the Credo report that is published three times a year in November, March, and May. The Credo website was also redesigned and is updated frequently. A few of the many new initiatives which were implemented during the 2004-2005 school year include: the introduction of the Bully Safe USA Program for Middle School students by Mrs. SuEllen Fried; a weekly Scripture Study Group with Reverend Phil Seher; several Diversity and Inclusion workshops with Dr. LaVeta Small throughout the year; a ten week artist-in-residence project with Jan Brown Checco, a ceramic mosaic artist, to create two large mosaic panels that express gratitude to the donors of the school’s capital campaign; the implementation of the Creating Classrooms and Homes of Virtue Program in the Lower School; the second annual Multicultural Festival held to promote awareness and appreciation of the diverse cultures of the Summit families; a school-wide relief effort to help victims of the Tsunami disaster; continuation of the Upper School leadership program with the addition of guest alumni and parent presentations on leadership; and the establishment of a Middle School student government.
The Eleventh Year of Implementation, 2005-2006, we continued with the new report format throughout the year. In the fall, The Summit was chosen to host The Red Mass, a centuries-old liturgy that marks the official opening of the judicial year for lawyers and public officials. Over 350 guests were in attendance to celebrate this occasion. Caring for the environment programs increased this year with many Summit Pond projects, the SKORE school-wide recycling program, and the newly formed Middle School Conservation Club. As soon as the effects of Hurricane Katrina were realized, the school community mobilized its strategies for relief efforts resulting in a variety of contributions; a $25,000 donation to the American Red Cross, and the admission of 3 visiting students who were displaced by the hurricane. The Responsive Classroom program in the Lower School continued to provide an ideal framework to support the students’ social skills development as an on-going part of everyday school life. The leadership program begins in the Montessori and Lower School with opportunities for students to take leadership roles in a variety of peer education opportunities. This program expands in the Middle School as students participate in student government and a seventh and eighth grade leadership development class. The Upper School goal of more student involvement in student activities was achieved with an increased number of student clubs and student participation in those clubs. Learning about the cultures of the world and valuing diversity is a vital part of a Summit education and throughout the year parents visited classes to share information about their native heritages or travels. The week-long Multicultural Festival was held in the spring.
The Twelfth Year of Implementation, 2006-2007, we began the school year with a renewed focus on the tenets of the Sisters of Notre Dame de Namur, the founding order of The Summit. We were delighted to host the sisters on several occasions: at all-school inservices and special liturgies. The formal Affiliation plan and program with the sisters was redefined. Faculty and Staff participated in a variety of character development workshops: Dr. Richard D. Ginsberg on sports and sportsmanship; online certification from i-SAFE, a comprehensive Internet safety educational program; Mr. Lee Cockerell on “How to Create an Inclusive Workplace that Leads to a Diverse Workforce” conference; Dr. E.C. Gaffney’s “How to Have Self-Controlled Children in an Out-of Control World” workshop; Mark Mathabane’s program on social and economic justice; and Ruth E. Van Reken’s conference on “Understand the World of Third Culture Kids.” The Summit continued to embrace the role of families in education and parents visited classes frequently to present their cultures and travels. The fourth annual Multicultural Festival was well received as it focused on four countries: China, Columbia, Germany, and Nigeria. Community service remains at the heart of a Summit education with special projects, such as the Lower School Chicken Art Project that benefited a South African school and the monthly service projects of the Upper School Key Club. Our student leaders received numerous academic awards in local, state, and national competitions, including the first State Latin Championship.
The Thirteenth Year of Implementation, 2007-2008, we began the school year by hosting and leading a regional character education workshop that focused on “Educating Leaders of Character.” Central to the school’s mission of “sharing fully the gifts that have been given to us by God,” there were numerous Christian service projects initiated throughout the school year, such as, the Christmas on the River project, the Make-A-Wish Foundation program, and Unity Day. The Diversity and Inclusion team expanded its efforts with the initiation of a Middle School D & I Team. This year’s focus was on physical disabilities. A team of Upper School students, faculty, and staff attended the national People of Color Conference and the school plans to attend this conference each year. Learning values within the academic curriculum occurs within the classroom on a regular basis such as: the Middle School Make a Difference project in the seventh grade; learning about the global fight against Human Trafficking in A.P. Human Geography in the Upper School; and The ABC’s of Character program in the fifth grade. The fifth annual Multicultural Festival that featured Egypt, Turkey, Peru and South Korea was a highlight of the second semester. The Summit community partnered with the Sisters of Notre Dame de Namur in numerous projects. The Middle School Writers Club researched and wrote an enthralling book of fiction based upon the school’s historical past and the sisters. Always at the heart of the school is the Immaculate Heart of Mary Chapel, which provides the setting for the school community to grow spiritually in grace and wisdom.
As new strategies and character traits are emphasized each year, we continue to build on what we were working on the previous year. Each of these initiatives are documented in the Educating For Character Report.
This is a school where the total community shares in the responsibility for character education. We have an Educating For Character Committee which promotes the implementation of the program within each division of the school, evaluates the program, and provides information for the Character Education Reports to the school community.
Are we successful? We believe so. Testimonials to the program are important to us. Here’s one: “The value and effectiveness of our Summit Character Education is evident through the actions and responses of our students. It is heartwarming to have students become aware and incorporate the program into their discussions. Students focus on the way that character influences their actions and they make decisions in light of good character. As a teacher at The Summit, my heart and soul is in teaching this program.” -Mrs. Diane Uckotter, Summit Lower School Faculty
We believe The Summit’s Educating For Character Program guides the school to become a better place for teaching and learning.
