«Schools are perfectly designed for the results we are getting. If we don’t like the results, we need to redesign schools.»
Paul Houston
Former Executive Director of the American Association for School Administrators.
Presentation of the workshop
Drawing from decades of research in school climate, character education, positive youth development, cognitive moral development, and social and emotional learning, the first part of this workshop presents framing thoughts that encourage the redesign of everyday school elements (e.g., assessments, discipline, relationships, priorities) to foster the holistic development of students, faculty, staff, families, and other stakeholders. Instead of relying solely on extraordinary initiatives (like specific curricula or additional programs), this approach calls for comprehensive change led by school leaders.
To support this, the second part of the workshop will introduce two programs that are designed to help develop the leadership needed for such a transformation: the PRIMED Institute and vLACE, both of which will soon be organized in Kenya. These programs aim to serve as catalysts for school redesign by building and nurturing local communities of practice among educational leaders, promoting the personal development of identity, integrity, and well-being in diverse cultural contexts.
Dabdoub, J. P., Salgado, D., Bernal, A., Berkowitz, M. W., & Salaverría, A. R. (2023). Redesigning schools for effective character education through leadership: The case of PRIMED Institute and vLACE. Journal of Moral Education, 53(3), 558–574. https://doi.org/10.1080/03057240.2023.2254510
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