P2A_1-1_TeacherGuidebook

Institute forExcellence & Ethics

501 (c) (3) nonprofit organization PO BOX 185, LaFayette Ny, 13084 • PhONe: 315.677.8114 • FaX: 315.677.8167

www.excellenceandethics.org

Consider the Perspectives of Others

Unit 1.1

Teacher Guidebook

Developing positive and productive relationships

Demonstratingemotional

intelligence, integrity, and responsibility

Managing priorities and

reducing stress

Living a balanced, purposeful, and

healthy life

Committing to high standards and

continuous improvement

Communicating and collaborating with

efficiency and effectiveness

Exhibiting creativity and innovation,

critical thinking and problem solving

Leading and

serving others

Culture of

Excellence & Ethics™

Focus Areas

Unit 1.1

Power2achieve®

Power2achieve®

Power2Achieve®

Unit 1.1


Competencies

• Usecommunicationandsocialskillstoeffectivelyinteractwithothers

• Usesocial-awarenessandinterpersonalskillstoestablishandmaintainposi-tiverelationships

• Exerciseflexibilityandwillingnesstomakenecessarycompromisestoaccom-plishacommongoal

• Recognizefeelingsandperspectivesofothers

© 2010-2012 Institute for Excellence & Ethics (IEE)www.excellenceandethics.org

Power2Achieve®

© 2010-2012 Institute for Excellence & Ethics (IEE)ii

Copyright © 2010-2012 by the Institute for Excellence & Ethics, Inc.

Created by the IEE design team: Matt Davidson, Ph.D., Kyle Baker, Cathy Fisher, Vlad Khmelkov, Ph.D., and Margaret Seidel. With support from IEE team members: Rich Parisi, Deb Finn, and Suzanne Davidson.

IEE gratefully acknowledges the coordination of Power2Achieve® program feedback by Tom Lickona, Ph.D., and Marthe Seales at the Center for the 4th and 5th Rs. IEE is indebted to the unwavering commitment of its primary field-testing partner organiza-tions, the Institute for Character Development at Drake University and Kansas Charac-ter Education Partnership project, as well as feedback provided by the principals, staff, students and parents in over 50 schools across the nation.

Culture of Excellence & Ethics™ and Power2Achieve® are registered trademarks of the Institute for Excellence & Ethics, Inc.

IEE is a 501 (c) (3) nonprofit, nonpartisan organization that designs, develops, and de-livers materials and services intended for educational purposes. Fees charged by IEE help to offset the costs of the research, development and delivery of teaching tools and strategies, teacher lesson plans, student materials, and assessment instruments.

Power2Achieve® License

IEE grants the purchaser of the Power2Achieve® curricular materials a perpetual non-transferable license to deliver the materials to the classroom stakeholders, including students, and parents of the students, in accordance with the original educational in-tent and purpose of the Power2Achieve framework.

The license to deliver the materials includes the right to duplicate, adapt, or modify the materials as needed, as long as the materials continue to include IEE’s copyright notice and appropriate citations of external content (see below). Sharing, distributing, or otherwise exploiting IEE’s copyrighted materials outside the licensed classroom is expressly prohibited.

External Content Materials

Consistent with its educational mission, IEE includes in its Power2Achieve curricular materials references to excerpts from the work of others, such as video clips, articles, etc., hereafter, “external content materials,” intended for illustration of the content of the lesson, including lesson competencies, tools, and teaching strategies, consistent with principles 1, 3, and 4 of the Fair Use Law.

IEE makes no claims of intellectual property rights to the external content materials referenced in the Power2Achieve curriculum, nor does IEE claim to have made any efforts to obtain such rights or obtain licenses for reproduction and/or distribution of these materials in any form.

External content materials must be reviewed by the user prior to delivery of the Power2Achieve lesson(s). The user is responsible for determining whether their use of these materials in their setting complies with applicable laws, federal and state regula-tions, and local district and school policies.

© 2010-2012 Institute for Excellence & Ethics (IEE)

Power2Achieve® Foundations

iii

Contents

Foreword v

Introduction vi

Unit Tools 1

1a. Social Networking 2

2a. Prepare to Communicate 3

3a. Win-Win Negotiation 4

3b. Principled Negotiation Tactics 5

4a. Portable Compact for Excellence 6

4b. Compact for Excellence 7

4c. Sample Compact for Excellence 8

4d. Praise & Polish Review 9

Lesson 1.1.1: Communicating to Connect with Others 11

Lesson Delivery Steps 13

Lesson Slides Outline 21

Student Materials Outline 27

Supplemental Materials: P2A Social Networking Profile 29

Lesson 1.1.2: Preparing to Communicate 31






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Lesson 1.1.3: Win-Win Negotiation 49




Supplemental Materials: Homecoming Canceled Article 67

Lesson 1.1.4: Developing a Portable Compact for Excellence 69




Bibliography 87

© 2010-2012 Institute for Excellence & Ethics (IEE) v

Congratulations! I am thrilled that you have selected the Power2Achieve® Foundations Curriculum to assist you in developing the culture and competencies of excellence and ethics!

This program reflects more than 15 years of work to develop rigorous, research-based programming that is student-centered and practitioner-friendly. Since 2006 I have worked with a team of colleagues to found the Institute for Excellence & Ethics (IEE), a 501(c)3 nonprofit dedicated to helping individuals and organizations develop the culture and competencies of excellence and ethics needed to thrive in all facets of life.

IEE specializes in professional development, curriculum design, assessment and consulting services. Our programming is designed to provide a flexible system of supports to assist schools, as they shape the school and classroom culture of excel-lence and ethics, an environment in which individuals and staff are safe, supported, and empowered to learn and teach better.

Power2Achieve programming grows out of the Smart & Good Schools research, de-velopment and dissemination work I conducted with Tom Lickona at the Center for the 4th & 5th Rs. Power2Achieve curriculum was developed through a collaborative partnership between IEE design team (made up of current and former educators, administrators, policy experts, and researchers) and thousands of educators and students. It is a program for educators and students created by educators and stu-dents. Already Power2Achieve implementation is showing strong early evidence of impact on both academic achievement and student behavior.

The teaching and learning tools and strategies featured in Power2Achieve curricu-lum are based upon the cutting-edge research drawn from many relevant schol-arly fields. Power2Achieve curriculum respects and empowers faculty to make it fit their student and environmental needs by:• Providing structural flexibility in how the lessons are delivered.• Providing strategies for differentiation, extension, and authentic adaptation.• Providing strategies for increasing student engagement.

My deepest hope is that the knowledge and tools underlying the Power2Achieve materials will provide you and your students with the foundation needed for en-hancing their performance and overall development. Please contact us with ques-tions or suggestions. Thank you for choosing the Power2Achieve curriculum!

Thank you,

Matthew L. Davidson, Ph.D.President, Director of EducationInstitute for Excellence & Ethics, [email protected]



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Welcome to Power2Achieve® CurriculumPower2Achieve program is a research-based curriculum that has been de-signed with and for educators and students. When it is implemented well, Power2Achieve curriculum can have a significant impact on student achieve-ment and behavior. A continuing multi-year experimental research study in over 50 Kansas high schools showed the following results between 2008 and 2010:

• math achievement increased 5 percentage points in impact schools compared to 2 percentage points in control schools, and as the result exceeded that in control schools;

• reading achievement gap between impact and controls narrowed from 6% to 3%;

• suspensions and expulsions in impact schools declined significantly, compared to controls.

For more information on this study, go to: www.excellenceandethics.org/our-impact.php. For information about Power2Achieve approach to sustainability and enduring impact, see Davidson et al, 2011.

However, it’s important to note that these results were achieved by educators who had received the Power2Achieve training, coaching, and assessment. In the ideal, we’d like every educator to receive training, coaching, and assess-ment services; however, we also understand that this is not always feasible. We have worked very hard to make this curriculum practitioner-friendly for implementation. Whereas the program structure and format may be simple, that doesn’t mean effective implementation is easy. You have to work hard to make any program fit you and your students’ developmental level, learning style, etc.

How deep and enduring the impact of this curriculum will be depends in large part on how it is implemented. To be effective, use of Power2Achieve materials requires preparation before implementing, monitoring while implementing, and reflection after implementing.

So, in order to maximize the quality of the experience—for you and your stu-dents—we ask you to take a few minutes to familiarize yourself with the over-all design of the program and how to make the most of the materials in this unit.



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Developing Culture and Competencies: Theoretical SummaryThe Power2Achieve program is based on theory and research indicating that the development of discrete competencies of excellence and ethics1 occurs through the impact of an intentional organizational culture2, which is facili-tated by explicit standards, strategies, and tools that guide development of consistent and pervasive teaching and learning habits3 and that can be imple-mented in a way that balances rigor and flexibility to maximize sustainability and enduring impact4 (cf. Davidson, Lickona, & Khmelkov, 2010; Davidson, Khmelkov, & Baker, 2011; Davidson et al, 2011). What follows is a brief sum-mary of the operating principles behind the program.

1 Identify and develop discrete competencies of excellence and eth-ics. Both moral and performance character competencies are needed for

human and organizational flourishing (Lickona & Davidson, 2005). These two dimensions of character operate in integrated and interconnected ways in in-dividuals or organizations defined by excellence and ethics.

Competencies are process skills that bridge awareness and sensitivity to rea-soning and judgment to behavior. For positive behavior to take place, one must recognize the need for specific positive action, process the contextual require-ments, reason about what action to take, and finally take action. Only when skills for each of these processes are fully developed and become automatic, cognition and action become intertwined and an individual consistently en-gages in positive behavior (Bargh and Chartrand, 1999; Narvaez, 2006).

The Power2Achieve program framework features eight broad areas of focus and the particular competencies contributing to—or detracting from (when missing or underdeveloped)—individual and organizational success. These discrete competencies have been identified by IEE in its field research with education and workplace stakeholders as most frequently requiring attention. The eight focus areas allow flexibility to select most salient competencies to target while ensuring broad coverage for theoretically-sound and integrated intervention (see next section for more information).

2 Establish an organizational culture characterized by intentional and pervasive teaching and learning norms, rituals, procedures,

and habits. Berger (2003) argues that “excellence is born from a culture.” But how, exactly, does that happen? Study a classroom, family, team, or organiza-tion that stands out for its exceptionality, and you will invariably find great in-tentionality regarding their organizational habits, rituals, and routines—they do things a very specific way, for a very specific reason.



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Research has been consistently finding (cf., Bidwell & Yasumoto, 1999; Bron-fenbrenner, 1979; Langer, 2000; Narvaez, 2010; Schouse, 1996) that deliberate climate and culture promote fidelity and consistency of practices of both those who teach (educators, parents, team leaders, managers) and those who learn (students, children, team members, employees). In addition, organizational leadership, commitment of time and other resources, and strong accountabil-ity lead to widespread buy-in and ensure that the shared norms are pervasive throughout the organization—not relegated to “pockets of excellence.”

To have an impact, therefore, the culture needs to be direct and intentional, which is achieved through shared norms (i.e., common understanding of stan-dards for behavior) and continuously lived through actions (i.e., deliberate and regular leadership/teaching practices and member/learning behaviors).

Whereas culture helps shape the competencies and behaviors of individual members, the aggregate of the beliefs and practices of the organization mem-bers in turn helps shape its culture. Understanding the implications of this two-way relationship is essential, if a leader wants to be intentional about shaping the culture while using it as a tool to promote excellence and ethics.

In sum, an intentional culture of excellence and ethics is one comprised of teaching practices and learning behaviors that develop the targeted skills and competencies when used consistently over time by all stake-holders.

3 Facilitate intentional culture and develop specific competencies through explicit implementation standards and expectations.

Heath & Heath (2010) argue that what often appears to be resistance to change is actually a lack of clarity regarding what to do or exactly how to change. An intentional culture is one where the standards and expectations are clearly defined, explicitly taught, deliberately practiced, and regularly assessed.

Research shows that while the standards needed to guide behavior must be explicitly defined, they also must be presented in a way that avoids over-com-plexity, which contributes to confusion and thereby to inconsistent behavior. Explicit standards and expectations are achieved in the Power2Achieve frame-work through research-based “tools”—clear and concise distillation of theory and research into replicable guides for thinking and behavior.

The Power2Achieve Tools compress rigorous theory and research into clear and concise (i.e., simple, concrete, memorable, action-oriented) norms for be-havior. In other words, tools provide heuristics (or, models) to guide behavior (Narvaez, 2006). As Narvaez states: “heuristics are intuitions built from re-



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peated experiences which are retained in implicit memory systems” (2006, p. 12). An intentional culture explicitly shapes organizational memory regarding what to do and how to do it.

Tools represent standard procedures that guide implementation, thereby en-suring a consistent standard of output—essential for an individual craftsman, but indispensable for any effort to scale the process to many individuals rep-resenting a range of expertise. The end-game is ultimately about improving consistency of results while saving time and money. Faithful use of the tools over time is required for them to become operational cultural norms, and for those operating in that culture to develop the actual competencies. How long it takes for changes in competencies and culture obviously depends on the frequency, pervasiveness, and overall quality of the implementation practices.

The Power2Achieve Tools provide implementation standards and intention-al norms to guide action and reflection; consistent and pervasive operation according to these norms would define an organizational way (i.e., culture), which in term would shape the competencies of those operating according to that way.

4 Enhance sustainability and enduring impact of the intervention by optimizing the balance of rigor and flexibility of program delivery.

Power2Achieve programming provides a flexible system of program supports that must be adapted by each organization to fit their needs. This begins with the Culture of Excellence & Ethics Assessment (CEEA) process, which gen-erates data for calibrating organizational needs and assets, and for ongoing monitoring of program delivery.

The flexible system of curricular resources allows for the shaping of individual competencies and organizational culture by providing teaching and learning tools and strategies that

i. help introduce the required skills in (a) stand-alone course and/or (b) integrated throughout the other aspects of the school;

ii. allow faculty to continuously return to the practice of the skill/com-petency in an ongoing way (repeated practice over time) or in new and different contexts (repeated practice through application to dif-ferent situations);

iii. allow for continuous self-practice of the skill/competency by the student;

iv. can also be used by other staff in the school to reinforce the practice of the skill/competency (guidance of practice by others).



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Thus, the Power2Achieve program is designed for the tools to be used multiple times in multiple contexts by multiple stake-holders, resulting in intentional and pervasive practices that over time begin to change individual and organi-zational habits (for example, school/classroom culture, teacher practices, and student learning behaviors).

These flexible delivery options ensure sustainability by allowing the organi-zation to use the program in support of their core mission and objectives, by building the intervention within the existing appropriate organizational structures and formats, and by ensuring fidelity of implementation through matching intervention inputs to organization’s needs and capacity.

Whereas the flexible delivery options lead to sustainability, enduring impact is achieved as a function of (1) frequency of use (e.g., how often the tools are used—generally, and in relation to the situations where the tool should/could be used); (2) pervasiveness (e.g., the percentage of stakeholders using the tools and strategies); and (3) quality (e.g., how close the use of the tool is to its rec-ommended or intended use).



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Culture of Excellence & Ethics

is characterized by intentional and pervasive teaching and learning norms, procedures and habits, and results in:• Safe, supportive, and engaging school

climate• Academically rigorous environment• Improved collegial relationships• Positive student relationships with

peers and staff• Enhanced support of learning at home

Excellence & Ethics Competencies

are developed in 8 focus areas for:

• Improved social emotional skills• Improved health behaviors and re-

duced emotional problems • Increased safety and reduced disciplin-

ary problems• Improved achievement and retention• Enhanced postsecondary/workforce/

career preparation

Explicit Norms, Standards and Instructional Tools

facilitate intentional culture and competencies of excellence & ethics via:

• Power2Achieve® curriculum• professional development Tool-

kits• use of CEEA data in staff reflec-

tion and decision-making• integration into content classes • consistent scaffolding by staff

• integration into school-wide activities

• self-development practice• interactions with class/school-

mates• school-to-home events• family activities

Power2Achieve®

Impact Model



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Overview of the Power2Achieve ProgramThe Power2Achieve curriculum helps educators to develop the culture and competencies of excellence and ethics needed to enhance teaching and learn-ing. The Power2Achieve curriculum is built around eight areas of focus:

These eight focus areas are based on IEE’s field-research and align with im-portant educational policies and initiatives focused on increasing academic achievement, improving student retention, enhancing college and workforce preparation, and reducing disciplinary problems across developmental levels and diverse learning environments.

Power2Achieve framework provides a flexible system of teaching and learning supports for multiple initiatives and standards. Foundations units are inde-pendent learning modules that can be integrated into content curriculum or used for stand-alone instruction. By providing you the flexibility to choose which areas to focus on, we give you the ability to enhance your existing ef-forts and fill in the gaps on your most pressing improvement needs.





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

• Response to Intervention (RTI)• Safe & Supportive Schools (S3)• Core Curriculum Standards• Social-Emotional Learning (SEL)• Positive Behavior Interventions

& Supports (PBIS) • College and Career Readiness• 21st Century Workforce Skills

Intentional Culture of Safety & Engagement

Competencies for Positive Behavior

Competencies for Deeper Learning College, Career, and Citizenship Readiness

Providing a flexible system of teaching & learning supports to enhance:

•Classroom Curriculum

•Professional Development

•Assessment & Consulting



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Overview of a Power2Achieve Curriculum UnitThe Power2Achieve program features units of curriculum built around specific skills or com-petencies from within eight areas of focus. There are currently ten Power2Achieve curricular units, each with its own numerical identification number (1.1, 2.1, 3.1, 3.2, 4.1, 4.2 5.1, 6.1, 7.1, 8.1).

Each Teacher Guidebook contains one unit de-signed as a stand-alone module that can be im-plemented in any order, empowering you to map the curriculum sequence in the way that best ad-dresses your goals.

Each Power2Achieve Foundations Unit consists of four lessons, with each lesson designed to provide introductory experience to a particular

competency or learning target. Each of the four Power2Achieve lessons (and their related materials) within a unit are also denoted by an identification number. For example, Power2Achieve 1.1.1. would be the identification for: Fo-cus Area 1, Unit 1, Lesson 1; whereas, 8.1.3 would be the identification for Focus Area 8, Unit 1, Lesson 3. Whereas lessons within a unit are designed to stand on their own, they are most effectively implemented in sequential order from 1 through 4.

Power2Achieve Unit & Lesson ContentPower2Achieve Foundations lessons incorporate two main features:

a. research-based tool(s)—the essential knowledge and/or replicable skill de-velopment process, and

b. an experiential introduction to the tool(s)—the guided practice.

The research-based tools represent the distillation of the relevant academic, field, and experimental research into a teaching strategy, process, checklist, or rubric. In each lesson the learner is introduced to a strategy, and then has a chance to experience it through simulated activities. The skills that are introduced in a lesson become stable habits when they are consistently and pervasively learned, practiced, refined, and reinforced. When the habits of individuals (students and instructors) become the shared way of behaving for the group, then the new group habits become part of the classroom/school culture.




Unit 8.1

Identify and Pursue Broad Life Goals





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

Unit 8.1

Power2Achieve®Power2Achieve®

TeAcher Guidebook




Unit 7.1

Demonstrate Personal and Collective Responsibility





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

Unit 7.1


TeAcher Guidebook




Unit 6.1

Solve Problems Efficiently and Effectively





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

Unit 6.1


TeAcher Guidebook




Unit 5.1

Stand Up to Peer Pressure





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

Unit 5.1


TeAcher Guidebook




Unit 4.1

Develop the Habits for Excellence





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

Unit 4.1


TeAcher Guidebook




Unit 3.1

Utilize Time and Manage Workload Effectively





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

Unit 3.1


TeAcher Guidebook




Unit 2.1

Assume Shared Responsibility for Collaborative Work and Value Contributions Made by Each Team Member





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

Unit 2.1


TeAcher Guidebook





Unit 1.1

Teacher Guidebook





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

Unit 1.1

Power2achieve®

Power2achieve®



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In sum, competencies identify what we want students to be able to do; the teaching and learning tools provide a guide for development of habits of the mind, heart, and hand—the how we want student to learn and act.

Following the introductory experience, lesson “Extensions” suggest additional opportunities to practice the skill using the lesson tool(s). Thus, the research-based tools provide you with unlimited opportunities for integration of skill development into different situations and contexts outside of the initial les-son. As the essential foundation blocks of this curriculum, unit tools are pro-vided immediately following this introduction section on full 8.5 x 11 pages to make it easy for you to photocopy (print) and distribute as desired.

The last pages of this Teacher Guidebook include a bibliography of research on which the knowledge and tools presented in this Power2Achieve unit are based. This is a great source for further reading and reflection.

Structure of Power2Achieve Lesson MaterialsEach Power2Achieve lesson includes four major components:

1. Lesson Objective, Overview, Preparation and Materials list.

2. Lesson Delivery Steps:

Introduction.

Guided Practice.

Closure & Assessment.

Extensions.

3. Lesson Slides

Each Lesson’s Slides are included in a separate PDF file.

The PDF of the Lesson Slides will show the page thumbnails on the left side of your screen. You can see both slide numbers showing under the thumbnails (these are referenced in the Lesson Delivery Steps) and the slide images (thumbnails) allowing you to find the necessary slides quickly.

CTRL+L will give you a full screen view of the slides for better view-ing on Smartboards and projectors.

The outline of the Lesson Slides is included in this Guidebook, fol-lowing Lesson Delivery Steps.



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4. Student Materials

Student Workbooks are provided as a separate PDF file which in-cludes unit tools and lesson worksheets. The outline of the lesson worksheets is also included in this Teacher Guidebook, following Lesson Slides outline. You can print and copy student worksheets from the PDF of the Student Workbook. You are also able to pur-chase a bound Student Workbook for each Unit.

Note: Some units also contain a 5th section called Supplemental Materials. The Lesson Delivery Steps will point to this section when applicable.

Unit Tools are also available as 18 x 24 or 24 x 36 posters printed on a sturdy material that allows for writing by dry-erase markers and rolling for storage. You can purchase these by going to our online store at http://store.excellenceandethics.org.

Use of Lesson Tools Beyond the LessonThe competencies addressed in Power2Achieve materials are essential in all areas of life both in and out of school, so the teaching and learning tools are designed for flexible adoption, adaptation, and integration across diverse con-texts. A Power2Achieve Foundations lesson plan provides facilitation instruc-tions and resources for an introductory experience, but the uses of the Culture of Excellence & Ethics Tool(s) featured in Power2Achieve curriculum are lim-ited only by the imagination of the user.

For example, the Compact for Excellence is experientially introduced in Pow-er2Achieve Foundations Lesson 1.1.4 through a word-creation activity adapted from the board game Boggle.

This activity is specifically designed to introduce students to the Compact for Excellence, but there are many ways to adopt, adapt, and integrate this tool into classroom instruction, teams & clubs, professional practices, individual interventions, and even school-wide culture building initiatives.

Check out some of the ways educators enhanced teaching & learning by using the Compact for Excellence:

• A middle school teacher in Connecticut has students create a Compact for Excellence each time they work in small groups.

• A head football coach in Colorado has players identify characteristics of a leader using the Compact for Excellence as a guide.

• A principal in Kansas begins every faculty/staff meeting with a review of the collaboratively generated Compact for Excellence and pauses to al-



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low faculty/staff members to recognize peers who put their Compact for Excellence into action.

• An RTI specialist in Colorado has students generate a list of academic and behavioral goals using an adapted version of the Compact for Excel-lence.

• A middle school in New York had their entire student body collabora-tively develop a school-wide Compact for Excellence that would shape the identity and practices of the school for years to come. Older students teach the school Compact for Excellence to incoming students at the beginning of the school year during an orientation day.

Ethical Use of External Content/Materials in Support of Power2Achieve Curriculum

As a 501(c)(3) nonprofit, IEE operates within the traditions of the fair use and open source guidelines, given that in directing our customers to external sources, IEE (1) cites the source, (2) promotes that source, and (3) encourages those going to that source to act in accordance with the user agreement of that source.

In support of the learning activities included in the Power2Achieve cur-riculum, links are provided to multimedia clips publicly available online for streaming, along with recommendations regarding the specific times that il-lustrate the lesson concept (e.g., 1:20-2:15).

While external content/materials may be used to enhance the overall cur-ricular experience, use of the specific materials (clips) referenced in Power-2Achieve lessons is NOT REQUIRED. IEE does not guarantee continued avail-ability of referenced external content, nor does it make any claims about the appropriateness of the external content for each user.

If any external provider were to determine that content did not meet its guide-lines for sharing it, the content would be removed by the provider. The link shown in a Power2Achieve lesson would cease to be operational and a user would not be able to continue to access the content in question. Alternatives may be recommended on the IEE website, but educators are responsible to identify their own alternatives to illustrate the concepts introduced in the lesson(s).



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Facilitator Responsibilities Regarding the Use of External Content/Materials

Power2Achieve Facilitators are responsible for all decisions regarding which content will be used and how it will be used:

1) to best meet their setting and organizational goals, 2) to adhere to any and all local norms and policies, and 3) to maximize engagement of learners.

Accordingly, facilitators should review all lesson materials and determine IN ADVANCE of lesson delivery what elements within the curricular materials, learning activities, and external content/materials to utilize in the delivery of the lesson.

Before using any of the referenced links, the facilitator should consider and make determination on the following issues.

Content:

• Is the content appropriate (i.e., is it aligned with local policies and sensi-bilities)?

• Will the content enhance engagement and learning (i.e., will it assist in quality of overall learning and engagement)?

Access & Delivery:

• How can the recommended external content be made available to learn-ers in the facilitator’s setting? In making this determination, the facilita-tor must take into account:

the facilitator’s site/organization capacity (internet access, speed, band-width, etc.), site/organizational policies, and

the policies of the external content providers (e.g., YouTube, Vimeo, etc.).

If it is determined by the facilitator that either or both the content and/or the access and delivery renders the external content/material unfit for use, it is the facilitator’s responsibility to find a comparable replacement that will best meet the needs and capacity of their setting.

Use of the referenced external content is in no way required in the delivery of the Power2Achieve curriculum. Therefore, the facilitator has complete con-trol over the process of finding an appropriate example, and/or an appropriate source or delivery method (e.g., from the original source or a different pro-vider).



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Use of 4 KEYS Research-Based Master Strategy in Power2Achieve Curriculum

Just because one has a tool or strategy in their “toolbox” does not guarantee that it will be used in a powerful way. Four essential teaching practices were identified in the Smart & Good Schools report as able to produce the most powerful learning experiences when used consistently and in combination. In subsequent publications we established the research base behind what we refer to as the “4 keys research-based master strategy” (Davidson, Lickona, & Khmelkov, 2008; Davidson, Lickona, & Khmelkov, 2010). The 4 keys form the “operating system” that makes for the most powerful and impactful teaching and learning experiences.

Power2Achieve lessons are built to maximize the strategic use of the 4 keys. So, for example, you’ll notice that the curriculum often presents powerful Other-Studies—video examples of what the tool looks like in action. These Other-Studies are often preceded by or followed by specific Self-Studies—op-portunities to reflect on past experiences and future goals. The lessons also in-clude Public Performance/Presentation—opportunities for experiential learn-ing, simulation, and practice. And finally, Support and Challenge are built into the lessons to ensure the safety and support for the individual.

For deeper insight into how these strategies are used in the curriculum and how they can be used in other educational activities, please refer to our publi-cations or attend one of the Power2Achieve trainings.

From Smart & Good High Schools (Lickona & Davidson, 2005)Institute forExcellence & Ethics

Culture of Excellence & Ethics™ Tools


© 2010-2011 Institute for Excellence & Ethics (IEE) w w w. e x c e l l e n c e a n d e t h i c s . o r g

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4 KEYSResearch-Based Master Strategy



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ConclusionAll our years of experience working to develop culture and character tell us that it is no easy task. It requires commitment, confidence, and competence. We hope that this brief introduction to the Power2Achieve program enhances all three. The competencies we are trying to develop in this program are com-plex, but we hope that our many years of hard work will help make your job easier. As the old adage says, Keep it simple! Know your group. Prepare in advance. Give participants the time needed to experience the power of the content and the process. Use the extension activities to give them more prac-tice beyond the initial lesson. Return back to the tools and ideas in numerous and varied ways. If you do this, we truly believe you will experience positive changes in the culture of your classroom and the character of your students.

Welcome to the growing community of Power2Achieve users. Don’t be afraid to call or email for assistance or advice. Read our blog. Follow us on Twitter and Facebook. And be sure to share your experiences on what you do to adapt and adopt the Power2Achieve strategies to transform the individuals and or-ganizations you serve. Remember, “The journey is the reward.” Good luck on your journey toward Excellence & Ethics!



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ReferencesBargh, J. A., & Chartrand, T. L. (1999). The unbearable automaticity of being. Ameri-

can Psychologist, 54:7, 462-479.

Berger, R. (2003). An ethic of excellence. Portsmouth, NH: Heinemann.

Bidwell, C. E., & Yasumoto, J. Y. (1999). The collegial focus: Teaching fields, collegial relationships, and instructional practice in American high schools. Sociology of Education, 72, 234-256.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Har-vard University Press.

Davidson, M. L., Lickona, T., & Khmelkov, V. T. (2010). The power of character: Need-ed for, and developed from, teaching and learning. Pp. 427-454 in T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student well-being. New York, NY: Springer.

Davidson, M. L., Khmelkov, V. T., & Baker, K. (2011). Sustainability and enduring im-pact: Shaping an intentional culture of excellence and ethics. Journal of Character and Leadership Integration, 2:1, 35-51.

Davidson, M. L., Khmelkov, V. T., Baker, K., & Lickona, T. (2011). Values education: The Power2Achieve approach for building sustainability and enduring impact. In-ternational Journal of Educational Research, 50, 190-197.

Heath, C., & Heath, D. (2010). Switch: How to change things when change is hard. New York, NY: Broadway Books.

Langer, J. A. (2000). Excellence in English in middle and high schools: How teachers’ professional lives support student achievement. American Educational Research Journal, 37, 397-439.

Narvaez, D. (2006). Integrative ethical education. Pp. 703-733 in M. Killen & J. Smeta-na (Eds.), Handbook of moral development. Mahwah, NJ: Erlbaum.

Narvaez, D. (2010). Building a sustaining classroom climate for purposeful ethical citizenship. Pp. 659-673 in T. Lovat, R. Toomey, & N. Clement (Eds.), Interna-tional research handbook of values education and student wellbeing. New York, NY: Springer.

Shouse, R. C. (1996). Academic press and sense of community: Conflict, congruence, and implications for student achievement. Social Psychology of Education, 1, 47-68.



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Principled Negotiation Tactics





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Adapted from Smart & Good High Schools (Lickona & Davidson, 2005)

Unit 1.1:

Culture of Excellence & Ethics Tools

The following are the research-based teaching and learning strategies—what we call “Tools”—that are featured in this unit. They provide the centerpiece around which the lessons are built, and can also be used for integration into different con-texts or experiences outside of the initial lesson. Each tool is featured on a single page to make it easy for the facilitator to photocopy (print) and distribute as needed.

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11© 2010-2012 Institute for Excellence & Ethics (IEE)

Unit 1.1 Consider the Perspectives of Others

Lesson 1.1.1: Communicating to Connect with Others

Competency: Use communication & social skills to effectively interact with others

Tool: CultureofExcellence&EthicsSocialNetworking





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Social Networking

Developing Positive and Productive Relationships



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Lesson Plan 1.1.1

ObjectiveStudents will use the Culture of Excellence & Ethics Social Networking Tool to improve communication, social skills, and interactions with others.

Overview1. Students will conduct partner interviews (ideally with a partner they do not

know, or vaguely know).2. Students will share interview responses with the whole group to identify a

larger network of connections.

Preparation1. Determine how/when you will establish a Portable Compact for Excellence in

order to set the behavioral norms needed to ensure that this Power2Achieve lesson is a positive and productive learning experience for all students.

2. Determine how and when you will put students into partner groups (2a).3. Determine your procedure for the activity section (2f).

Materials• Power2Achieve 1.1.1 Student Materials (1 copy for each student).• Power2Achieve Social Networking Profile (1 copy for each student).• Tape.• Colored Dry-Erase Markers (colors listed in LP: Black, red, green, blue).• Whiteboard (if using a chalkboard, make necessary adjustments within

the lesson).



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Lesson Plan 1.1.1

Lesson Delivery Steps

1. Introduction:

a. Begin the lesson by displaying the following quote from Abraham Lincoln: “I don’t like that man. I must get to know him better.” {Slide 2}

b. Facilitate a discussion on the meaning of the quote.

Discussion Prompts:

If you initially dislike someone, how could getting to know him/her better increase the chances of liking them?

(PossibleAnswers:findconnections,dispelassumptions,learnwhothey really are, etc.)

Think about a person that you initially disliked; what specifi-cally about them did you learn that helped to change your mind?

(Possible Answers: Found we had something in common, that they weren’t who I thought they were, etc.)

c. Display and introduce the Culture of Excellence & Ethics Social Net-working Tool for use during the remainder of the lesson. {Slide 3} Introduction of the tool might go something like this:

In life it is important to have the courage and curiosity to make connections with others. In today’s society people use social networking to serve many different purposes (Facebook, MySpace, Friendster, Fantasy football, fraternities, sororities, etc.). Social networking is the way that the people in the 21st century communicate and connect with each other. Social net-working sites are configured to connect people based on who they are (their name and where they are from), their interests, important people and influences, life experiences, and charac-ter strengths.



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Lesson Plan 1.1.1

Today many people use social networking websites in order to connect faster and more easily to a high number of people, but the real roots of social networking are based in interpersonal skills and the ability to find the courage and curiosity to make connections.

In today’s lesson you will improve your ability to communi-cate, your social skills, and interactions with others by using the Culture of Excellence & Ethics Social Networking Tool to connect with your classmates by asking different levels of questions, moving from surface to substance. {Slide 4}

2. Guided Practice:

a. Have students get with their partner for the activity. Use whatever strategy mixes up the partner groups, so that students are work-ing with somebody they don’t know or don’t know well. (This can bedoneusingarandomcountoff,pre-assignedpartnerships,etc.)Then pass out a copy of the Power2Achieve Social Networking Pro-filetoeachstudent.Inordertomaximizeengagementinthisactiv-ity, have students record their partner’s responses in writing on the Power2AchieveSocialNetworkingProfilehandout.Thiswillensureengaged listening by students, and will be important for students to useduringcompletionofthefinalproduct.

b. Introduce the activity by explaining the art of social networking. Explanation may sound something like this:

Social networking is the ability to find a connection with any-one, anywhere, through questions and discussion. {Slide 5} In order to begin networking, you must have the courage and curiosity to connect with others. Social networking is done through a hierarchy of questions and usually begins with a series of simple, surface level questions designed to break the ice. From these basic questions, networking continues with questions of more substance. Today we will begin social networking with the Finding Connections: Level 1 prompts. {Slide 6} These are surface level questions designed to get to know who you are and what interests you.



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Lesson Plan 1.1.1

c. Have students begin asking each other the Level 1 questions. Allo-catesufficienttimeforstudentstorespondtotheFindingConnec-tions: Level 1 questions (suggested time: approximately 2-4 minutes perperson,perlevelofquestioning).Asgroupsfinish,encouragethem to quietly discuss their answers, while they wait for you to move them to the next level of questions.

d. After successfulcompletionofthefirstsetofquestions,continuethe Social Networking exercise by displaying and explaining the Finding Connections: Level 2 question. Explanation may sound something like this:

Now that we have completed the first set of questions that tell us a bit about who you are and what interests you, we will continue with the Finding Connections: Level 2 question. {Slide 7} Referring back to the Culture of Excellence & Ethics Social Networking Tool, this next question goes a bit deeper to find out who the important people and influences in your life are. Finding Connections: Level 2 allows you to gain more substantial information about the person you are networking with.

e. Continue this process for Levels 3 and 4. {Slide 8} & {Slide 9} Fur-ther explanation between questions may sound something like this:

Social networking helps people learn more about each other. Using the Culture of Excellence & Ethics Social Networking Tool you will see that the questions within Levels 3 and 4 identify life experiences and character strengths that can provide more substance from which to make a connection to the person.

f. After studentshavefinishedcreatingtheirpartner’sPower2AchieveSocialNetworkingProfile,createavisualizationoftheclass’ssocialnetwork with the following activity.

(For an example of what it would look like according to these in-structions, see {Slide 10}.)

1. Draw a large oval on the whiteboard.



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Lesson Plan 1.1.1

2. Attachcompletedstudentprofilesaroundtheperimeteroftheoval leaving the center open.

3. Have students come to the board and scan their classmates’ pro-files. Whentheyidentifyaconnection(somethingthatisthesame or very similar to what is on their own Power2Achieve So-cialNetworkingProfile),havethemdrawalineconnectingthetwoprofilesusinga:

a. black marker for Level 1,

b. red marker for Level 2,

c. green marker for Level 3,

d. blue marker for Level 4.

{Slide 11}

Be sure to consider how much time you will allot for this activity. Each student may take several minutes to identify connections, so consider having multiple students at the board simultaneously.

g. Facilitate a wrap-up discussion of the Culture of Excellence & Eth-ics Social Networking Tool activity, which might sound something like this:

How many people learned something new about someone in this class today? How many were a little nervous or reluctant to have to get to know somebody you didn’t know? Here’s the thing: that sense of awkwardness, nervousness, reluc-tance that you felt at the beginning—it’s pretty normal. We all feel that. But did you notice that when you started asking questions and those questions gave each of you a chance to share about who you are, you felt more comfortable and were able to find authentic connections with your classmates? This doesn’t necessarily mean we’re going to hang out together this weekend or become best buds right away, but it does mean that we are a more connected group now. Hopefully, given these connections that we’ve discovered, we’ll continue to treat each other with respect and care.



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Lesson Plan 1.1.1

3. Closure & Assessment:

a. Close the lesson by reiterating and discussing the value of the Cul-ture of Excellence & Ethics Social Networking Tool and its useful-nessforfindingconnectionsanywherewithanyone.Closingcom-ments might begin like this:

What makes real social networking difficult is finding con-nections with people we don’t know or don’t immediately like, people who look or seem different. Leveled questioning is what works. The Culture of Excellence & Ethics Social Net-working Tool provides you with a model set of questions that will allow you to start by breaking the ice and continue to develop deeper connections as you go ahead.

Frigyes Karinthy was a person who argued that there are gen-erally only about 6 Degrees of Separation between any two individuals. {Slide 12} We often don’t see or find those connec-tions; instead, we just make assumptions about who people are, what they value, or what experiences have shaped them. You’re not going to like everybody you meet—even if you get to know them. But usually you will find some level on which to connect with them, which can make working or being in a group with them a lot more enjoyable.

Hatred, bullying, hazing, gossip and rumors—all these occur when we don’t realize the connections we have with others. As you can see from this activity, there is a genuine web of inter-connectedness that I hope you will continue to nurture.

Try using this tool/strategy the next time you’re at a family party, or in a new class, or with a new group of people.

b. Hand out the Power2Achieve 1.1.1 Student Materials. Have students reflectontheircomfortlevelusingtheCultureofExcellence&Eth-ics Social Networking Tool through a class discussion (#1 on the Student Materials).

Discussion prompts:

Think about today’s networking experience and discuss the connections you identified today that you didn’t know existed previously.



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Lesson Plan 1.1.1

Describe your comfort level in using the Culture of Excellence & Ethics Social Networking Tool after today’s experience (ready to go, need some more practice, not sure how or when to use this).

Describe ways you can/will put the Culture of Excellence & Eth-ics Social Networking Tool into action in real life scenarios.

c. Finally, close by having students complete a written Self-Study (#2 on the Student Materials) responding to the following questions:

1. Identify at least one new thing you learned about yourself and/or the other people in your class.

2. Identify a setting, situation, or context where you often struggle to connect with others, and explain how the Culture of Excel-lence & Ethics Social Networking Tool might help you to con-nect better.

3. What are two positive outcomes that came from this activity?

{Slide 13}

4. Extension:

a. Other-Study: Look for examples demonstrating the Culture of Ex-cellence & Ethics Social Networking approach in movies or televi-sion programs (these could be strong models of what good network-ing looks like, or counter examples of what not to do).

b. Self-Study: Over a given amount of time (for example: 1 week), have students identify real life situations where they are strong in using the Culture of Excellence & Ethics Social Networking approach, and situations or contexts where they struggle (for example, good with friends, not good with those I don’t know; good at school, not so good with adults).

c. Public Performance/Presentation: Create some scenarios for students to role-play the use of and/or need for Culture of Excel-



19

Lesson Plan 1.1.1

lence & Ethics Social Networking approach (office party, schooldance,firstdayofcamp,etc.).

d. Support & Challenge: Challenge students to use Culture of Excel-lence & Ethics Social Networking approach during the next week in a setting with people they don’t know well or at all. Then after a week has passed, have students get back with their partner from this lesson to discuss how using Culture of Excellence & Ethics So-cial Networking went and to give each other tips and support on how they could continue to improve their ability to communicate to connect with others. Consider extending this activity by facilitat-ing a group discussion and/or continuing to have students check in withtheirpartnertosupporteachother’sefforts.

Power2Achieve® © 2011 Institute for Excellence & Ethics www.excellenceandethics.org

Consider the Perspective of Others

Lesson 1.1.1Communicating to Connect with

Others

Unit1.1

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P2A 1.1.1 Communicating to Connect with Others

“I don’t like that man. I must get to know him better.”

-Abraham Lincoln

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Lesson Slides Outline


Power2Achieve® Foundations Slides Outline 1.1.1

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Use the Culture of Excellence &Ethics Social Networking approach

to find a connection with practically anyone anywhere.

After today’s lesson, you will be able to…4



Finding connections by:

1. Having courage & curiosity.

2. Using different levels of questions—“from surface to substance.”

5

What is Social Networking?



• What is your name and where are you from?• Favorite food?• Favorite restaurant?• Favorite sport?• Actor or actress you’d most like to meet?• Favorite cartoon character?• Favorite musical artist or group?• Technology you can’t live without?• Must see TV show for you?• If you were an animal what would you be?• If you could meet any person (alive or dead) who

would it be?

Level 1

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Who You Are/Interests


Power2Achieve® FoundationsSlides Outline 1.1.1

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• Who is a hero or heroine that you admire?

• Explain what it is about them you admire.

Level 2

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Important People and Influences



• What personal achievement are you proud of?

• What about this achievement made it challenging and/or memorable for you?

Level 3

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Important Life Experiences



• What are one or two character qualities that your friends are most likely to use to describe you?

• Explain why you believe they would choose these.

Level 4

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Character Strengths



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=student profile

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Our Social Network



• Using a black marker, draw a line showing your Level 1 connections.

• Using a red marker, draw a line showing your Level 2 connections.

• Using a green marker, draw a line showing your Level 3 connections.

• Using a blue marker, draw a line showing your Level 4 connections.

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Making the Connections



Frigyes Karinthy

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6 Degrees of Separation



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1. Identify at least one new thing you learned about yourself and the other person/people in your class.

2. Identify a setting, situation, or context where you often struggle to connect with others and explain how the Culture of Excellence & Ethics Social Networking approach might help you to connect better.

3. What are two positive outcomes that came from this activity?

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Self-Study Reflections



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Power2Achieve® Foundations Student Materials Lesson 1.1.1

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Power2Achieve® Foundations Student Materials 1.1.1

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1. As a class, discuss the following:

a. Think about today’s networking experience and discuss the connections you identified today

that you didn’t know existed previously. b. Describe your comfort level in using the Culture of Excellence & Ethics Social Networking

approach after today’s experience (For example: Ready to go, need some more practice, not sure how or when to use this).

2. Silently, in writing, respond to the following: a. Identify at least one new thing you learned about yourself and the other people in your

class.

b. Identify a setting, situation, or context where you often struggle to connect with others and explain how the Culture of Excellence & Ethics Social Networking approach might help you to connect better.

c. What are two positive outcomes that came from this activity?

Student Materials Outline

POWER2ACHIEVE™

Social Networking Profile

_______________________________________________’s Power2Achieve Social Networking Profile

Level 1: Who You Are/Interests

• What is your name and where are you from? ____________________________________________

• Favorite food? ________________________________________________________________________________

• Favorite restaurant? ________________________________________________________________________

• Favorite sport? _______________________________________________________________________________

• Actor or actress you’d most like to meet? ________________________________________________

• Favorite cartoon character? ________________________________________________________________

• Favorite musical artist or group? ___________________________________________________________

• Piece of technology you couldn’t live without? __________________________________________

• Must see TV show for you? __________________________________________________________________

• If you were an animal what would you be? _______________________________________________

• If you could meet any person (alive or dead) who would it be? _______________________

Level 2: Important People and Influences

• Who is a hero or heroine that you admire? Explain what it is about them you admire.

Level 3: Important Life Experiences

• What’s a personal achievement you are proud of? What about this achievement made it challenging or memorable for you?

Level 4: Character Strengths

• What are one or two character qualities that your friends are most likely to use to describe you? Explain.

© 2010-2012 Institute for Excellence & Ethics (IEE) 29

Power2Achieve® Foundations Supplemental Materials 1.1.1

Power2Achieve®



Lesson 1.1.2: Preparing to Communicate

Competency: Use social awareness & interpersonal skills to establish & maintain positive relationships

Tool: CultureofExcellence&EthicsPreparetoCommunicate





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Prepare to Communicate




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Lesson Plan 1.1.2

ObjectiveStudents will use the Culture of Excellence & Ethics Prepare to Communi-cate Tool to improve social awareness and interpersonal skills to establish and maintain positive relationships.

Overview1. Students will analyze and critique the communication skills of teams par-

ticipating on The Apprentice using the Culture of Excellence & Ethics Pre-pare to Communicate Tool.

2. Working in partnerships, students will choose a real-life scenario to create their own communication plan.



2. Determine how you will place students in small groups of 4-6 (2d).3. Determine how you will place students into partnerships (2k).4. Prepare external streaming video content:

a. Review IEE policy regarding use of external content.b. “The Apprentice s01e06p02”

http://www.youtube.com/watch?v=hApcTJKRmCE.c. Specific clip times are listed within Lesson Plan (see 2c & 2g).

Materials• Power2Achieve 1.1.2 Student Materials (1 copy for each student).



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Lesson Plan 1.1.2


1. Introduction:

a. Begin the lesson by displaying the following quote from John Pow-ell: “Communication works for those who work at it.” {Slide 2}

b. Facilitate a discussion on the meaning of the quote.

Discussion Prompt:

What kind of work do you need to do in order to communicate well? When was a time you practiced what you wanted to say before you spoke? Why did you rehearse what you wanted to say?

(Possible Answers: Wanted to be sure I got what I wanted, to be sure that things didn’t go badly, to overcome nerves, to be sure the per-son I was talking to really understood what I was trying to say, etc.)

c. Hand out the Student Materials for today’s lesson and have stu-dents complete the Self-Study listed (#1). Introduction might sound something like:

Before we get started on today’s activity, here’s a chance for you to reflect on your own communication style and skills. To do this, take a few minutes to complete this quick Self-Study, #1 on your handout. Read each description, then indicate how frequently you demonstrate the communication behaviors described by circling your response.

d. Debrief the Self-Study by asking students to share insights from theirself-reflections.Possiblediscussionprompts:

How many of you circled ___________________ for num-ber______________?

Were you surprised by your responses to these questions? Why or why not?



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Lesson Plan 1.1.2

What did you notice about your conversation preparedness? Do you consciously prepare to communicate?

e. Display and introduce the Culture of Excellence & Ethics Prepare to Communicate Tool for use during the remainder of the lesson. {Slide 3} Introduction of the tool might go something like this:

Effective communication is a foundational skill required for success in school, work, and beyond. When you take a few simple steps to prepare yourself, you can reduce anxiety and improve the quality of your communication. Communication is essential for positive and productive relationships, since it allows us to build consensus and resolve conflicts. To increase the chances of positive outcomes and decrease the chances of negative outcomes, preparation is essential prior to communi-cating. The Culture of Excellence & Ethics Prepare to Communi-cate Tool shows you 3 steps that will help you do that:

» Know who you’re communicating with and how best to respect and connect with them.

» Determine what outcomes you want to achieve—and avoid.

» Consider when and where will be the most favorable con-text for communication.

2. Guided Practice:

a. Introduce the activity by explaining how reality shows often pro-vide a dramatic illustration of communication skills, or lack thereof. {Slide 4} Explanation may sound something like this:

In essence, many of today’s popular reality shows are lessons in how to communicate and, maybe more often, how NOT to communicate. Oftentimes those who succeed are the ones who prepare to communicate and do so well. Today we will study the contestants from The Apprentice and critique two teams’ communication skills using a rubric based on the Cul-ture of Excellence & Ethics Prepare to Communicate Tool.



35

Lesson Plan 1.1.2

b. Introduce the Russell Simmons case study and activity #2 on the Student Materials. {Slide 5} The introduction may sound something like this:

In the clip you are about to watch, Team Protégé meets with hip hop mogul Russell Simmons to put together a celebrity experience to auction at a charity event. As you watch, see if you can identify evidence that the team intentionally prepared for the conversation they were about to have. Take a look at #2 on your handout—the three preparation components in column A. As you watch, use column B to cite any evidence you see/hear that the team prepared in the ways listed in column A.

c. Have students watch video clip from “The Apprentice”:

http://www.youtube.com/watch?v=hApcTJKRmCE

Use the following times for beginning/end of this case study: 0:56 – 3:19.

d. Have students complete #2, column c, in small groups. Your prompt may sound something like this:

Now that you’ve watched the clip, how would you have pre-pared differently for this meeting, if you were a part of the team, in order to more effectively connect with Simmons and have a more positive experience? Jot down some of your ideas in the boxes in Column C.

e. Facilitate adiscussionon the evidence students identifiedwhenwatching the case study. Discussion prompts:

What evidence did you see and hear that demonstrated that the team had prepared to communicate?

Did the preparation of the team seem to automatically trans-late into a positive experience? Why not?

What notes did you make of ways you would have prepared differently to:

» Determine the outcomes you want to achieve and avoid.



36

Lesson Plan 1.1.2


» Consider where and when will be the most favorable con-text for the conversation.

Even when some preparation has been done, that doesn’t mean everything will go smoothly. For the purposes of the reality show, the meetings were arranged by the producers, and the contestants probably did not have any say in where to meet with the celebrities; but just think about what might have happened if they’d invited Russell Simmons to have a cup of coffee away from his desk, or even better invited him to meet at the children’s hospital they were trying to raise money for. What if they would have actively listened to what Sim-mons was saying and responded to it, rather than just repeat-ing their plan?

Although you may not meet with a major industry mogul every day, it still helps to prepare for the situations when the result of the communication is important to you. What if you have to meet with your teacher after school—does it make a difference where you sit? What if you pulled a chair up to the teacher’s desk instead of sitting in your seat or standing over him/her while they are sitting? Instead of saying you want a better grade, what if you asked, “What can I do to raise my grade?”

Thinking about things that might seem little does make a dif-ference, and that’s why it’s critical to prepare to communicate.

f. Introduce the Carson Daly case study and activity #3 on the Stu-dent Materials. {Slide 6} The introduction for this activity may sound something like this:

Through the Russell Simmons case study, we identified and discussed a number of good communication ideas that may have led to more positive outcomes for the team and its mem-bers. As you watch this clip of a different team making a pitch to TV personality Carson Daly, see if you can identify evidence that this team intentionally prepared for the conversation they were about to have. If you find evidence that they did prepare, place a in the box in column B.



37

Lesson Plan 1.1.2

g. Have students watch video clip from “The Apprentice”:

http://www.youtube.com/watch?v=hApcTJKRmCE

Use the following times for beginning/end of this case study: 3:20 – 5:50.

h. Have students complete #3, column C. Your prompt may sound something like this:

Now that you’ve watched the clip, how would you have pre-pared differently for this meeting, if you were a part of the team, in order to more effectively connect with Daly and have a more positive experience? Jot down some of your ideas in the boxes in Column C.

i. Facilitate a discussion with students comparing and contrasting the two teams and their communication exchanges with their re-spective celebrities.

j. Transition to the next activity, which might sound something like this:

Okay, so we may not end up as contestants on The Apprentice, but studying these examples allowed us to better understand the importance of preparing to communicate and the compo-nents of strong communication skills. Think about where you are now in terms of preparing to communicate. Go back to the rubric on your Student Materials that we’ve been using, what do you consistently do? What can you do better? In this class, how can we support each other to be strong communicators?

Let’s look at the scenarios in #4 on the Student Materials. These are more relevant to our own daily lives than thinking about negotiating with Russell Simmons or Carson Daly.

What are other types of scenarios you encounter where pre-paring to communicate would be beneficial?

k. In partnerships, have students choose a scenario (either one pro-vided on #4 of the Student Materials, or have students brainstorm additional scenarios) and begin to develop a communication plan



38

Lesson Plan 1.1.2

by answering the questions listed in #5 on the Student Materials. {Slide 7}/{Slide 8} The scenarios listed on the Student Materials are:

a. You want to communicate with your parent/guardian to con-vince them to let you stay out past your curfew.

b. You want to communicate with your teacher about a poor grade you received on a major project.

c. You need to communicate with your boss who has cut your hours at work because you really need the hours.

l. When students have discussed the questions, have them write their plan to respect and connect with others, determine outcomes, and understand thecontextbyfilling ineachbox in the table,#6onthe Student Materials. {Slide 9} Once their plan is complete, have partnerships role-play the plan they developed (for example, if the group chose scenario a, one student could act as the parent/guard-ian, the other student could use the plan they developed to act as the person asking to stay out past curfew).


a. Close thelessonbydebriefingtheactivitiesin#4-6oftheStudentMaterials and reiterating the value of the Culture of Excellence & Ethics Prepare to Communicate Tool and its usefulness for consid-ering the perspective of others and developing positive and produc-tive relationships. Closing comments might begin like this:

In order to truly consider the perspective of others so you can develop positive and productive relationships, it is essential that you learn to prepare to communicate.

To help you do so, use the components of the Culture of Excel-lence & Ethics Prepare to Communicate Tool:


» Know what outcomes you want to achieve and know what negative outcomes you want to avoid.



39

Lesson Plan 1.1.2

» Know the time and place that will be the most favorable context for the communication.

Knee-jerk reactions rarely result in effective communication and in most cases cause more harm than good.

Try using this tool on a daily basis, so the process of thinking before you speak becomes a habit.

b. Have students reflect in writing on the new knowledge sharedtoday regarding the importance of preparing to communicate by completing #7 on the Student Materials. Your concluding prompt may sound like this:

Think about today’s experience and discussions about prepar-ing to communicate. How can using the Culture of Excellence & Ethics Prepare to Communicate Tool help you consider the perspective of others and enable you to develop positive and productive relationships? Write your response in the space provided for #7 on your Power2Achieve handout.

4. Extension:

a. Other-Study: Look for communication scenarios in video clips, movies, literature, etc. and have students analyze the communica-tion exchange using the Culture of Excellence & Ethics Prepare to Communicate Tool. For counter examples, allow students the op-portunity to “re-write” the scenario.

b. Self-Study: Have students think of a particular communication they need to have and using the rubric on the Student Materials al-lowthemtoplanforandreflectupontheexperience.

c. Public Performance/Presentation: Continue to provide a variety of role-plays using topics that resonate with the students (e.g., you want a raise from your boss, you disagree with the dean of students regarding a punishment you’ve received, you want to ask your par-ents for permission to do something important to you, etc.). As stu-dents use the Culture of Excellence & Ethics Prepare to Communi-



40

Lesson Plan 1.1.2

cate Tool, have them explain why they think what they’ve decided to do will work in the particular situation.

d. Support & Challenge: Have each student prepare a communica-tion plan for a particular communication exchange they will soon have. Then have students share their plan with their partners from today’s lesson, with each partner giving and receiving feedback. Have students meet again after the communication exchange takes place to discuss how it went and how they can continue to strength-en their preparation for communication.



Lesson 1.1.2Preparing to

Communicate

Unit1.1

1


P2A 1.1.2 Preparing to Communicate

“Communication works for those who work at it.”

-John Powell

2



3




41



4



• Watch the clip from Season 1 of The Apprentice and cite evidence of the Culture of Excellence & Ethics Prepare to Communicate components, then explain how you would have prepared differently.

5

Case Study #1“Meeting with Russell Simmons”



6

Case Study #2“Meeting with Carson Daly”

• Watch the clip from Season 1 of The Apprentice and cite evidence of the Culture of Excellence & Ethics Prepare to Communicatecomponents, then explain how you would have prepared differently.



42



a) You want to communicate with your parent/guardian to convince them to let you stay out past your normal curfew.

b) You want to communicate with your teacher about a poor grade you received on a major project.

c) You need to communicate with your boss who has cut your hours at work because you really need the hours.

7

Choose a Scenario



What do you want to achieve as a result of the communication?

What negative outcomes do you want to avoid?

What would be the right time and place for the conversation? Why?

What might the other person be thinking/feeling about the topic I want to discuss? (What's their perspective?) Why do you think this?

8

Discuss with Your Partner



Respect & Connect with Others

Determine Outcomes

Understand the Context

9

Make a Plan



43



45



16

1. Complete the Self‐Study by circling your responses to the following items:

In general, before I communicate… I. I think about what I want to say and how I want to say it.

Almost Always Occasionally Never

II. I think about how what I’m going to say will be received.


III. I try to identify the best time and place to present what I have to say. Almost Always Occasionally Never

IV. I think of ways to respect and connect with the person I’m trying to communicate with.


V. I think about what outcomes I want to achieve (and avoid) as a result of my communications.


2. Watch the clip from Season 1 of The Apprentice and cite evidence of the Culture of Excellence

& Ethics Prepare‐2‐Communicate components, then explain how you would have prepared differently.

Other‐Study: Russell Simmons A B C

Culture of Excellence & Ethics Prepare‐2‐Communicate Component

Evidence How would you have prepared differently?

Know who you're communicating with and how best to respect and connect with them.

Determine the outcomes you want to achieve and avoid.

Consider where and when will be the most favorable context for the conversation.

1. Complete the Self‐Study by circling your responses to the following items:

In general, before I communicate… I. I think about what I want to say and how I want to say it.


II. I think about how what I’m going to say will be received.


III. I try to identify the best time and place to present what I have to say. Almost Always Occasionally Never

IV. I think of ways to respect and connect with the person I’m trying to communicate with.


V. I think about what outcomes I want to achieve (and avoid) as a result of my communications.


2. Watch the clip from Season 1 of The Apprentice and cite evidence of the Culture of Excellence

& Ethics Prepare‐2‐Communicate components, then explain how you would have prepared differently.

Other‐Study: Russell Simmons A B C

Culture of Excellence & Ethics Prepare‐2‐Communicate Component







Power2Achieve® FoundationsStudent Materials Lesson 1.1.2

46



3. Watch the second clip from Season 1 of The Apprentice and cite evidence of the Culture of Excellence & Ethics Prepare to Communicate components, then explain how you would have prepared differently.

Other Study: Carson Daly A B C

Culture of Excellence & Ethics Prepare‐2‐Communicate

Component





4. With a partner, choose one of the following scenarios:

Scenario choices:

a. You want to communicate with your parent/guardian to convince them to let you

stay out past your normal curfew.

b. You want to communicate with your teacher about a poor grade you received on a major project.

c. You need to communicate with your boss who has cut your hours at work

because you really need the hours.

5. Now with the same partner, discuss the questions below in relation to the scenario you selected.

What do you want to achieve as a result of the communication?

What negative outcomes do you want to avoid?

What would be the right time and place for the conversation? Why?

What might the other person be thinking/feeling about the topic I want to discuss? (What's their perspective?) Why do you think this?



47



18

6. Create a Communication Plan using the categories from the Culture of Excellence & Ethics Prepare‐2Communicate Tool. Write a specific and clear response in the box below each heading.

–––

Things to do and/or say that will help respect & connect

Outcomes

Successful communication will result in the following

outcomes

Context

The right context would be...because…

Things to avoid doing and/or saying that may disrespect

or result in failure to connect

Unsuccessful communication will have these outcomes

The wrong context would be... because…

7. How can using the Culture of Excellence & Ethics Prepare to Communicate Tool help you consider the perspective of others and enable you to develop positive & productive relationships?

Power2Achieve®



Lesson 1.1.3: Win-Win Negotiation

Competency: Exercise flexibility and willingness to make necessary com-promises to accomplish a common goal

Tools: CultureofExcellence&EthicsWin-WinNegotiationandPrincipledNegotiationTactics


Win-Win Negotiation





Po

we

r2

Ach

ieve

®





Po

we

r2

Ach

ieve

®

Principled Negotiation Tactics



50

Lesson Plan 1.1.3

ObjectiveStudents will use the Culture of Excellence & Ethics Win-Win Negotiation and Principled Negotiation Tactics Tools to learn how to exercise flexibility and willingness to make necessary compromises to accomplish a common goal.

Overview1. Students will see video examples of different negotiation approaches.2. Students will learn to identify the elements of Culture of Excellence & Eth-

ics Win-Win Negotiation and Principled Negotiation Tactics Tools.



2. Determine how you will place students in small groups (2e).3. Assign students within each group to play the role of “the students” and oth-

ers to be “the administrators” (2h).4. Determine the amount of time allotted for students to plan for their nego-

tiation role play (2i).5. Determine the amount of time each group will receive to perform their ne-

gotiation role play (2i).6. Prepare external streaming video content:

a. Review IEE policy regarding use of external content.b. “Art of Negotiation”

http://www.youtube.com/watch?v=ml5A4wlipVg.c. “How to Negotiate a Later Curfew”

http://www.youtube.com/watch?v=kMMwxz2pKu0.

Materials• Power2Achieve 1.1.3 Student Materials (1 copy for each student).• Copies of “Homecoming Canceled” news article (Carlson, 2009).



51

Lesson Plan 1.1.3


1. Introduction:

a. Begin by showing the “Art of Negotiation” YouTube clip. This hu-morous clip is actually drawing upon some common perceptions we have about negotiation. {Slide 2}

http://www.youtube.com/watch?v=ml5A4wlipVg

b. Hand out the Student Materials for today’s lesson and have stu-dents complete the following Self-Study (#1 on the Student Materi-als) based on the video clip they watched.

c. Facilitate a discussion with students on their current understand-ing of the term “negotiation.” {Slide 3}

Discussion Prompts:

What do you think of when you hear the word “negotiation”?

What does it mean to negotiate successfully?

Where and when might you utilize negotiation skills in your own life?

d. Explain to students that today they will be learning a style of Win-Win Negotiation that they will immediately be able to start practic-ing in school, at work, and in other areas of their lives.

1. Complete the following Self‐Study. True Somewhat True False

This negotiation clip is exactly what I think of when I think of the art of negotiation.

When negotiating, there is usually a winner and a loser.

Negotiation usually involves yelling and high emotions.

2. In the clip you are about to see, the boy is looking to extend his curfew. When you watch this model of successful negotiation look for the following:

a. How does the boy communicate his needs and ideas so that they are understood by his parents?

b. What evidence is there that suggests that he is listening to the needs and ideas of his parents?

c. What creative thinking and problem solving compromises are generated to produce a win‐win solution for both the boy and his parents?



52

Lesson Plan 1.1.3

2. Guided Practice:

a. Introduce the Culture of Excellence & Ethics Win-Win Negotiation Tool. {Slide 4} Introduction may sound something like this:

Negotiation is essentially finding a balance between the com-peting needs or ideas of individuals. Negotiation is basically an “I want, You want, We could” process.

Today you will begin to see that negotiation is a form of coop-eration, a give and take that is needed for successfully work-ing with others in school, work, and beyond. When you are looking to successfully negotiate with others, it is important to think about this skill in 3 main steps:

1. It is important to clearly communicate with the group about your needs.

2. Next, communicate so that you understand the needs of others in your group.

3. Use creative problem-solving to come up with compromis-es that yield win-win solutions.

b. Introduce the second YouTube clip, “How to Negotiate a Later Cur-few.” {Slide 5}

Introduction to the clip may sound something like this:

When we think of negotiating with others, it is often associ-ated in our mind with emotions like anger, fear, tension, and frustration; and with behaviors like intimidation, argument, trickery, manipulation, and deception. In actuality, successful negotiation is the exact opposite. It is the process by which you compromise in order to make it a win-win situation for all parties involved. In the clip you are about to see, the boy is looking to extend his curfew. When you watch this model of negotiation look for the following:

1. How does the boy communicate his needs and ideas so that they are understood by his parents?

2. What evidence is there that suggests that he is listening to the needs and ideas of his parents?



53

Lesson Plan 1.1.3

3. What creative thinking and problem solving compromises are generated to produce a win-win solution for both the boy and his parents?

These questions are listed as #2 on your Student Materials to help you remember what to look for.

c. Have students watch the “How to Negotiate a Later Curfew” You-Tube clip:

http://www.youtube.com/watch?v=kMMwxz2pKu0

d. Facilitate a discussion based on what the students saw in the clip. Discussion points may sound something like this:

As you watched the video clip, you may have noticed that the boy begins the conversation by presenting what he wants and why he wants it. At the beginning of the conversation the boy clearly and thoroughly lays out his needs to his parents using specific talking points.

These points include evidence to support his argument ac-companied by specific examples of where he has successfully handled increased responsibilities in the past.

There is also evidence that the boy is actively listening to his parents, as they discuss their wants. He listens without argu-ing or getting upset and he takes notes during the discussion in order to help process the information he is hearing.

Finally, the boy comes to the negotiation conversation equipped with counter offers, such as an extended curfew trial period, and a willingness to work with his parents to come up with other creative solutions.

It is through the use of this three-step process—“I want/You want/We could”—that successful negotiations take place. Keep the model of negotiation you just viewed in mind, as you work with your groups today.

e. Have students get into small groups for the remainder of the lesson. (Use whatever strategy mixes the students into small groups of 4-6 students.Thiscanbedoneusingarandomcountoff,pre-assignedgroups, etc.).



54

Lesson Plan 1.1.3

f. Hand out copies of the “Homecoming Canceled” article. Have stu-dents read the article either silently or with their group. {Slide 6}

g. After students have read the article, explain that they will be doing a role-playing activity in which they will negotiate with administrator(s) to reinstate the 1) Car Wreck, 2) Dodge Ball Tour-nament and 3) Homecoming Dance that were canceled as a result of poor behavior by a few fellow classmates. Each group’s role-playing experience will be conducted as a Public Performance for viewing by the entire class. The students that are observing the role-play will be using a rubric (#5 on the Student Materials) to score the group’s overall ability to successfully negotiate a win-win experi-ence. Explanation may sound something like this:

In today’s activity you will be trying your hand at a win-win negotiation experience. As you read in the article, due to the disrespectful behavior of a few students, many of the home-coming activities planned for this particular school were canceled.

Within your group, you will be role-playing a meeting between students and administrators to negotiate a different solution to this problem. Some members of the group will take the role of administrator, while others will play the part of the stu-dents directly affected by these decisions.

Using the Culture of Excellence & Ethics Win-Win Negotiation Tool you will work to seek a different solution to this problem. Each group will be role-playing for the class.

h. Assign roles or allow students time to decide upon the roles within the group. Suggested roles are: 1-2 administrator(s) and 3-4 students.

i. Give studentsaspecifiedamountoftimetopreparefortheirne-gotiation experience. Groups should split up so that “students” and “administrators” can plan for their negotiation experience separate-ly. Explanation may sound something like this:

Now that you have decided upon who will be role-playing each part, it is important to prepare for your conversation. Take some time to work with your group members to plan how you



55

Lesson Plan 1.1.3

will proceed with this negotiation exercise. Those individuals within the group that will be playing the role of the “students” should plan together, while those playing the role of the “ad-ministrators” should plan separately.

In order to help you prepare to negotiate, utilize the Culture of Excellence & Ethics Principled Negotiation Tactics {Slide 7}:

1. Know your non-negotiables (moral and practical).

2. Seek win-win.

3. Give a little to get a little.

4. Seek the maximum good for the maximum number.

5. Practice the art of principled compromise.

Remember, as you negotiate, it is important to think about both short and long term solutions to this problem; make sure that you are not coming up with a compromise that can make things worse in the long run. In addition, think back to the short video we watched and use that negotiation model to help you successfully plan for a win-win negotiation experi-ence.

Use #3 and #4 of your Student Materials to help you develop your plan for a successful negotiation experience.

j. Give studentsaspecifiedamountoftimetopreparefortheirPub-lic Presentation. While they are developing their negotiation plans, check with each group to ensure that they are making appropriate progress and in order to answer any questions they may have.

k. Allow groupsaspecifiedamountoftimetotaketurnspresentingtheir negotiation role-plays to the class. Using the rubric, have re-maining students assess the success of the negotiation experience. {Slide 8}



56

Lesson Plan 1.1.3


a. Close the lesson by reiterating and discussing the value of the Cul-ture of Excellence & Ethics Win-Win Negotiation Tool and its use-fulnessforfindingbalancebetweenthecompetingneedsorideasofindividuals. Closing comments might begin like this:

Negotiation is the process by which you compromise in order to make it a win-win situation for all parties involved. It re-quires you to clearly and thoroughly articulate your thoughts and ideas, listen to understand the thoughts and ideas of others, and work together to creatively come up with win-win solutions to difficult situations.

Although negotiation is a skill that can be frequently utilized, there are certain things that you don’t negotiate. Any un-ethical situation or anything that violates your conscience (cheating, lying, stealing, etc.) should not be negotiated. It is important, especially under these circumstances, to know your non-negotiables, know where you won’t go and what you won’t do.

Whether it is in group work, or in any kind of relationship, it is especially important to know and respect your own morals, as well as the morals of those you are negotiating with.

b. Facilitate a closing discussion for the lesson.

Discussion prompts:

Before today, how would you have defined negotiation?

How would you define negotiation now?

What went well during the negotiation role-play activity?

What part(s) of negotiation do you think you most need work on?

How specifically can the Culture of Excellence & Ethics Win-Win Negotiation Tool help you consider the perspective of oth-ers and develop positive and productive relationships?



57

Lesson Plan 1.1.3

4. Extension:

a. Other-Study: Look for examples of negotiation in the news, mov-ies, television shows, and everyday occurrences that students can relate to and have students use a rubric similar to the one used in this lesson to analyze the scenarios.

b. Self-Study: Provide students with the opportunity to chart, or track, evidence that supports a negotiation they wish to engage in. Some examples may include evidence of academic responsibility to support a negotiation with the counselor or teacher to add a class, or advance to a higher level course, or with parents if wanting to get a job or join a club/sport; evidence of behavioral responsibility to support a negotiation with parents for less structure and more inde-pendence;evidenceofbeingabletomanagefinancesappropriatelytosupportmorefinancialindependencefromparents,etc.

c. Public Performance/Presentation: Use the Culture of Excel-lence & Ethics Win-Win Negotiation Tool as a means to facilitate constructive critique. Provide scenarios, or allow students to share their negotiation process and provide opportunity for constructive critique.

d. Support & Challenge: Enlist the support of the guidance counselor and/or social worker to address the importance of identifying and expressing moral non-negotiables in social settings. Have students identify the negotiation strategies teens use to melt the resistance of others. Common social scenarios that students commonly iden-tify as peer pressure may include drinking alcohol, trying drugs, engaging in sexual activity, participating in illegal behavior such as stealing, trespassing, vandalism, etc.



Lesson 1.1.3Win-Win

Negotiation

Unit1.1

1


P2A 1.1.3 Win-Win Negotiation

“The Art of Negotiation”

2



Negotiation

a) What do you think of when you hear the word “negotiation?”

b) What does it mean to negotiate successfully?

c) Where and when might you utilize negotiation skills in your own life?

3




59



4



“How to Negotiate a Later Curfew”

• How does the boy communicate his needs and ideas so they are understood by his parents?

• What evidence is there that suggests that he is listening to the needs and ideas of his parents?

• What creative thinking and problem solving compromises are generated to produce a win-win solution for both the boy and his parents?

5



6



60



7



8

Students Administrators What does this mean?

0 1Win-Lose Administrators

Only the administrators have their needs met.

1 0Win-Lose Students

Only students have their needs met.

1 1

Win-Win

Both administrators and students have their needs met in a reasonable and/or equitable way.

0 0

Lose-Lose

Neither administrators nor students have their needs met in a reasonable and/or equitable way.

Power2Achieve Negotiation Rubric



61



63



22




























64



3. Use the following planning page as you prepare for your negotiation experience.

Prepare to Negotiate

I want:

You want:

We could:

4. Use the following checklist to ensure you are prepared for your negotiation experience.

Power2Achieve Win‐Win Negotiation Checklist Y/N

Have you clearly articulated your needs?

Have you clearly laid out your non‐negotiable moral and practical terms?

Have you asked clarifying questions in order to understand the needs of others?

Have you developed possible solutions that you can offer to solve the problem at hand?

Are you prepared to practice creative thinking to come up with new solutions if necessary?

3. Use the following planning page as you prepare for your negotiation experience.

Prepare to Negotiate

I want:

You want:

We could:

4. Use the following checklist to ensure you are prepared for your negotiation experience.

Power2Achieve Win‐Win Negotiation Checklist Y/N

Have you clearly articulated your needs?

Have you clearly laid out your non‐negotiable moral and practical terms?

Have you asked clarifying questions in order to understand the needs of others?

Have you developed possible solutions that you can offer to solve the problem at hand?

Are you prepared to practice creative thinking to come up with new solutions if necessary?



65



24

5. Use the following rubric to score each negotiation experience.

Students

Administrators

What does this mean?

0 1 Win‐Lose Administrators

Only the administration have their needs met.

1 0 Win‐Lose Students

Only students have their needs met.

1 1 Win‐Win

Both administrators and students have their needs met in a reasonable and/or equitable way.

0 0 Lose‐Lose

Neither administrators nor students have their needs met in a reasonable and/or equitable way.

0 ‐ Lose‐Lose (neither person/group has their needs met) 1 ‐ Win‐Lose (one person/group has their needs met) 2 ‐ Win‐Win (both people/groups have their needs met in a reasonable and/or equitable way)

whotv.com/news/who-story-homecoming-canceled-091609,0,2831963.story

HOMECOMING CANCELED: Some activities are canceled after a group of students trash the school Emily Carlson

Reporter

September 16, 2009

Homecoming festivities are canceled in Knoxville after a group of students took Homecoming spirit a little too far. The principal says it is tradition every year to t-p the high school homecoming week. Except this year, it was more than just toilet paper; it was also syrup, ketchup, and mustard.

So after Tuesday night's revelries, the principal says some activities have to go. Those include Wednesday night's car wreck, Thursday night's dodge ball tournament, and Friday night's Homecoming dance.

Knoxville janitors scrubbed the best they could, but it's going take a lot more than a few power washes to recover from teenage mischief.

"It was very dirty. There was ketchup and mustard all over the sidewalks and on the windows that said 2009 and there was some profanity on them. It was pretty bad," says student Jessica Carter.

Students and faculty alike were shocked when they got to school this morning. Ketchup, mustard, Crisco and flour were sprayed on nearly every window. Syrup caked benches, hardening and ruining them.

"I don't understand how school spirit was enhanced by destroying the building. I don't understand," says Principal Kevin Crawford.

"T-Ping is fine, but doing flour and ketchup? That's taking it way too far. It's very disrespectful to the school," says student Kellie Hawkins.

T-ping, or putting toilet paper in the trees, has been a long standing tradition here at Knoxville High School. However, the principal says, his student know better than to take it any further.

"We very specifically spelled it out. This is unacceptable and these actions lead to cancellations of activities."



While everyone agrees there should be consequences for trashing the school, some students say they shouldn't be punished for the actions of a few disrespectful people.

"We look forward to this. It's our senior year and we should have a good homecoming. Now it's pretty much screwed thanks to stupid people," says Kellie Hawkins.

Now those few disrespectful people have administration questioning if Homecoming is worth the mess.

"What do we need to do to have Homecoming in the future? And should we continue this tradition or is this a tradition our people cannot handle?" says the Principal.

The principal says before he took away Homecoming activities, he gave students the opportunity to step forward and turn themselves in, but no one did.

Most of the graffiti and food is cleaned up, but administrators fear they may be t-peed again in retaliation.

Copyright © 2011, WHO-TV



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Power2Achieve®



Lesson 1.1.4: Developing a Portable Compact for Excellence

Competency: Recognize feelings and perspectives of others

Tools: CultureofExcellence&EthicsPortableCompactforExcellenceandPraise&PolishReview






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Portable Compact for Excellence






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Lesson Plan 1.1.4

ObjectiveStudents will use the Culture of Excellence & Ethics Portable Compact for Excellence to intentionally establish the conditions needed for positive and productive interactions for use with different personalities, different con-texts, and different goals.

Overview1. Students will create a Culture of Excellence & Ethics Portable Compact for

Excellence.2. Students will use the Portable Compact during a group activity.3. Students will reflect upon their experience using the Culture of Excellence

& Ethics Praise & Polish Review.



2. Determine how you will place students in small groups (2c).3. Determine which students will be identified to role play (2j).4. Choose three letter combinations for the word-creation activity (2f); pre-

pared combinations in the Visual Learning Resource.5. Prepare external streaming video content:

a. Review IEE policy regarding use of external content.b. “BAD GROUP”

http://www.youtube.com/watch?v=1vCrnYQbP4g.c. “Dysfunctional Group”

http://www.youtube.com/watch?v=vgF_lmPqbOA.

Materials• Power2Achieve 1.1.4 Student Materials (1 copy for each student).• 3x5 card for each group.• Whiteboard/markers.



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Lesson Plan 1.1.4


1. Introduction:

a. Begin the lesson with the following “I Am” Self-Study. {Slide 2} Read the following statements aloud one at a time. Students should stand when they believe a statement is an accurate description of what they think or do; students remain seated for a statement that does not accurately describe what they think or do.

I am a morning person.

I am a night owl.

I am reserved in group discussions.

I am opinionated in group discussions.

I worry about the final grade I will receive when I am working in groups.

I am mostly concerned about getting the project done.

I am the type of person who gets an early start on big projects.

I am the type of person that waits until I am under pressure to do my best work.

I am the one who keeps the group on task.

I am the person that gets distracted when working in groups.

I am the person that prefers to work alone.

b. Explain to students that in order for groups to do their best work and treat each other with respect, it’s important to intentionally decide how to work together with others. Explanation may sound something like this:

Throughout your school and work career you will be involved in situations that require members of a group to work togeth-er to complete a task. Within groups, members will undoubt-edly have different ways that they go about achieving their best work. There are at least three important variables that can make group work challenging {Slide 3}:



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Lesson Plan 1.1.4

1. Differences in individual personalities.

2. Differences in the context for the group work (the setting, how much time we have, if we choose to be there or are required to be there, etc.).

3. Differences in the individual goals for the group work (get it done quickly or do it well; learn the material or complete the assignment, etc.).

What do these variables look like in real life? Well, some group members may need to get up early in the morning to do their best, while others may need to do work late in the evening. Additionally, some members of the group find it easy to voice their opinions, while others find it more difficult. It is in these situations when we don’t communicate clear expectations for the group that we are unable to do our best work and treat each other with respect. Working together as a team requires a blend of personal and collective responsibility. Regardless of the class, team, or group you are in, teamwork is required if you want to achieve anything significant.

c. Have students watch the “Bad Group” and “Dysfunctional Group” YouTube Other-Studies which illustrate poor group work experi-ences. {Slide 4} Set the clips up by reading aloud #1 from the 1.1.4 Student Materials (“What prohibited the groups from having a pos-itive and productive experience?”) and instructing students to write down notes for this prompt as they watch.

“BAD GROUP”http://www.youtube.com/watch?v=1vCrnYQbP4g

“Dysfunctional Group”http://www.youtube.com/watch?v=vgF_lmPqbOA

d. Facilitate a discussion on why the individuals within the clips most likely experienced yet another negative group experience. Discus-sion prompt:

As you watched the group work clips, you may have noticed that the group work experience was not positive and produc-



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Lesson Plan 1.1.4

tive for all members. Using the notes that you took during the clips, let’s talk about what you saw.

e. Display the Culture of Excellence & Ethics Portable Compact for Excellence Tool. {Slide 5} Explain to students the importance of in-tentionally setting the conditions needed for positive and produc-tive group interactions. Explanation may sound something like this:

Every time a group gets together (academic groups, family va-cation, band ensembles, work settings, etc.), members of the group should take time to identify and agree upon the things needed to guide them in order to have a positive and produc-tive experience and to do their best work. High functioning groups don’t happen by chance. They require at least two things in order to be successful: (1) shared goals and (2) shared expectations for how they will work together to achieve their goals. A compact is an agreement that intentionally establish-es the conditions needed for positive and productive interac-tions for use with different personalities, contexts, and goals. The Culture of Excellence & Ethics Portable Compact for Excel-lence is a tool you can use to set up positive and productive experiences with groups with diverse personalities, contexts, and goals.

2. Guided Practice:

a. Introduce today’s activities by explaining that students will create a Culture of Excellence & Ethics Portable Compact for Excellence in a group, put their Compact into practice, and monitor its use in order to revise it if necessary. Explanation may sound something like this:

Regardless of the class, team, or work situation you are in-volved in, teamwork is required if you want to achieve any-thing significant. Today you will create a Culture of Excellence & Ethics Portable Compact for Excellence. You will use it in the following activity: As a group, you will create as many words as possible from a given set of letters. The Culture of Excel-lence & Ethics Portable Compact for Excellence will help you do your best work (performance character) and treat each other with respect and care (moral character). During the activity, you will have opportunities to monitor the use of your



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Lesson Plan 1.1.4

Culture of Excellence & Ethics Portable Compact for Excellence and make revisions as necessary.

b. Have students do the Self-Study listed as #2 on the Student Materi-als. Prompt:

Before we get started on developing the group compact, it is important to think about your own personality, how you work in different group contexts, and what goals you generally have when working in a group. To do this, take a few minutes to think through the quick Self-Study, #2 on your Student Materi-als. After reading each description, indicate whether it sounds a lot like you, a little like you, or not at all like you.

c. Have students get in their small groups for the activity using what-ever strategy mixes up the students into randomly sorted groups. (Thiscanbedoneusingarandomcountoff,pre-assignedgroups,etc.). Explain to students that they will be participating in a timed group activity.

d. Prior to the start of the activity, hand out a 3x5 card to each group. Have each group create a Culture of Excellence & Ethics Portable Compact for Excellence by determining what they need to have a positive and productive experience which allows them to do their best work. Display the Sample Compact. Encourage students to use the Self-Study and the Culture of Excellence & Ethics Sample Compact as they discuss the conditions for their compact. {Slide 6} Remindstudentsthatacompactaddresses(1)thedifferentperson-alities within the group, (2) the context (setting and timeline) in whichthegroupworkmustbecompleted,and(3)thedifferentde-sired goals of/outcomes for group members. Finally, the compact behavior statements should be written in the form of operative statements that can be observed and measured (i.e., not values or feelings—respect,kindness,butspecificbehaviorstatements—stayon task; avoid put downs). Explanation may sound something like this:

Several factors make working in groups challenging. First, groups include several different personalities that must suc-cessfully work together. In addition, the context in which



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Lesson Plan 1.1.4

the work must be done can also put stress on the group. For example, if the group work must be completed within limited time constraints, during an inopportune time of the day for all members (early in the morning, late at night, or during a study hall), or with little direction from the teacher, then unsuccess-ful outcomes can be the result. Finally, it is important to re-member that often group members can have different overall goals for the group. Many times some members want to just get the assignment done and have little concern about the final grade. On the contrary, others may be overly concerned with the final grade for the project resulting in over-attention to detail which can also detract from a positive and productive group experience.

Considering these factors, along with the information from the Self-Study you completed earlier, you will now create a Culture of Excellence & Ethics Portable Compact for Excellence with your group that you will use later in the word-creation activ-ity. When developing a Culture of Excellence & Ethics Portable Compact for Excellence, it is important to think about the performance character (doing your best work) and the moral character (treating each other with respect and care) required for a positive and productive experience. These conditions should be written as operative statements that can be seen and measured. Use the Sample Compact for a model, as you create your own.

e. Have groups begin creating their Culture of Excellence & Ethics Portable Compact for Excellence. Monitor progress by checking in witheachgroupandofferingfeedbackandguidancetoindividualgroups and/or the entire class when necessary.

f. Explain procedures and rules for the word-creation activity (adapt-ed from the BogglewordgamecreatedbyAllanTuroff).Explana-tion may sound something like this {Slide 7}:

In today’s activity you will be working with your group mem-bers to create as many words as you can using a given set of letters. You will be in direct competition with the other groups in the class. You will have 3 minutes to work together in your group to come up with as many words as you possibly can. There will be 3 rounds in the game. Here are the rules:



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Lesson Plan 1.1.4

1. Your group must record all of the words in the table under #3 on your Student Materials.

2. The words must be three letters or longer.

3. Words can be any part of speech.

4. Proper names and slang do not count; the words must be in the dictionary to be counted.

5. One point will be awarded for any unique word created by the group that is not duplicated by another group.

6. Words must be respectful and appropriate!

g. Begin roundonebydisplayingthefirstsetofsixteenletters(bothconsonants and vowels). Give groups three minutes to create as many words as they can. {Slide 8}

h. After time has been called, have students share the words that they came up with. Explain that points will be awarded based on the words that are unique to the group (words that were not shared by any other group).

i. Before beginning the second round, have students review the agreed upon conditions of the compact and make any necessary revisions. Explanation may sound something like this:

When working in groups, it’s important to periodically pause in order to reflect on how the group is working together. Now that you have completed the first round of the activity, take a moment to discuss the following questions with your group:

1. Did all members follow the compact making the first round positive and productive?

2. Do you need to add or clarify any of the conditions? Quick-ly revise the conditions of your compact in order to make the second round more successful than the first.

j. Inform students that in this round you will challenge each group by selecting 1-2 group member(s) from each group to role-play the “toxic group member(s)” that exist in many group experiences. Iden-tifiedstudentscanserveasthe“Eye-Rollers”(studentsthatarean-



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Lesson Plan 1.1.4

gry,tired,frustrated,andbored),“Goof-Offs”(studentsthatmostlyjoke around and cause disruptions), “Day Dreamers” (students who dream and drift preferring their own private world to anything go-ing on in the class), or any other person who serves as an obstacle for the group to be positive and productive (Roles adapted from Fires in the Mind, by Kathleen Cushman, 2003).

k. Continue the second round of the game by displaying the second set of sixteen letters (both vowels and consonants). Give groups three minutes to create as many words as they can. {Slide 9}

l. After time is up, have students share the words that they came up with. Points are awarded based on the words that are unique to the group (words that no other group came up with).

m. Have students do a second review of the agreed-upon expectations identifiedinthecompact.Takeashortbreaktoaskstudentsiftheyneed to revise the compact in any way before the beginning of the last round based on the success or lack of success experienced in round 2. This may sound something like this:

After completing the second round, you may have noticed that the groups were not functioning to their greatest poten-tial. When this occurs during any group work experience, it is important to review and revise the compact. When you do this, you strengthen the handshake between group members to ensure that the experience is positive and productive for all members. Sometimes it is in the revision of the compact that we clearly see what is necessary for us to do our best work (performance character) and treat each other with respect and care (moral character). Take some time to address the situ-ations that you just experienced and strengthen the group’s Culture of Excellence & Ethics Portable Compact for Excellence.

n. Prepare for the last round of the game by asking students to work within their groups to create a new rule for the game. Students should take approximately three minutes to discuss with their groups and submit one rule for the last round of play. (Possible Rules: each word can have only one vowel, only nouns can be used,



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Lesson Plan 1.1.4

etc.) Post the new rules and ensure that each group understands thembeforebeginningthefinalround.

o. Begin thefinalroundofthegamebydisplayingthethirdsetofsix-teen letters (both vowels and consonants). Give groups three min-utes to create as many words as they can, monitoring to ensure that groups are following the newly established rules. {Slide 10}

p. After time is up, have students share the words that they came up with. Points are awarded based on the words that are unique to the group (words that no other group came up with).

q. Give studentstimetoreflectontoday’sgroupworkexperienceus-ing the Culture of Excellence & Ethics Praise and Polish Review, #4 ontheStudentMaterials.Specifically,encouragestudentstothinkabout aspects of the compact that the group did well on, what areas needimprovement,andwhatclarificationsoradditionstothecom-pactmightbenecessary.Havestudentsrecordtheirreflectionsontheir handout. {Slide 11}


a. Remind students of the value of the Culture of Excellence & Ethics Portable Compact for Excellence and its usefulness for intention-ally establishing the conditions needed for positive and productive interactionsforusewithdifferentpersonalities,contexts,andgoals.Closing comments might begin like this:

Any time you are in a situation that involves more than one person, it is important to intentionally establish conditions for the group to do their best work and treat each other with respect. Do you have to write the compact down? It’s not necessary, although it can really help. But even a quick verbal compact ensures that there are shared goals and clear roles for working together.

b. Facilitate a concluding discussion using the following prompt {Slide 12}:



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Lesson Plan 1.1.4

Where do you see the Culture of Excellence & Ethics Portable Compact for Excellence being a helpful tool for you in school, work, and beyond? (Possible Answers: work, sports teams, family situations, volunteer/community groups, youth groups, camp, etc.)

4. Extension:

a. Other-Study: Look for additional school or life examples of group work situations in which the conditions must be clearly agreed upon to yield a positive and productive work experience for all group members. Using the counter examples provided in the introduc-tion of this lesson, create a Culture of Excellence & Ethics Portable Compact for Excellence that may have been useful for the members ofeachgroup.Makesurethatstudentsareusingconcrete,specific,operative statements that can be seen and measured when they cre-ate their Compacts.

b. Self-Study: Using the Self-Study within the guided practice section of this lesson as a model, have students develop a blueprint of their personality strengths and weaknesses, the contexts in which they work well and those for which they need to further develop their skills,andfinallytheoutcomestheywouldliketoseeasaresultofgroup work in varying settings (school, work, extracurricular, etc.).

c. Public Performance/Presentation: In groups, have students role-play the creation of a Culture of Excellence & Ethics Compact for Excellenceforaspecificsituation.

d. Support & Challenge: Have students use the Culture of Excellence & Ethics Praise and Polish Review as a means for providing feedback duringgroupwork.Maintainthesamegroupsforaspecificperiodof time, giving students the opportunity to support and challenge each other, as they improve their ability to successfully abide by the conditions set forth by their Culture of Excellence & Ethics Portable Compact for Excellence.



Lesson 1.1.4Developing a Compact for Excellence

Unit1.1

1


P2A 1.1.4 Developing a Compact-4-Excellence

I am…

2



What makes working in a group challenging?

1. Differences in individual personalities.

2. Differences in the context for the group work.

3. Differences in the individual goals for the group work.

3




81



Other Study:Working in Groups

• What is prohibiting these groups from having a positive and productive experience?

4



5



6



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Word Creation Activity

1. Record all words on your P2A Student Materials, #3.

2. Words must be three letters or longer.

3. Words can be any part of speech.

4. Proper names and slang do not count.

5. One point will be awarded for any unique word created by a group that is not duplicated by any other group.

6. Words must be respectful and appropriate!

7



8

Round 1

E R T I M O S BG U A N F L Q Z



9

Round 2

H Y E X N M D JF M O W S U L A



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10

Round 3

A X T U S E B KW C Q L J N I R



11



Where do you see the Culture of Excellence & Ethics

Portable Compact-4-Excellence being a helpful tool for you in

school, work, and beyond?

12



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1. Take notes on the following question as you watch the two group work video clips: What prohibits the groups from having a positive and productive experience?

2. Complete the following Self‐Study. A lot like

me A little like me

Not at all like me

I tend to be very quiet in group discussions, but I will speak if I have something important to contribute.

I enjoy being a leader within a group.

I prefer to be a participant, but I can handle a leadership role if needed.

I hate confrontation, so I will often try to smooth things over or attempt to find a compromise.

I am a task‐master; I like things to get done quickly and I hate it when it takes a long time to make decisions.

I pay close attention to detail and I tend to make sure the group gets the task done carefully and completely.

I am not concerned with little details; I like the creative process.

It is difficult for me to stay focused and productive when working in a group.

When I work in a group, I think it’s important to achieve group consensus on decisions.

When working in a group, I find it hard to stay positive and often see the negative in the ideas that are presented.

1. Take notes on the following question as you watch the two group work video clips: What prohibits the groups from having a positive and productive experience?

2. Complete the following Self‐Study. A lot like

me A little like me

Not at all like me

I tend to be very quiet in group discussions, but I will speak if I have something important to contribute.

I enjoy being a leader within a group.

I prefer to be a participant, but I can handle a leadership role if needed.

I hate confrontation, so I will often try to smooth things over or attempt to find a compromise.

I am a task‐master; I like things to get done quickly and I hate it when it takes a long time to make decisions.

I pay close attention to detail and I tend to make sure the group gets the task done carefully and completely.

I am not concerned with little details; I like the creative process.

It is difficult for me to stay focused and productive when working in a group.

When I work in a group, I think it’s important to achieve group consensus on decisions.

When working in a group, I find it hard to stay positive and often see the negative in the ideas that are presented.




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3. Use the space below to record the words created in each round of the word‐creation activity.

Round 1 Round 2 Round 3

4. Use the Culture of Excellence & Ethics Praise and Polish Review to reflect upon your group

work experience today.


Power2Achieve® Foundations Bibliography 1.1

87

The knowledge and Tools presented in this Power2Achieve unit are supported by the following research and additional resources:

Casner‐Lotto, J., & Wright, M. (2006). Are they really ready to work: Employers perspectives on the basic knowledge and applied skills of new entrants to the 21st century U.S. workforce. New York: The Conference Board, Inc.

Cherniss, C., & Goleman, D. (2001). The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations. San Francisco: Jossey‐Bass.

Cohen‐Sandler, R. (2005). Stressed‐out girls: Helping them thrive in the age of pressure. New York: Penguin.

Covey, S.R. (1990). The seven habits of highly effective people. New York: Simon & Schuster.

Dellasega, C., & Nixon, C. (2003). Girl wars: 12 strategies that will end female bullying. New York: Fireside.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.

Fisher, R., Ury, W., & Patton, B. (1991). Getting to yes: Negotiating agreement without giving in. New York: Penguin.

Lickona, T., & Davidson, M. (2005). Smart & good high schools: Integrating excellence and ethics for success in school, work, and beyond. Cortland, NY: Center for the 4th and 5th Rs.

Lovat, T., Toomey, R., & Clement, N. (2010). International research handbook on values education and student wellbeing. New York: Springer.

Peterson, C., & Seligman, M. (2004). Character strengths and virtues: A handbook and classification. Oxford: Oxford University Press.

Ragozzino, K., & O’Brien, M.U. (2009). Social and emotional learning and bullying prevention. Illinois: Collaborative for Academic, Social, and Emotional Learning.

The knowledge and tools presented in this Power2Achieve unit are sup-ported by the following research and additional resources:

Bibliography


Power2Achieve® FoundationsBibliography 1.1

88

Sternberg, R. J. (2007). Successful intelligence: How practical and creative intelligence determine success in life. New York: Plume.

Zins, J.E., Weissburg, R.P., Wang, M.C., & Walber, H.J. (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

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Unit 1.1

Student Workbook





reducing stress


healthy life







Leading and

serving others

Culture of


Focus Areas

Unit 1.1

PoWer2Achieve®

PoWer2Achieve®

Documents

P2A_1-1_TeacherGuidebook