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The New Jersey Center for Character Education (NJCCE) and the New Jersey Department of Education (NJDOE)
have been awarded a new four-year federal grant under the Partnerships in Character Education grant program.
The grant will enable NJCCE to continue to provide technical assistance to schools, professional development
opportunities to educators, and foster local leadership to advance the state of the character education field.
The two main goals that the NJDOE will be funding the NJCCE to provide are:
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Goal 1: Increase the capacity of New Jersey schools systems to implement and sustain character education
and social-emotional learning programs in the context of current state reform efforts.
The NJDOE will create a sophisticated character education technical assistance system using the experience
and expertise of identified high-performing schools and findings from the research literature to support
professional growth, school culture change and involvement of diverse constituencies, including parents,
community member and students, based on the state's recent regulatory reforms in its curriculum standards
(N.J.A.C. 6 A:8) and recently adopted statewide code of student conduct rules (N.J.A.C. 6A:16-7).
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The New Jersey Center for Character Education (NJCCE) and the New Jersey Department of Education (NJDOE)
have been awarded a new four-year federal grant under the Partnerships in Character Education grant program.
The grant will enable NJCCE to continue to provide technical assistance to schools, professional development
opportunities to educators, and foster local leadership to advance the state of the character education field.
The two main goals that the NJDOE will be funding the NJCCE to provide are:
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Goal 2: Evaluate the impact of character education on the social inclusion of students with disabilities.
The NJDOE will implement and rigorously evaluate a program that seeks to improve academic engagement, social
participation and perceived middle schools in the development of positive culture, facilitated by increased
awareness, acceptance and perspective-taking by peers, teachers and other school personnel.
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