They must have extended staff development and many opportunities to observe and then try out ways of integrating character education practices into their work with students. If students are given opportunities to work collaboratively and participate in decision-making that improves classrooms and school, so must adults. If a school's staff members do not experience mutual respect, fairness, and cooperation in their adult relationships, they are less likely to be committed to teaching those values to students. Third, the school must find and protect time for staff reflection on moral matters. Reflection of this nature is an indispensable condition for developing the moral life of a school.
Character education requires moral leadership from both staff and students.
Over time, the functions of this committee may be taken on by the school's regular governing bodies. The school must recruit parents and community members as full partners in the character-building effort. Evaluation of character education should assess the character of the school, the school staff's functioning as character educators, and the extent to which students manifest good character. Effective character education must include effort to assess progress. Such questionnaires can be administered at the beginning of a school's character initiative to get a baseline and again at later points to assess progress.