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Ethical issues for administrators power point session 2.2018.bb
- 1. Culture, Values and Leadership
- 2. Could we be successful with the following: Be truthful Do not steal from our schools Not be racist or sexist Avoid conflicts of interest Make fair decisions These are important, but we need more to create school into a great educational community (the science vs. the art).
- 3. Break the law Do not tell the truth Deviate from moral rectitude Right vs. wrong = easy Right vs. right = hard
- 4. How things out to be… Vs. Right and wrong
- 5. We need a coherent view of our own role and our own authority and of how to deal with conflicting demands made upon us We need a coherent vision of the education we wish to provide and we ought to provide it. What are the norms of ethical decision making?
- 6. What is important to us in a school?
- 7. If you could formulate a global code of ethics for 21st Century education, what would be on it?
- 9. People are just begging to be told what to do. There are a lot of reasons for this; possibly, the biggest one is: "If you tell me what to do, the responsibility for the outcome is yours, not mine. I'm safe." When asked, resist.
- 10. I understand what defines the culture of my school. I understand how values and morals affect the culture of my school. I understand how values and morals affect leadership.
- 11. We simply ASSUME that the way we see things is the way they really are or the way they should be. And our attitudes and behaviors grow out of these assumptions. (January 7) Covey, S. R. (1994). Daily reflections for highly effective people: Living the 7 habits of highly effective people everyday. Fireside publishing.
- 12. Each of us has many, many maps in our head, which can be divided into two main categories: maps of the way things are, or realities, and maps of the way things should be, or values. We interpret everything we experience through these mental maps. (January 8) Covey, S. R. (1994). Daily reflections for highly effective people: Living the 7 habits of highly effective people everyday. Fireside publishing.
- 13. The Jewish tradition of argument, where the opponent is viewed as an ally in the search for truth. “It is a sign of love to take someone’s view seriously. Rahm Emanual: Former White House Chief of Staff, now Chicago Mayor calls it “combative collegiality.”
- 14. A guy sets alone out here at night, maybe readin’ books or thinkin’ or stuff like that. Sometimes he gets thinkin’ an’ he got nothing to tell him what’s so an’ what ain’t so. Maybe if he sees something’, he don’t know whether it’s right or not. He can’t turn to some other guy and ast him if he sees it too. He can’t tell. He got nothing to measure by. Steinbeck, John.( 1993). Of mice and men. Penguin. p. 80
- 15. Describe the culture in your school. Do you believe you have a well-defined set of common values? If so, how closely related are the common values in theory to those that are practiced? How do the leadership values affect the culture of your school? Who are the moral voices in your building…those that others would look to and say, “now that’s an ethical thinker”? How do you contribute to the culture in your school (this could be positive or negative)? Think of a dilemma, a transition or other important turning point in your school. How did the leadership through this issue affect the culture of your school? Do you believe the policies, rules, informal guidelines confirm the relevance of the values or values neutrality?
- 16. The school’s adaptation to the values, traditions, meanings, purposes, rituals, and norms that have accumulated over time define the culture.
- 17. “Educators have an unwavering belief in the ability of all their students to achieve success, and they pass that belief on to others in overt and covert ways. Educators create policies and procedures and adopt practices that support their belief in the ability of every student.” -Kent D Peterson in Cromwell, 2002.
- 18. …does it take to stop talking about the problem and start doing something about it. OR …does it take to stop thinking about doing EVERYTHING and do SOMETHING.
- 21. The BELIEVERS SUCCESS FOR ALL STUDENTS The TWEENERS FIND COMFORT ZONE IN THE SCHOOL The SURVIVORS SURVIVAL The FUNDAMENTALISTS MAINTAIN THE STATUS QUO (LEAVE ME ALONE!) Muhammad, A. (2009). Transforming school Culture: How to overcome staff division. Solution Tree Press. Bloomington, Indiana.
- 22. Level 1…people persist when they are given no clear reason to change- communication & rationale Level 2…People persist when the do not trust the person telling them to change-relationships Level 3…People persist when they view the alternative as more frightening-need skill development & support Level 4…to change may mean admitting to failure to the way it was…Lt. Dan from Forest Gump
- 25. William Stafford, 20th century poet Pg. 70
- 26. Educating our students to reach their full potential. One District. Infinite Possibilities.
- 27. ~Stephen Covey Covey, S. R. (1990). The seven habits of highly effective people: Powerful lessons in personal change. Fireside publishing.
- 28. “The greatest thing in life is not so much where we are, but in what direction we are moving” ~Oliver Wendell Holmes
- 30. Fellow teachers, why are we here?
- 33. Once upon a time _____. Every day_____. One day_____. Because of that_____. Because of that_____. Until finally_____. Finding Nemo: Once upon a time there was … a widowed fish, named Marlin, who was extremely protective of his only son, Nemo. Every day … Marlin warned Nemo of the ocean’s dangers and implored him not to swim far away. One day … in an act of defiance, Nemo ignores his father’s warnings and swims into the open water. Because of that … he is captured by a diver and ends up in the fish tank of a dentist in Sydney. Because of that … Marlin sets off on a journey to recover Nemo, enlisting the help of other sea creatures along the way. Until finally … Marlin and Nemo find each other, reunite and learn that love depends on trust. Pink, Daniel. 2012. To sell is human: The surprising truth about moving others. Riverhead books.
- 34. Once upon a time there was … an education crisis in our schools and communities across North America. Every day … large percentages of our children were not achieving proficiency in literacy skills to the point that some in our community even doubted whether they ever could. One day … we developed a simple and shared definition of what children had to know to be ready for school. Because of that … our early childhood centers and parents became better at helping all children enter kindergarten ready to learn Because of that … teachers were free to work more on skill development for each individual child. Until finally … every child, irrespective of ethnic or economic circumstance, became a proficient reader by the end of third grade.
- 35. “Review your school’s mission.” How has the mission statement been shared with the community? Would you make any changes to your schools statements? What, if any, are the commons themes for the mission statements?
- 39. WHAT? HOW? WHY?
- 42. A “balanced” school that is simultaneously TIGHT and LOOSE. • Tight on values • Loose on process: you can do it your way within the values
- 44. Whoever tells the stories, defines the culture. -Unknown
- 45. Values-fundamental beliefs (our preference) Moral-right vs. wrong, seeking the honest, the good and the right conduct in practice (how things ought to be) Ethics-a system of principles of conduct based on moral values.
- 47. Values affect how leaders respond to conflict and how they make decisions What if you are competive and Ambitious? vs. What if you are Co-operative and Gracious?
- 48. Characterize your leadership… Daft, R.L. 2002. The Leadership Experience. 229-231. Westin, Ohio: South-Western.
- 49. According to Social Scientist Milton Rokeach End Values = beliefs about the kind of goals or outcomes that are worth trying to pursue Instrumental Values = beliefs about the types of behavior that are appropriate for reaching goals (the means to the end) Found to be more or less universal across cultures BUT there are differences on how individuals and cultures order them into priorities.
- 50. A comfortable life Equality An exciting life Family security Freedom Health Inner harmony Mature love National security Pleasure Salvation Self-respect A sense of accomplishment Social recognition True friendship Wisdom A world at peace A world of beauty
- 51. Ambition Broad-mindedness Capability Cheerfulness Cleanliness Courage Forgiveness Helpfulness Honesty Imagination Intellectualism Logic Ability to love Loyalty Obedience Politeness Responsibility Self-control
- 52. Values affect • Our perception • How we relate to others • How we guide our choices and actions • How we respond to conflict and make decisions
- 53. Values affect If you value ambition and career success, then how might you view a mistake? If you value helpfulness and obedience, then how might you view a mistake? If you value ambition and career success, then you may view a mistake as a impediment to success If you value helpfulness and obedience, then you may view a mistake as a growth opportunity kjasdfasdf;lkjasdf
- 54. Values affect • How we guide choices and actions ex. If you value courage and standing up for what you believe, then how will you likely make decisions (whether popular or unpopular)?
- 55. Values affect • How we relate to others ex. If you value obedience, conformity and politeness, then you how might you relate to someone who is self-reliant, independent, creative and a bit of a rebel
- 56. Rational Leader Ethical Leader Concerned primarily with self and own goals and career advancement Considers other equal to self, shows concern for development of others Uses influence for personal gain or impact Uses influence to serve other others Promotes own personal version Aligns vision with followers’ needs and aspirations Demands decisions be accepted without question Stimulates follower to think independently and to question the leader’s view Insensitive to followers’ needs Coaches, develops, and supports followers, shares recognition with others Relies on convenient external moral standards to satisfy self-interests Relies on internal moral standards to satisfy organizational an societal interests -Howell, J. M. & Avolio, B. J. 1992. “The ethics of charismatic leadership: submission or liberation?”. Academy of Management Executive 6. 2, 43-54.
- 58. p. 95 We rally around the highest vision we can. We don’t always agree on the means for getting there. Our challenge is to inspire and remind folks of our unifying theme. Loose/Loose or Tight/Tight or Loose/Tight
- 59. What would you do?
- 60. • What are the continuum of options? • Why are these options good or not good? How do your values support or limit this option? • What is your decision?
- 61. What is the problem and is it a moral issue? What are the circumstances out of which the problem arose? Who is responsible to respond/do something? What are the relevant facts? Ask a lot of questions & get the details. What are the end results I want to receive? What is the right thing to do? What is the successful thing to do? What is your first inclination for course of action? Community Acceptability Test/Test for right vs. wrong. Does this solution conform to my school, community, district, professional code of conduct? Is it legal? Does it violate a code or standard regulations? Does it adhere to the values of the community? What would mother think if my decision shows up on the front page of the newspaper? Personal Value Test Does it adhere to my personal values? Can I sleep tonight? What ethical or moral principals are involved? (think about the 4 paradigms…justice v. mercy, short-term v. long term, truth v. loyalty, self v. community.) Apply the resolution principles…ends-based, care-based, rule-based What is the continuum of possible solutions? What are the advantages and disadvantages of each solution? Is there a trilemma option? What is your decision? Reflect on your decision.
- 62. Ends-based Rule based Care-based
- 63. Truth vs. Loyalty Individual vs. Community Short -term vs. Long-term Justice vs. Mercy Kidder (1995). pp 6-10.
- 64. Possible to make ethical decision based on good reasons that others can accept Hard choices under ambiguous circumstances Give reasons that work to objectively persuade (who are willing to judge us fairly) Engage in ethical reflection and justification
- 65. End-Based Thinking Rule-Based Thinking Care-Based Thinking Consequentialism vs. Nonconsequentialism The ice cream cone and the butt-end dilemma… Kidder (1995). pp 12-13
- 66. Page 70-71 “Obedience to the unenforceable” Lord Moulton p. 59
- 67. The 4 paradigms…the 3 principles… Why should we accept the principle of equality of educational opportunity? What purpose does equality of “educational opportunity” serve?
- 68. How should we act and why should we act that way? What is our process for justification and how is it possible for us to engage in production ethical reflection?
- 69. State and test systematically and accurately the principles that underlie our “gut” reactions. Get beyond • “Well, that is just your personal opinion” • “Aren’t you trying to impose your personal values on us?
- 70. I understand what defines the culture of my school. I understand how values and morals affect the culture of my school. I understand how values and morals affect leadership.
- 71. Sarah Adams has held many jobs in her life, including telemarketer, factory worker, hotel clerk and flower shop cashier, but has never delivered pizzas. Raised in Wisconsin, Adams is now an English professor at Olympic Community College in Washington. by Sarah Adams
- 73. Deirdre Sullivan grew up in Syracuse, N.Y., and traveled the world working odd jobs before attending law school at Northwestern University. She's now a freelance attorney living in Brooklyn. Sullivan says her father's greatest gift to her and her family was how he ushered them through the process of his death.