ISLLC Standard #5 Supporting Ethical

Decision Making

Laura Kent, Valerie Cervantez, Velma KitcheyanWorkshop Facilitators

Welcome

SCUSD Superintendent, Dr. Wilde Welcome

Why it is important for us, as leaders, to make ethical decisions.

© AZ Board of Regents, All rights reserved, 2012. 

Introductions

Laura Kent, Rice Elementary School Master Teacher

Valerie Cervantez, Rice Elementary School Master Teacher

Velma Kitcheyan, Rice Elementary School Master Teacher

© AZ Board of Regents, All rights reserved, 2012. 

Proposed Norms & Expectations

Stay focused and fully engaged no competing conversations please

Participate to grow share openly and monitor your listening

Be a learner create your own meaning and application

Get your needs met ask questions that benefit the group personal questions on breaks

Housekeeping silence cell phones handle business later share ONE point …then next person

Overview/AgendaIntroduction and/or Overview of Workshop

  10

Supporting Ethical Decision Making (to ensure student success)

  50

Conclusion & Developing an Application Focus

  15

TOTAL TIME:   75

Targeted Objective

By the end of the workshop participants will create a plan to apply identified strategies that will promote success of every student by acting with integrity, fairness, and in an ethical manner.

Guiding Questions

How do you support ethical decision-making and planning?

How do you use supportive collaboration to create a commitment to a school-wide ethical culture?

ISLLC Standards A principal may choose to implement specific strategies to meet

the ISLLC Standards and/or improve his/her performance relevant to the ISLLC Standards. The standards are:

1. Facilitating the development, articulation, implementation, and stewardship of a vision of learning

2. Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth

3. Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment

4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources

5. Acting with integrity, fairness, and in an ethical manner

6. Understanding, responding to, and influencing the political, social, economic, legal, and cultural context

Leadership ModelA Systems Thinking Approach: ISLLC Standards and

improvement strategies are managed through Key Processes

Student Achievemen

t Teacher Quality

Instructional Leadership

Implementing

Monitoring

Supporting

Communicating

Advocating

Planning

Sample Application Focus

ISLLC Standard #5: An education leader promotes the success of every student by acting with integrity, fairness, and in an et hical manner.

ISLLC Element, Criteria, or Targeted Behavior:

Current Reality (include evidence)

Ideas/Strategies to apply

Next Steps What additional data do you need? Who will you involve in process? What resources do you need?

My Application Focus Do WHAT? By WHEN?

Leaders demonstrate appropriate ethical and legal behavior. [including collecting data (factual, community, cultural) and using consistent process to make decisions]

Leaders demonstrate commitment to examine personal assumptions, values, beliefs and practices in service of shared vision for student learning [including commitments to , integrity, communication, and aligned behaviors]

Leaders plan and grow a culture of high ethical standards aimed at school improvement[including systems thinking, training, high expectations/standards, and assessments/data collection]

Leaders Monitor and Support Ethical Decision Making [how will you monitor and support ethical decision making on your campus/district]

What ideas, strategies, and/or concepts presented/discussed in this professional development provided reinforcement for things you already do well?

What ideas, strategies, and/or concepts presented/discussed in this professional development may address refinement for growth in your leadership role?

What is the projected impact to teacher quality and student achievement?

Application Focus

• At the conclusion of this module you will identify key concepts and plan your application focus

• In the column labeled “Current Reality” – Rate yourself on a scale of 1-5

5 = Highly effective 3 = Satisfactorily Effective 1 = Ineffective

– Describe the evidence that supports your application of this concept

Supporting Ethical Decision MakingGuiding Questions

How do you support ethical decision-making and planning?

How do you use supportive collaboration to create a commitment to a school-wide ethical culture?

Peace Wisdom Status Family

Fame Wealth Power Authenticity

Joy Success Integrity Love

Friendship Justice Influence Happiness

Truth Kindness Spirituality Loyalty

Passion Trust Knowledge Reliability

Teamwork Competitive-ness

Commitment Creativity

Honesty Fairness

Core Values

Honesty Should Not Go Unrewarded

REVIEW: Ethical Decision Making Approaches

1-Utilitarian Approach 2-The Rights Approach 3-The Fairness or Justice Approach 4-The Common Good Approach 5-The Virtue Approach

REVIEW: Ethical Decision-Making Process

Recognize the ethical issueGet the factsEvaluate alternative actionsMake a decision and test itAct and reflect on the outcome

The Rules of the Game The mood at Baileyville High School is tense with anticipation. For

the first time in many, many years, the varsity basketball team has made it to the state semifinals. The community is excited too, and everyone is making plans to attend the big event next Saturday night.

Jeff, the varsity coach, has been waiting for years to field such a team. Speed, teamwork, balance: they've got it all. Only one more week to practice, he tells his team, and not a rule can be broken. Everyone must be at practice each night at the regularly scheduled time: No Exceptions.

Brad and Mike are two of the team's starters. From their perspective, they're indispensable to the team, the guys who will bring victory to Baileyville. They decide—why, no one will ever know—to show up an hour late to the next day's practice.

Jeff is furious. They have deliberately disobeyed his orders. The rule says they should be suspended for one full week. If he follows the rule, Brad and Mike will not play in the semifinals. But the whole team is depending on them.

What should he do?

Collective Commitments

Collective commitments (or values) represent the promises made among and between all stakeholders that answer the following question:

What must we do to become the organization we hope to become?

Collaborative Buy-in for Commitment Development

The Principal: Creative Leadership for Effective Schools, Fourth Editionby Gerald C. Ubben, Larry W. Hughes, and Cynthia J. NorrisCopyright © 2001, 1997, 1992, 1987 by Allyn & BaconA Pearson Education CompanyBoston, Massachusetts 02116

Collaborative Buy-in for Commitment Development

Collaborative Buy-in for Commitment Development

Sample Commitment Statement

As members of the Stevenson High School support staff, we affirm our active participation in helping Stevenson achieve its mission to become an exemplary learning community. In fulfilling our respective responsibilities, we share the following common commitments:

We will foster a safe, nurturing, responsible, and positive environment that is conducive to the academic, ethical, and social growth of each individual student.

Adopted from http://www.allthingsplc.info/tools/print.php

Application Focus

Consider the guiding question, and think about connections between the ISLLC Standard and workshop’s key concepts

Use column labeled “Strategies/Ideas” List at least THREE things per box

Pair Share ONE strategy you learned today and how you plan to use it at your school.

23

Workshop Closure

Review the following… Targeted Objectives ISLLC Standard (Elements, Criteria, or

Targeted Behavior list on Application Focus) Next Steps

What additional data do you need? Who will you involve in process? What resources do you need?

Application Focus Do what? By when?

Workshop Closure

Please complete “Participant Feedback” form Grant research Improve future workshops