ISLLC Standard #5 Ethics & Integrity
Welcome participants and move to the next slide Name Workshop Facilitator AZ Board of Regents, All rights reserved, 2012.
Welcome Name of Superintendent Welcome Why Important Facilitator:If this workshop is implemented with an administrative team in a district, ask the superintendent to provide a welcome.Discuss the content of the workshop and ask him/her to prepare comments about why it is important in this district.Indicate that the comments should take only 1 to 2 minutes.Suggest that he/she tie the workshop to district goals or initiatives. List the name of the superintendent on this slide If the superintendent is not involved delete this slide FACILITATOR: You are expected to use the slides Leadership Model and ISLLC Standards to provide an explanation about this workshop is important for the ongoing professional growth of participants Why Important Say: To support you as a leader with the skills and ability to make ethical and legal decisions with consistency. AZ Board of Regents, All rights reserved, 2012. Overview & Introductions
Name of Facilitator Introductions Overview / Agenda Guiding Questions Targeted Objectives ISLLC Standards WELCOME SLIDE If this workshop is implemented with an administrative team in a district, ask the superintendent to provide a welcome.Discuss the content of the workshop and ask him/her to prepare comments about why it is important in this district.Indicate that the comments should take only 1 to 2 minutes.Suggest that he/she tie the workshop to district goals or initiatives. List the name of the superintendent on the slide.If the superintendent is not involved delete this slide OVERVIEW SLIDE Adjust the content of this slide to contain the items you will use (do).Reminder: It is strongly recommended that you list the targeted objectives on one poster and the guiding questions on another poster.It may be helpful to also list key vocabulary on another poster.These posters will enable you to reference this points through the workshop (especially during closure).Please adjust the order of the items on this slide to meet your needs/preferences. PROPOSED NORMS & EXPECTATIONS SLIDE: It is recommended that you read the headings only and allow participants to read the rest of the slide (your choice on how to present/facilitate, however it is important to introduce todays norms.You may want to add further explanation and emphasize Share ONE point (this norms allows everyone to have opportunities to add to the dialogue; if each person will share just one idea at a time, this enables everyone to be able share no one person dominates)After a brief discussion .ask group to raise their hands to indicate that they are willing to accept the proposed norms for today. LEADERSHIP MODEL The purpose of this slide is to present the BIG PICTURE and explain how this workshop fits into the ongoing professional growth of participants. SAY: From a systems thinking approach, this Leadership Model represents the KEY PROCESSES that a principal needs to apply to impact student achievement and teacher performance.An excellent instructional leader must apply all of these process to maximize impact on student achievement and teacher performance.In todays workshop we will incorporate strategies to help you apply [list name(s) of ones applied in this workshop]. NOTE: Systems thinking helps to us recognize the importance of each component of the system.Our goal is student achievement through quality instruction.As instructional leaders develop plans for school improvement, it is necessary that leadership recognize the impact each of the key processes have on the success of the improvement plan.If one of the processes is omitted, there will be a weakness in the plan and it is not likely to be successful. ISLLC Standards: The purpose of this slide is to present the BIG PICTURE and explain how this workshop fits into the ongoing professional growth of participants relevant to the content of all 6 ISLLC Standards. SAY: From a systems thinking approach, the principal must develop his/her skills to effectively address all 6 ISLLC Standards.A principal may choose to implement specific strategies to meet each ISLLC Standards and improve his/her performance relevant to the ISLLC Standards.To be a complete principal you must work to become proficient in all 6 areas or standards. In todays workshop we will incorporate strategies to help you [list name(s) of ones applied in this workshop]. NOTE:We suggest you read the first paragraph and the appropriate standard.And than ask shoulder partners to discuss key words in the standard. 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 Introduce todays proposed norms FACILITATOR: you may want to add further explanation Emphasize Share ONE point this norm allows everyone to have opportunities to add to the dialogue; if each person will share just one idea at a time, this enables everyone to be able share no one person dominates After a brief discussion .ask group to raise their hands to indicate that they are willing to accept the proposed norms for today. Student Achievement Teacher Quality Instructional Leadership
Leadership Model A Systems Thinking Approach:ISLLC Standards and improvement strategies are managed through Key Processes Student Achievement Teacher Quality Instructional Leadership Implementing Monitoring Supporting Communicating Advocating Planning SAY: From a systems thinking approach, this represents the influence of KEY PROCESS on student achievement, teacher performance, and administrative excellence.An excellent instructional leader must apply all of these processes to maximize impact on student achievement and teacher performance.In todays workshop we will incorporate strategies to help you apply these key processes. FACILITATOR:You may list the key process that will be addressed in the workshop Discuss how all of these components lead to student success and without one of the components the system will not be as successful 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: Facilitating the development, articulation, implementation, and stewardship of a vision of learning Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources Acting with integrity, fairness, and in an ethical manner Understanding, responding to, and influencing the political, social, economic, legal, and cultural context SAY: The focus of this workshop is ISLLC Standard #5 Facilitator, read the first paragraph and the appropriate standard. Provide an opportunity for participants to discuss why this standard is important. Ask: What are the consequences of not acting with integrity, fairness and in an ethical manner? Sample Application Focus
Pass this form out to all participants Directions are on the next slide In the column labeled Current Reality 5 = Highly effective
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 Describe this process and how it relates to the form they were just given Say: you will be allowed to evaluate your process and where you are at in your ethical making decision process. Upholding Ethical and Legal Standards Segment Guiding Question
How do leaders demonstrate ethical and legal behavior? Say:In this first section we will be discussing how leaders demonstrate ethical and legal behavior. Keep this question in mind as we move through this section. Expectation of Leaders:
The ISLLCstandards state that when educational leaders are making ethical and legal decisions they are to ensure the success of all students by being ethical and acting with integrity. (ISLLC 2008) The leader exhibits behavior that demonstrates: care and the best of intent for all students & learning engages stakeholders in shared decisions that advocate for every student and their learning, for educators and their commitment to the profession for the community they serve and shows evidence for decisions. Allow them to read the first bullet and do the following: (allow at least 15 minutes for this slide) Say: Note the key words 1. Table discussion : what does ethical and integritymean, whatdoes being ethical and acting with integrity look like/sound like? Ask for volunteers to share table responses: What does this mean and what does this look/sound like? SAY: With Table Partner discuss the second bullet, noticing the key words and consider the following questions What does care and best intent (for students) look/sound like? What recent school/educational/instructional decisions have you been involved in where there were multiple views on the course of action. What were the factors that led to the final decision? DO: lead group discussion of the above 3 questions What is the purpose of a Code of Ethics?
What motivates a person to follow aCode of Ethics? What are the barriers to preventingsomeone from following a Code ofEthics? Say: at your table group with your A/B partner discuss these questions and be ready to share. Based on responses from groups ask these follow up questions: How should one use a code of ethics? How often do you refer to the Code of Ethics? Is it discussed in district or school meetings? What are the most significant barriers to following a code of ethics? The National Educators Association Teachers (NEA) Code of Ethics
Compare - Contrast Handouts The American Association of School Administrators (AASA) Statement of Ethics for Educational Leaders The National Educators Association Teachers (NEA) Code of Ethics 10-15 minutes Do: Pass out the AASA statement of ethics and the NEA Teachers Code of Ethics Say: For this activity we are going to look at the AASA and NEA code of ethics, as a table group compare and contrast these two code of ethics, what do you notice about them? Which one do you feel is most applicable to your setting? Is the goal the same for both? DO: Allow groups to share Facilitate whole group discussion Questions to ask to facilitate discussion. What are your observations? What are the differences? Feelings, laws, science, and not following culturally accepted norms.
What Ethics are not: Feelings, laws, science, and not following culturally accepted norms. Why are these not part of ethics? Who needs to make ethical decisions? Say: We have discussed what ethics are; above is a list of what ethics are not; take a moment to think why these are not considered a part of ethics then the person with the shortest hair goes first and share why these are not considered a part of ethics and who needs to make ethical decisions. Do: Call groups attention back to you, then allow for whole group discussion Guide them to the goal if they are having trouble reaching this conclusion: The goal is here is for administrators to see in the code of ethics for both administrators and teachers that neither one of them talk about feelings or state that decisions are made based on feelings. Things to consider/to help guide discussion: Feelings provide information about a situation, what about those who feel they are right, regardless of the impact on others Laws: Laws provide a basis for ethics, however laws can be corrupt and can deviate from what is ethical. Science can provide us with information to help make a choice, but it can not provide the answer. Cultural norms: what is acceptable in one culture is not necessarily accepted in others. Santa Clara University: Applying Ethical and Legal Standards
What is the difference between an ethical decision and a legal decision? Say: As you read this question, think for a moment then share with your table group,is there a difference between ethical decision and legal decision? How are they different? How are they the same? Do:Give participants time to think about and discuss the differences/similarities. NOTE: Make this distinction if it does not come out in the discussion.Ethical decision making is usually deciding between right v. right and legal decision is usually right v wrong.Right v. Right is a situation where a decision could go in several appropriate directions and the issue is which is the best decision under the circumstances (more on this later). Read and Identify the ethical dilemma Questions to consider:
Handout :A Camera in the Classroom Read and Identify the ethical dilemma Questions to consider: Does the administration have the authority/right to use the video to identify who was in the room? Does this violate the students due process? Pass out: A Camera in the Classroom Say: Read A Camera in the Classroom, as you are reading think about the following: does the administration have the authority/right (legal and ethical) to use the video to identify who was in the room? Does this violate the students due process? We will be usingRound Robin Rally to Share what you believe to be the right thing to do and why, remember there is no right or wrong answer and know that this is an actual situation. Be ready to discuss with the whole group. Round Robin Rally Structure: 1. Participants select partners 2. Decide A/B 3. A goes first and answers the first questions, B responds 4. B answers the first questions A responds 5. A responds to the second questions, B responds to A 6. B answers second question A responds. 7. When all pairs are done, ask the teams to share whole group responses. Legal Decision Event A: The Superintendent directs the confiscation and search of the contents of suspected student photographers cell phones, and voice mails, to identify the student who took a nude locker room photo. Issue: Can school personnel confiscate students portable electronic devices and search their contents, and access voice mail? Say: Each group will answer the following questions and be ready to share: What is the relationship of the law with the two opposing rights? Is there any ethical dilemma impacting the legal question?If so, what are the two rights of the dilemma? Reach consensus on the following: Report to whole group the legal question, the ethical dilemmas (both rights), the relationships, the decision you made, how you made it and why. Under T.L.O., reasonable grounds to believe a particular cell phone would contain evidence of violation of law or school rules, must exist to seize that phone. Then reasonable grounds to expect a particular source of information stored on the phone will reveal violations must exist to search that source (e.g., stored photos, text messages, directories, etc.). Accessing voice mail stored on a cell phone service providers servers would violate state wiretap and related laws. Conclusion: Any current discussion of school searches really begins with the U.S. Supreme Courts decision in New Jersey v. T.L.O., 469 U.S. 325 (1985). The Supreme Court, in the Courts first ruling that the 4th Amendment would apply to student searches conducted by school personnel, dealt with a sequence of events beginning with investigation of a violation of a school policy (smoking in a restroom), which led to the search of a girls purse, where a school administrator found a pack of cigarettes, then searching further found cigarette rolling papers, marijuana, a pipe, empty plastic bags, a substantial amount of money, two letters implicating the student in marijuana dealing and a list of other students owing money to the girl. The evidence was turned over to the police. Analysis: search against the invasion which the search entails [citation omitted]. On one side of the The Court recognized that a Fourth Amendment analysis requires balancing the need to 469 U.S. at 337. The Court continued: Against the childs interest in privacy must be set the the other, the governments need for effective methods to deal with breaches of public order. balance are arrayed the individuals legitimate expectations of privacy and personal security; on The Court distinguished between searches by school officials and those done by police: on school grounds. Id. at 339. substantial interest of teachers and administrators in maintaining discipline in the classroom and We hold today that school officials need not obtain a warrant before substantial need of teachers and administrators for freedom to maintain accommodation of the privacy interests of school children with the searching a student who is under their authority. Id. at 340. [T]he order in the schools does not require strict adherence to the requirement student should depend simply on the reasonableness, under all the violated or is violating the law. Rather, the legality of a search of a that searches be based on probable cause to believe that the [student] has circumstances, of the search. Determining the reasonableness of any determine whether the search as actually conducted was reasonably action was justified at its inception, [citation omitted]; second, one must search involves a twofold inquiry: first, one must consider whether the VVU Fall 2007 The Trust first place. Id. at 341. related in scope to the circumstances which justified the interference in the The Court continued: grounds for suspecting that the search will turn up evidence that the school official will be justified at its inception when there are reasonable Under ordinary circumstances, a search of a student by a teacher or other are reasonably related to the objectives of the search and are not Such a search will be permissible in its scope when the measures adopted student has violated or is violating either the law or the rules of the school. excessively intrusive in light of the age and sex of the student and nature them a variety of legitimate, non-contraband items, and there is no reason to conclude that they The Court expressly recognized that school children may find it necessary to carry with of the infraction. Id. at items plays an important role in analyzing searches of electronic devices. grounds. Id., at 339. This protection of a students privacy interest in legitimate, noncontraband have necessarily waived all rights to privacy in such items merely by bringing them onto school Have Courts Recognized a Reasonable Expectation of Privacy in Students Electronic In Klump v. Nazareth Area School District, 425 F.Supp. 2d 622 (E.D. Penn. 2006), the District To date, one court has examined this question in a published opinion, with mixed results. Devices and Their Data? Court dealt with a students cell phone displayed in violation of a school policy which prohibited directory in order to determine whether they also were violating the schools cell phone policy, student and, with an Assistant Principal, (1) called nine other students listed in the cell phones use or display of a cell phone while school is in session. The teacher took the phone from the and (2) accessed the students text messages and voice mail, and (3) conversed with the students The school had a policy permitting students to carry, but not use or display, cell phones owner. younger brother by using the cell phones instant messaging feature, pretending to be the phones The student and his parents sued the school district, its Superintendent, and the Assistant leg, where it was seen by his teacher, who confiscated the phone in accordance with the policy. during school hours. The students phone apparently fell from his pocket and came to rest on his Principal and teacher who searched the phone. They alleged violations of the Pennsylvania Pennsylvania Constitution, negligence and a claim for punitive damages. Amendment right to be free from unreasonable searches and seizures, a similar claim under the Wiretap Act, false light invasion of privacy, slander, violation of the students Fourth violated the school policy prohibiting use or display of cell phones during the school day. So the teacher was justified initially in confiscating the cell phone as contraband, as the student had Addressing the search and seizure questions, the court relied upon T.L.O. to find that the initial seizure of the cell phone discovered by the teacher was defensible. in the phones directory to try to find evidence of other students misconduct (the other students The next action taken, when the Assistant Principal and the teacher called other students VVU Fall 2007 The Trust reveal that [the phones owner] was violating another school policy; rather, they hoped to utilize authorized under T.L.O. They had no reason to suspect at the outset that such a search would own violation of the schools cell phone policy), was found beyond the scope of searches his phone as a tool to catch other students violations. 425 F.Supp. 2d at 640. stored voic s and text messages. Relying on the Pennsylvania Wiretap Act, 18 Pa.C.S.A. phones directory to call students whose names were found there, they accessed the students Taking the analysis a step farther, after the Assistant Principal and teacher used the cell 5741, which prohibits unauthorized access to a wire or electronic communication while it is in stored voic on the cell phone service providers server was protected under the Act. The directory, stored within the cell phone itself, were not protected by the Wiretap Act, but (2) electronic storage in a facility, the court ruled that (1) the students call log and phone number court found that caller identification on a cellular phone is similar to the function of a paging provider and not in the cell phone itself. Id. at information. [but the students] voic , at least, would have been stored by his cell phone device; it records the identity of the caller, but does not allow for the communication of any Klump, no Wiretap Act violation would be found for accessing text messages. But the search of on the cell phone service providers server. On this assumption, under the courts analysis in It is the authors understanding that text messages are stored in a cell phone itself and not any of the phones contents in response to a mere violation of a schools cell phone possession or , et seq. And in Arizona the unauthorized procurement of a telephone record, Laws like the Pennsylvania Wiretap Act are found in Arizonas Criminal Code, at A.R.S. use ban would not be sustained as a valid school search anyway. defined to include information retained by a telephone company (including cell phone service In this instance, the possession of a cell phone, alone, is not apparently a violation of prosecution in 2006; see, A.R.S. , et seq. providers), was made an unlawful practice and a basis for a civil cause of action and criminal Verde Vista school policy. Confiscation of cell phones followed by a search of the phones search justified at its inception based on reasonable grounds that the search would reveal applied in Klump, be justified at its inception, unless the T.L.O. test can be met: (1) was the stored photos, directory, call history or stored text messages would probably not, under T.L.O. as When school personnel are investigating an allegation that a student used a cell phones camera related to its objectives and not excessively intrusive in light of the nature of the infraction. evidence of the users own violation of law or school rules, and (2) was the search reasonably feature to photograph a classmate undressed in a locker room, in violation of state law, school search for the locker room photo on the phone itself would probably be sustained. Accessing students possession was the one used to take the photograph, accessing stored photographs to policy or both, and there are reasonable grounds under T.L.O. to believe that the phone in the additional data stored on the phone, e.g., text messages, directories, call history, etc., would be Accessing voic stored on a cell phone service providers server, or other data that VVU Fall 2007 The Trust subject to the same test as to each area searched. wiretaps and security of telephone records, and form a basis for civil and criminal liability. may reside electronically outside the cell phone would probably violate state laws governing Our Loss Of Wisdom Education, Humanity, Morality, Ethics, And Labor
Barry Schwartz: Professor of Social Theory and Social Action, Swarthmore College Barry Schwartz: Our Loss Of Wisdom - Education, Humanity, Morality, Ethics, And Labor 2009 Our Loss Of Wisdom Education, Humanity, Morality, Ethics, And Labor Video Purpose: Balancing rules and wisdom Video Information:Barry Schwartz: Professor of Social Theory and Social Action, Swarthmore College:Our Loss Of Wisdom Education, Humanity, Morality, Ethics, And Labor Three segments of this video will be shown in three parts, part one now and the other 2 on 2 other sides. The 1st is with segment #1 and will begin at 1:09 and you should stop it at 3:38, show this segment now. The 2nd with segment #2 will begin at 3:36 and you should stop it at 5:00, show this segment on slide 35 The 3rd with segment #3 will begin at 5:55 and you should stop it at 8:38, show this segment on slide 45 Show video Say: while watching this video clip, think about this question, who needs to make ethical decisions? Lead whole group discussion on who needs to make ethical decisions. How do we make ethical decisions?
Handout:A Framework for Thinking Ethically There are 5 sources of ethical standards Utilitarian Approach The Rights Approach The Fairness or Justice Approach The Common Good Approach The Virtue Approach As a table group Read & discuss your assigned section Be prepared to share KEY POINTS As you listen to the reports Decide which approach fits for you Pass out a Framework for Thinking Ethically Say: To help us understand how we make decisions we want to look at the 5 approaches to making an ethical decision; the handout gives an explanation of each. Each table group will be assigned one of the approaches, you will be given about 5 minutes to read your assigned approach, discuss possible pros and cons, and prepare to share with whole group. Do: Assign an approach to each group, at the end of 5 minutes Say: As each group presents their approach listen and identify which one fits you best. Ask: participants to note the approach that feels most comfortable to them; you will be using this later. Steps to Making Ethical Decisions
First section of the same handout Recognize the ethical issue Get the facts Evaluate alternative actions Make a decision and test it Act and reflect on the outcome Do: Review the steps to making Ethical Decisions, ask participants to compare this process with the process they currently use, how does it compare? Say: The steps to making an ethical decision are the same, regardless of the approach you identified yourself with. In the next activity I will model the steps, then you will have the opportunity to use the approach that best fits you along with applying the steps to making an ethical decision. Apply Process Facilitator lead
Handout:Cheating Yourself Read article and make notes Be prepared to make a decision Lets walk through the steps of making a decision Lets consider each approach Pass out Cheating Yourself Facilitator models the steps to making an ethical decision. Say: I will lead you through the steps of making an ethical decision 1. Recognize the ethical issue identify the ethical issue 2. Get the facts identify the facts 3. Evaluate alternative actions identify alternative actions based on each of the following approaches: Utilitarian Approach The Rights Approach The Fairness or Justice Approach The Common Good Approach The Virtue Approach 4. Make a decision and test it make a decision 5. Act and reflect on the outcome (this one cannot be modeled but discuss possible outcomes and ways you can reflect on the choice that was made) Remind them that reflecting on the outcome should always be discussed to help guide future decisions. Do: Before moving to the next slide separate participants into groups based their preferred approach. Try to have 3-4 person groups, try to have all approaches represented;multiple groups for the same approach is okay if needed. Working in LIKE-GROUPS Your turn! Read: Keep the Classroom Confidence
Apply Process Handout :Keep A Classroom Confidence Handout :Ethical Decision Making Graphic Organizer Working in LIKE-GROUPS Your turn! Read: Keep the Classroom Confidence Complete the graphic organizer Say: You should be in a group with others that use the same approach as you. Complete the graphic organizer Do: Once participants are in groups pass out the Keep A Classroom Confidence case study and Ethical Decision Making Graphic Organizer and have participants apply the approach they have chosen filling in each section. Participants have about 10 minutes to complete this. Apply Process (continued)
Return to home group Share results Were the results different? Share conclusions with whole group Say:Return to your home group, (note to facilitator try to ensure that there is representation from each approach in each group) have groups share the dilemma, the process and the decision that was made, allow for whole group discussion, participants to ask questions. Goal: participants are to share the decision that was made with each of the approaches where the results different, similar, same? Allow for group discussion. Use column labeled Strategies/Ideas
Application Focus Consider the guiding question, and think about connects between the ISSLC Standard and workshops key concepts Use column labeled Strategies/Ideas List at least THREE things in the first row Pair Share ONE strategy you learned today and how you plan to use it at your school. Say: Using the handout application focus form, complete the column labeled Strategies/Ideas when you are done go to break(first row) Note to Facilitator: assign time to return, base return time on number of participants and time remaining for remaining 2 sections. Break Time Personal Values and Beliefs Segment Guiding Question
How do personal values and beliefs impact decision making? Say:In this section we will be discussing how your personal value system and beliefs impact your decision making, keep this question in mind as we move through this section. Personal Values Impact Ethical Decision-Making
Ethical dilemmas sometimes come about when the choices we must make conflict with our core value system. Take a moment to think about the last time that you made a difficult decision with no clear cut right answer. What was the ethical dilemma? How did you come to the choice you made? What values guided your decision? Say:Read the fist two bullets and answer the questions with your A/B partner Facilitator: Call on volunteers to share some of the values that impacted decisions. Record on chart paper. Aesthetic Values: Art, Beauty, Attractiveness
What are Values? Aesthetic Values:Art, Beauty, Attractiveness Scientific Values:Knowledge, Truth, Experiment Economic Values:Production, Efficiency Instrumental Values:Effectiveness, Usefulness Moral Values: Fairness, trustworthiness, liberty, faith, hope, equality, respect Say: Values can be broken into many different categories, here are just a few. Moral values are partly emotional and partly factual. Do:Note and point out whether any of the previous values are on this slide. Brainstorm additional values and list on chart paper. Expect a lot of diversity in values Core Values Exercise Step 1: Examine the 17 core values on the next slide (on handout) and add to them if what you consider to be one or more of your core values are missing.The blanks are for adding these missing values. For example, perhaps faith is a core value and you may want to enter it on the list. Say & Do: In this activity each person is going to identify his/her top 2 core values.We know that we have a lot of different core values, however identifying our top two core values will allow you to better understand how you make choices and decisions each day. Review directions on the slide then go to next slide. Core Values Peace Wisdom Status Family Fame Wealth Power Authenticity
Handout:Core Values 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 Say & Do: I am passing out a chart that has a list of core values with 30 values listed.There are 2 blank spaces; if there is a core value that you feel is part of you that is not listed,add it to one of the blank spaces in the chart. NOTE:Participants may refer to the values listed on chart paper from previous exercises.Then separate (cut or tear) each of the value sections into 32 pieces of paper, each with a different value on it. Step 3: Reduce the 10 down to 5 core values.
Core Values Exercise Step 2: Reduce the total list of core values to 10 by eliminating those with lowest priority (to you).Simply draw a line through those that have lesser importance. Step 3: Reduce the 10 down to 5 core values. Step 4: Reduce the 5 down to 2 core values. Say: Now here comes the difficult part, you need to start eliminating values that are not as important as some of the others, in other words you need to prioritize your priorities. I will come by with a garbage can for you to toss the priorities that you decide are of lesser importance Do: have participants complete each step give a few moments between each step, before moving on to the next step walk around with the trash can and have the participants toss the ones they eliminate away. Say: as you eliminate go with your first instinct, this will provide a more honest picture, do not spend too much time thinking about each of these. You should keep these in mind as you go about your daily life, and
Core Values Exercise The result of this exercise is that you now know the two essential values in your life. You should keep these in mind as you go about your daily life, and Insure you are remaining faithful to them because they are the essence of who you are. Say: the 2 essential values that are left are the two essential values in your life are you surprised or do you feel this was right on target? Do: call on volunteers to discuss Ethics Thought Exercise
What moral values are involved in driving? What about photo radar cameras? What about annoying drivers (cut in front, jump ahead, push into lineups)? What moral values are involved in administering standardized tests?Assigning students to teachers?Doing morning playground duty?Preparing for class instruction? Say: Think about the first 3 bullets and consider what values are involved in driving?Safety so no one gets injured, within speed limit, keeping insurance up to date, care maintained, etc. These are values do you consider them moral values? Call on volunteers to discuss Say: Now look at the last bullet Are morals involved when administering standardized test, assigning teachers to duties and planning time? Discuss this a table group (call on groups to share) Do Values Impact Ethical Decision-Making?
Write your 2 core values on the sticky notes, 1 per sticky note Do not include your name Place sticky notes with your core values under the approach you feel most comfortable with or prefer for any reason Discuss in your groups any relationships or observations you see Materials needed for this slide: Sticky notes & chart paper used earlier.Write the name of each approach on a separate chart paper and stick on wall. Utilitarian Approach The Rights Approach The Fairness or Justice Approach The Common Good Approach The Virtue Approach Participants will come up and share what the common core values are in each of the approaches.Write questions to lead discussion DO: have a participant from each approach come up and share the core values that are posted. After each group shares do the following: ASK: What do you notice? Is there a connection between core values and the approach to making ethical decision? (call on volunteers to discuss) Barry Schwartz: Professor of Social Theory and Social Action, Swarthmore College
Barry Schwartz: Our Loss Of Wisdom - Education, Humanity, Morality, Ethics, And Labor 2009 Practical Wisdom Barry Schwartz - Continued Video Purpose:Balancing rules and wisdom Video Information:Barry Schwartz: Professor of Social Theory and Social Action, Swarthmore College:Our Loss Of Wisdom Education, Humanity, Morality, Ethics, And Labor Three segments of this video will be shown: The 1st is with segment #1 and will begin at 1:09 and you should stop it at 3:38, this was shown on slide 17. The 2nd with segment #2 will begin at 3:36 and you should stop it at 5:00, show this slide now. The 3rd with segment #3 will begin at 5:55 and you should stop it at 8:38, show this on slide 45 Do: activity before showing the video Activity: Say: What is the relationship of ethical thinking, values and ethical approaches to acting on principles and following the rules. Discuss as a table group and come to a consensus, I will call on groups to share. Do: Show video once discussion complete A Wise Person: Practical Wisdom
Handout: A Wise Person A Wise Person: Knows when and how to make the exception to every rule. Knows when and how to improvise (jazz musician). Knows how to use these moral skills in the pursuit of the right aims (to serve, not manipulate). Is made not born (experience). Say: according to the video clip these are what makes a wise person (review the 4 points on the slide) Ask: What is practical wisdom it is the combination of moral will and moral skill? DO: Pass out the Wise Person handout and have participants complete the questions, allow time for them to complete the handout and then discuss each question Summarize segment learning - Do values play a role in these codes? The AASA Code of Ethics
Ethics vs. Law Do values play a role in these codes? The AASA Code of Ethics The NEA Code of Ethics Which Code of Ethics would align more with your core beliefs? Do and Say: Refer back to comparison/contrasting of AASA and NEA Codes of Ethics briefly summarize that discussion Say: you had the opportunity to identify your core beliefs, which one of the Code of Ethics aligns with your core beliefs? Ethics vs. Law Considering the large diversity of human actions, interaction, needs and interests Might the law contradict your values/ethics or contradict common sense? Describe a time when you had to make a decision based on rules and the decision did not align with your core beliefs. Do and Say: at each table group share with your group a time when you had to make a decision based on rules and the decision did not align with your core beliefs. Share out Ask: Should the law have the ability to include ethical considerations? Discuss as a table group, person with birthday closest to today goes first. Follow-up question: does your district policy provide flexibility for administrative decisions that have unusual circumstances. Use column labeled Strategies/Ideas
Application Focus Consider the guiding question, and think about connects between the ISSLC Standard and workshops key concepts Use column labeled Strategies/Ideas List at least THREE things in 2nd row Pair Share ONE strategy you learned today and how you plan to use it at your school. DO: allow participants complete the applications handout go to next slide and begin break (row two) Break Time Take a 15 minute break
Say: as you complete the application form go ahead and take a break and return by _______. Note to facilitator: give break time based on length of workshop, anywhere between 5 and 15 minutes. You can also let forgo to break of participants agree. Maintaining High Standards Segment Guiding Question
How do you build a culture of high ethical standards? Say: In this final section we will be discussing how leaders build a culture of high ethical standards. Keep this question in mind as we move through this final section. What is the impact of a quote like this on daily decision-making?
Your thoughts The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy. Dr. Martin Luther King Jr. What does this quote mean to you in terms of ethical school leadership? What is the impact of a quote like this on daily decision-making? Do: Read the quote and ask the 2 questions. Instruct the groups to discuss with A/B partner, call on volunteers to discuss questions whole group Building Cultures of Integrity
Handout: Building Cultures of Integrity Handout:Building Cultures of Integrity graphic organizer Working in pairs/teams Read the article as a team divide it up as you choose Discuss your perceptions of the superintendent decisions. What processes did the superintendent use to make her decisions? Pass out: Building Cultures of Integrity and the Building Cultures of Integrity graphic organizer Say: Working in pairs or teams (depending on class size) each team reads the article and use the graphic organizer to note the important aspects of each section. Do: Lead a discussion with the questions on the slide and then ask if they agree with the decision that was made, why or why not? Apply:Think for moment what you can learn from this article and how can you apply that learning to your own leadership style?To your schools ethical behavior? Building Cultures of Integrity
What is your reaction to the following quote from article? People always think you should use a legalistic approach when it comes to the other guys issues or complaints.But when it comes to my issue or to my child, then I want you to have a heart, to understand their transgressions and to consider all the circumstances. True or False?WHY? Lead discussion with the following questions: Say: How do you as a principal respond to this type of thinking? When Only Rules Guide Decisions
Barry Schwartz: Professor of Social Theory and Social Action, Swarthmore College Barry Schwartz: Our Loss Of Wisdom - Education, Humanity, Morality, Ethics, And Labor 2009 When Only Rules Guide Decisions Video Purpose:Balancing rules and wisdom Video Information:Barry Schwartz: Professor of Social Theory and Social Action, Swarthmore College:Our Loss Of Wisdom Education, Humanity, Morality, Ethics, And Labor Three segments of this video will be shown: The 1st is with segment #1 and will begin at 1:09 and you should stop it at 3:38, this was shown on slide 18 The 2nd with segment #2 will begin at 3:36 and you should stop it at 5:00, this was shown on slide 35 The 3rd with segment #3 will begin at 5:55 and you should stop it at 8:38, show this now Before starting video- ASK: is there ever a time that only rules should guide decisions? Do: Call on volunteers and lead discussion Say: Lets look at the video and see ifyou have faced anything similar After Video- ASK: how does ethics and integrity play into this situation, if the leaders had considered more than just rules do you think the decision would have been different? If so how? Table Group discussion
In round-robin format Each person shares ONE story of a difficult decision and solutions/outcomes (if known) Then answer the following What made the decision difficult? Was the decision rule based or ethics based? Was there a conflict between ethics and rules? Say: Discuss at your table, share a time when you were faced with a having to make a difficult decision and the solutions use the three questionsto guide you. After each person in your group shares, decide as a group which story to share. If time is an issue, ask that one volunteer at each table share a story. Do: Allow time for discussion then have each table share one story. Table Group discussion - continued
Continuing in round-robin format How are difficult decisions made in your school? Are they more rule driven or principle driven? What happens if a principal or teacher makes a decision that does not adhere to a rule but is a good ethical decision? What happens if an honest, sincere effort to make an ethical decision backfires? SAY: as leaders we are constantly faced with having to make choices and decisions that have ethical implications, but we have rules to follow and sometimes there is a conflict.Think about this for a moment, then I will call on participants: Would applying the Martin Luther King quote The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy, have helped in these circumstances? Do: bring up the remaining questions and allow members to discuss with table groups Ask participants to share ahas Table Discussion & Brain-Storming
Based on todays learning, lets discuss some strategies for starting or continuing ethical driven decision making in your school. Say: Now that we have an understanding of our core values and how they relate to the decisions we make each day, we need to begin thinking about how we can focus on making ethical decision making a norm on our campuses or within our district. Take a moment to brainstorm some ideas how this can happen?Remember to think more about promoting ethical behavior and decision-making than rules/procedures.Dont forget to consider training, communication. SAY: We will be using the MCREL planning process on the next slide to begin to develop a plan outline. Provide minutes Decision-Making Process for Ethics Activity
Step 1 Collect & Organize Data Info from articles & personal experience Step 2 Analyze Data Identify facts Step 3 Interpret Data Summarize patterns into problem statements Generate potential solutions Evaluate solutions Step 4 Plan to take action List agreed-upon action steps or strategies DO: Distribute Handout: Planning Process Organizer for Ethics Activity SAY: This organizer follows the McREL planning process and is organized to help you with this activity. NOTE:Use both front and back of the organizer if time permits, otherwise just use the front side. Go to next slide Adapted from Evidence-Based Decision Making (McREL) A School-wide Perspective
Handout :Planning Process Organizer for Ethics Segments 1 and 2 Introduced: Decision-Making Approaches and Process Impact of Personal Values on Decision-Making Now you will apply that knowledge to: Collect & Analyze relevant data/information from past practice and/or experiences/trainings Interpret the data by summarizing information into a problem statement Generate multiple potential solutions Evaluate potential solutions Select best fit and plan action Do:Briefly remind participants of the approaches, decision-making process and impact of values in ethical decision-making. Say:There will not be enough data or time to develop a school-wide plan for an ethical decision-making culture.Therefore we will just focus on an area that has been in the news lately and is a growing issue electronic media in the classroom.You may use the articles provided as data sources or experiences you are familiar with in your district or community or both. Provide minutes Preparing to Take Action
Handout: Free speech, social media collide at Goodyear school Handout :Teacher compares student to 'orangutan' on Facebook In table groups Read both articles (scenarios) divide up task - your choice Apply the Decision-Making Process 1st Provide a potential solution For each scenario 2nd Develop appropriate School-wide Guidelines for the Ethical Use of Electronic Media in Your School These articles all have to do with social media SAY:Use these articles to provide thoughts about policy, procedures, training that will need to be part of the plan to develop stronger ethical decision-making with the use of electronic media in the school.Also, consider real instances from within your district or neighboring districts. Do:Address any questions. Share plans 15 minutes The Ethical Literacy Learning Community
School Culture Assessment by the Institute for Global Ethics (IGE)-- IGE has developed a simple user-friendly assessment instrument to gain an understanding of how your culture rates. This instrument is administered electronically; once all data is collected, the Institute will provide a short analysis of your culture based on responses. Student and adult versions available. Target Audience:Teachers, Staff, and Administrators. Timeframe: Varies the assessment takes on average 8-18 minutes to complete Participants: All administrators, teachers, and staff, and students. Location: At your school, at IGE offices, or via electronic conferencing Info only! ASK: What impact would a culture of ethical decision-making (or culture of integrity) have on an individuals ability to make the right decisions in times of stress? Here is a link to a website that offers you the opportunity to assess the ethical culture on your campus/district, the survey is free. ASK: how could a survey like this help you as leaders in assessing your ethical culture at your school? Closure & Application Focus
Review & Connect Targeted Objectives Guiding Questions Elements/Themes or Behaviors Use column labeled Strategies/Ideas connect todays work with the Research-Based Critical Behaviors. List at least THREE things per box Review the Targeted Objectives & Guiding Questions (remember, it is recommended these be posted and referenced through the workshop). Discuss and connect learning tasks/activities, guiding questions, and targeted objectives to the appropriate ISLLC Elements/Themes or behaviors (facilitate whole group discussion of connections and potential application). Guide participants to the APPLICATION FOCUS.Briefly review the column label Current Reality.Challenge participants to consider HOW their understanding of and capacity to implement these behaviors grown? Next, ask participants to make notes that connect the concepts shared in this module with those behaviors by listing ideas/strategies theyve learned in the column labeled Ideas/Strategies.Ask participants to list at least three things (these may include things you are already doing, have learned today, or may apply from other sources). Provide at least 5 minutes for participants to complete this portion. AZ Board of Regents, All rights reserved, 2012. Application Focus (continued)
Consider three questions Reinforcement, Refinement, & Impact Next Steps What additional data do you need? Who will you involve in process? What resources do you need? Action Plan Do what? By when? Before working across the APPLICATION FOCUS please consider the three questions at the bottom. What ideas, strategies, and/or concepts presented in this module provided reinforcement for things you already do well? What ideas, strategies, and/or concepts presented in this module may address refinement for professional growth in your instructional leadership role? What is the projected impact on teacher performance/quality and student achievement? After considering those questions, complete the APPLICATION FOCUS by working across each row (last two columns). Consider what Next Steps may be necessary by answering the three questions in the column labeled Next Steps. My Application Focus (last column) should describe your actions during the next three weeks by specifically stating who will do what by when.Make sure the what is observable and measureable.Please take out your calendar and list these deadlines on your calendar. Provide at least 10 minutes for participants to complete this portion. AZ Board of Regents, All rights reserved, 2012. AZ Board of Regents, All rights reserved, 2012.
Workshop Closure In table groups (in a round robin format) Share one new learning and describe how you will apply it in your job NO REPEATS! Facilitate discussion in table groups (in a round robin format) Ask each participant to share one new learning and describe how they will apply it in their job. Emphasize that each person must have ONE unique item to share no repeat ideas. Provide at least 5 minutes for participants to complete this portion. AZ Board of Regents, All rights reserved, 2012. AZ Board of Regents, All rights reserved, 2012.
Workshop Closure Follow-up coming in 3 wks Please complete Participant Feedback For grant research To improve future workshops Explain to participants that they will receive anin approximately 3 weeks.It will include a link to the Application Focus Reflection for Leaders, which ask participants to review their APPLICATION FOCUS and reflect on success and/or progress. Ask participants to complete the Participant Feedback. Please request paper copy or online link from ASU-MLFTC School Partnership Grant Programs AZ Board of Regents, All rights reserved, 2012.