1. ISLLC Standard #5 ISLLC Standard #5 Implementing an Ethical Decision Making Process Name Workshop Facilitator

2. Welcome  Name of Superintendent  Welcome  Why Important © AZ Board of Regents, All rights reserved, 2012.

3. Overview & Introductions  Name of Facilitator  Overview  Agenda  Targeted Objectives  Guiding Questions  ISLLC Standards  Introductions © AZ Board of Regents, All rights reserved, 2012.

4. 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

5. Leadership Model A Systems Thinking Approach: ISLLC Standards and improvement strategies are managed through Key Processes Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning

6. 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

7. Sample Application Focus (Handout)

8. Application Focus (Handout) 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 At the conclusion of this module you will identify key concepts and plan your application focus

9. Implementing an Ethical Decision Making Process Guiding Question  How do leaders implement a school wide ethical decision making process that ensures consistent ethical decision making?

10. Expectation of Leaders: Ethics involves seeing the difference between right and wrong.  Think of a time when you let your feelings influence a decision….  Was this a time when you ignored what was right because it was easier?  Did your thoughts echo this statement………… “I want to move forward with this but he/she will not be happy if I do, so lets just leave things the way they are.”

11. The Need For Ethics  Some philosophers argue that the very point of ethics is to help us arrive at certain standards or decisions that we all are to live by when all of us are affected by each other's behavior.

12. Three Easy Routes to a Closed Mind  Dogmatism,  Off-Hand Self Justification,  Relativism  A 21 st century ethical toolbox, by Anthony Weston, oxford University Press, 2001  In order to implement an ethical decision making process, leaders need to be aware of these and put forth an effort to avoid acting with a closed mind.

13. Dogmatism  Dogmatists are unshakably committed to one answer to an ethical question, or perhaps to all ethical questions.  They may appear to listen (or not), but they will not change their minds. Name "the" issue, and they know the answer already

14. How you can avoid acting as a Dogmatist  Whenever you find yourself insisting too strongly on some view of your own, try to stop yourself and really listen to the "other side."  Seek out arguments for the other side(s). To look at the reasons for other and opposed positions both helps you understand the positions better, and may begin to introduce some more complex thinking  Adjust your language. Instead of categorical statements of opinion, especially bumper-sticker- style slogans (Meat is murder), speaking in an open-ended way will help you begin to think in an open-ended way as well

15. Off Hand Self-Justification  When something someone says is challenged, a natural first reaction is to defend whatever it was they just said, even if the challenge was exactly on target  A kind of automatic excuse-making or defensiveness, or what we sometimes call "rationalizing.”

16. How you can avoid becoming Off Hand Self-Justification  Making excuses usually allows us to get into worse trouble. When we rationalize, we saddle ourselves with unintelligent opinions, invented off the top of the head, that are likely to be full of holes too. It's not a winning game  Watch for telltale anger or irritation at being challenged. We often become irritated or angry when our especially precious excuses are too persistently or effectively challenged. We may also get angry at the person challenging us. Take the irritation as a warning sign  Avoid the automatic counterattack. Are you trying to "win," or to learn? Watch your voice tone; are you conveying ridicule, irritation?

17. Relativism  "It's all relative." What's right for you may not be right for me. Mind your own business. Don't criticize. Any opinion is as good as the next  At least, it's mind opening to look at other points of view, and no one point of view is likely to have a monopoly on the truth  Relativists conclude that there is no legitimate basis for arguing about ethical issues at all. It's all just opinion, and one opinion is as good as another  Relativism may appear to be a model of open- mindedness, but it actually has just the opposite effect. It begins to close our minds instead

18. Countering Relativism  Ethics often concerns matters that affect us all. E.g. If the air is polluted, it doesn't merely affect the polluters. Many basic moral or ethical issues are everyone's business  "Mind your own business" is an antisocial response. It avoids thinking on the relativist' s part, and refuses to acknowledge that on some issues, however much we differ, we still need to work out some way of going on together

19. Pair Share (Pick one)  Share ONE scenario in which you (or a colleague) demonstrated Dogmatism  Looking back, how might that dogmatic attitude have been avoided?  Share ONE scenario in which you (or a colleague) became very defensive or made excuses demonstrated Off-Hand Self Justification  Looking back, how might you have resisted the defensive/excuse stance and learned from the challenge?  Share ONE scenario in which you (or a colleague) demonstrated Relativism or would not accept any other perspective about an ethical issue.  Looking back, how might that relativism have been countered?

20. Ethical or Legal Perspective (Standards)  Right vs Right: there are multiple correct decision options  Right vs Wrong: there usually is a clear cut right and wrong decision (rules/laws)  Question / Initial decision…  Which is the appropriate or “best” choice for the situation?

21. Marshmallow Test Consider… 1. When do we start making decisions? 2. Who needs to make decisions?

22. Handout - Justice and Caring: Power, Politics and Ethics in Strategic Leadership  Read the following:  Bottom of p. 75 through the middle of p. 79  Questions to think about as you read:  Who is responsible for initiating ethics on your campus?  What are some considerations of ethical leaders?  What are the 4 stages to implementing an ethical decision making process?

23. Putting Your Plan into Action:  Let’s apply the 4 Stages: 1.Articulation: Communicating and Implementing your plan 2.Building: Gaining input and support from stakeholders 3.Creating: Maintaining open dialogue 4.Defining: Identifying desired outcomes of implementation plan

24. Implementing Ethical Decision-Making Handout Planning an Ethical Decision Making Process  Using the handout as a guide, create your plan for engaging people, ideas, and resources in ethical decision making in your school.  Your choice…  Cheating, using technology, high rigor for all, etc  SAMPLE scenario: Last year several teachers suspected that many students were cheating on tests. This school year, you want to establish an appropriate processes for decision-making relevant to cheating. What could you do?

25. Application Focus  Consider the guiding question, and think about connections between the ISSLC Standard and the 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. 25

26. 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?

27. Workshop Closure  Please complete “Participant Feedback” form  Grant research  Improve future workshops