Iowa Principal Leadership Academy
Syllabus Standard V: Developing Ethical Educational Leaders Who Promote the Success of All Students with Integrity and Fairness
Seminar 2: Developing a Leadership Style
Problem-Based Learning Theme 5: How do you create and model a clear set of values and beliefs that inspire others to a higher level of performance?Purpose: The purpose of this seminar on Leadership is to prepare each principal candidate with the and best practice needed to develop the knowledge, skills, and dispositions necessary to be successful as a situational leader. Candidates will research and practice styles of leadership in accordance with program content and problem-based learning theme in ISSL Standard V. Furthermore, the seminar will focus on the highlighted knowledge, dispositions, and performances of ISSL Standard V.
ISLL Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
Knowledge: The administrator has the knowledge and understanding of:
The purpose of education and the role of leadership in modern society
Various ethical frameworks and perspectives on ethics
The values of the diverse school community
Professional code of ethics
The philosophy and history of education
Child growth and development with emphasis on cognitive, language, physical, social, and emotional development, both typical and atypical, preprimary through adolescent school children
Historical, philosophical, and social foundations of early childhood education
Developmentally appropriate curriculum with emphasis on integrated multicultural and nonsexist content including language, mathematics, science, social studies, health, safety, nutrition, visual and expressive arts, social skills, higher thinking skills, and developmentally appropriate methodology, including adaptations for individual needs, preprimary through adolescent school children.
Family systems, cultural diversity, and factors that place families at risk.
Child and family health and nutrition
Dispositions: The administrator believes in, values, and is committed to:
The ideal of the common good
The principles in the Bill of Rights
The right of every student to a free, quality education
Bringing ethical principles to the decision-making process
Subordinating one’s own interest to the good of the school community
Adopting the consequences for upholding one’s principles and actions
Using the influence of one’s office constructively and productively in the service of all students and their families
Development of a caring school community
Guidance for children for all children preprimary through adolescence.
Language development and learning.
Human growth and development
Performances: The administrator facilitates processes and engages in activities ensuring that:
Examines personal and professional values
Demonstrates a personal and professional code of ethics
Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance
Serves as a role model
Accepts responsibility for school operations
Considers the impact of one’s administrative practices on others
Uses the influence of the office to enhance the educational program rather than for personal gain
Treats people fairly, equitably, and with dignity and respect
Protects the rights and confidentiality of students and staff
Demonstrates appreciation for and sensitivity to the diversity in the school community
Expect that others in the school community will demonstrate integrity and exercise ethical behavior
Opens the school to public scrutiny
Applies laws and procedures fairly, wisely, and considerably
Administration of child care programs to include staff and program development and supervision and evaluation of support staff.
Curriculum development and methodology for young children
Advocacy, legislation, and public policy as they affect children and families
Home/school/community relationships and interactions designed to promote and support parent, family and community involvement, and interagency collaboration.
Classroom organization and individual interactions to create positive learning environments for preprimary through adolescent school children based on child development theory emphasizing guidance techniques
This seminar will also include theory that supports the understandings of Distributive Leadership Principles 1-5 and Design Principles 3-4.
Distributive Leadership Principle 1: The purpose of leadership is the improvement of instructional practice and performance, regardless of role.
Distributed Leadership Principle 2: Instructional improvement requires continuous learning.
Distributed Leadership Principle 3: Learning requires modeling.
Distributed Leadership Principle 4: The roles and activities of leadership flow from the expertise required for learning and improvement, not from the formal dictates of the institution.
Distributed Leadership Principle 5: The exercise of authority requires reciprocity of accountability and capacity.
Design Principle 3: Reduce isolation and open practice up to direct observation, analysis and criticism.
Design Principle 4: Exercise differential treatment based on performance and capacity, not on volunteerism.
Endorsement 189 Content and Competencies:
Content Standard 5: Knowledge of school law and legislative and public policy issues affecting children and families.
Competency 5: Acts with integrity, fairness, and in an ethical manner
Tool Box Activities This Seminar Will Address:
Overview of Tool Box Activities:
Ø With the Cohort Group, develop a rubric to be used by school leaders (Board members, administrators, and teachers) on modeling ethical behaviors.
Ø With the Cohort Group, develop a list of suggestions of ethical school practices that could be used in any school; i.e. (1) Sportsmanship Code to be used as all school events; (2) Apply all school rules the same for all students (Example: If students caught drinking must be expelled from Honor Society, then they must be expelled without exception). Use the information collected from research and data.
Ø Journal responses to the following situations using the rubric the Cohort Group developed to guide the decision-making: (These would make good conversations among Cohort Group members).
a. A staff member insists that administrators and faculty are trained professionals who do not
need stated ethical norms. How would you reply?
b. Some board members talk freely with teachers, parents, and community members without suggesting that the complainer first go through a “chain of command” that begins by first talking to the person they are upset or disagree with. As the principal, how would you address this issue?
c. The building is not very proud of their standardized test scores and presents them on their Annual Progress Report in a way that is rather deceptive but not untruthful. What should they do?
d. Your superintendent tells you that one thing you are not allowed to do is “upset the apple cart.” In other words, he or she is telling you that “Education is a game, and you have to know how to play it; it’s a prevent defense all the way.” How would you respond and still look out for your own interests?
e. A parent complains to you about a teacher who constantly “puts down” students and chooses favorites and dispenses grades in the same way. This has gone on for years. You are a new principal. What should you do?
f. The school association or union frequently tries to undermine any new changes that would improve student learning or the learning environment. In order to learn about the strategies the association is going to do, the principal encourages “stooges” to tell him about these and offers some favors for these “stooges.” What do you think of this behavior? Are there other alternatives for getting the information a principal could use? Are there preventative measures that could be accomplished in advance?
g. Some faculty members are forever telling “off-color,” racial, or gender jokes that are offensive. Some make negative comments about other cultures or races. What do you do besides the obvious (telling the person that those are not appropriate or allowed) that speaks of a creative solution and supports changing the person’s behavior?
Ø List your own code of ethics. Reflect on how you arrived at them and which ones you will find hardest to employ on all occasions
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BEFORE WEEKEND
- Review the course syllabus
- Read excerpts from the Resource and Materials List (to be provided)
- Complete a reflection/writing assignment based on situational leadership experience
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Resources and Materials:
*Adlam, R. 2003. This complex thing, leadership, in police leadership in the twenty-first century. Winchester: Waterside Press.
* Daresh, J. C. 2002. What it means to be a Principal: Your guide to leadership. California: Corwin Press Inc.
* Elmore, R.F. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge, MA: Harvard Education Press
* Hargreaves, A., & Fink, D. (2006). Sustainable leadership for sustainable change . San Francisco: Jossey-Bass
* Miskel, C.G. 2001. Educational administration: Theory, research and practice,
New Jersey : McGraw-Hill Inc. Huffman
* Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201-227
* Luyten, H,. Visscher, A and Witziers, B. 2004. School effectiveness: From a review of the critism to recommendations for further development. Journal of school effectives and School improvement. 16 (3). Pp 249-279.
* Robinson, V.M.J. (2006). Putting education back into educational leadership . Leading and Managing, 12(1), 62-75
* Witziers, B., Bosker, R.J., & Krüger, M.L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425
This is a problem-centered course:
A problem is a troubled perplexed, trying situation…not an assigned task…It is indispensable to distinguish between genuine and mock problems. Does a question naturally suggest itself with some situation? Or is it an aloof thing, only for the purposes of conveying information? Would it arouse observation and engage experimentation outside of school? Or is it the teacher’s or textbook’s, made a problem for the pupil only because he cannot get the required mark unless he deals with it? (John Dewey, Democracy and Education, 1916)Developing a Leadership Style Overall Goal: The principal goal of Leadership Style is to provide the principal candidate with support in the development of the knowledge, performances, and dispositions of ISSL Standard V to support the development of each Problem-based Theme.
Specific Seminar Goals:
To examine and research transformational leadership.
To develop a style that is effective for any leadership situation.
To examine, share, and reflect on effects leadership styles has on student learning, adult learning, school management, community involvement, and decision-making.
To practice a leadership style through collaboration with mentors, supervisors, and seminar leader.
Specific Seminar Continuing Objectives:
To continue to dialogue with and receive legal issue support from the instructor as an expert mentor throughout Problem-based Learning Theme V in completing the action research, action plan, tool box activities, and reflective journaling.
To develop specific course tool box journaling and action requirements through consultation with other Cohort Group members and the instructor as an expert mentor.
Continue to critique the reference materials and sites and to share knowledge and understandings with cohort group, instructor, and other mentors.
Student Assignments and Expectations: Listed in Syllabus 5: Problem-Based Learning Theme 5.
Evaluation: Continuous Improve Continuum: Rubric for Integrity, Fairness, and Ethics
Level 5 on the rubric is assigned for work of the highest academic quality.
Level 4 on the rubric is assigned for professional quality work at the required quality level.
Level 3 on the rubric is assigned for adequate work, but not distinguished as sound quality at the proficient level. Those with a Level 3 Rubric will have the opportunity to revise and complete quality work.
All work for the Iowa Principal Leadership Academy must be completed at Rubric Levels 4 or 5 to be considered proficient. All work must be completed at the proficient level.