1. Ethical
Leadership
Platform
Coworkers,
family
and
generally
speaking,
everyone
who
knows
me,
always
asked
me
this:
Why
did
you
want
to
be
a
principal?
I
often
self-­‐reflected
on
this
question,
especially
when
all
the
administrators
would
say,
“Joining
the
dark
side,
eh?”
Well,
dark
side
or
not,
I
see
the
challenges
that
we
as
administrators
face,
and
I
feel
your
frustrations.
Standards
are
ever
increasing,
while
funding
is
ever
decreasing.
It
is
these
disparities
that
motivate
me
to
be
an
ethical
leader
in
our
school.
I
believe
that
in
order
to
face
these
complex
issues
each
day,
I
must
follow
what
Michael
Fullan
(2003)
argues
are
the
six
key
elements
of
successful
leadership:
1)
Moral
purpose
–
we
must
act
with
urgency
and
the
intention
of
making
a
positive
difference
in
the
lives
of
the
people
we
serve,
impacting
both
the
direction
and
results
of
our
efforts.
2)
Understanding
the
change
process
–
we
must
have
guidelines
that
give
concrete
and
novel
ways
of
thinking
about
the
elusive
process
of
change.
3)
Relationships
are
key
–
we
must
build
strong
networks
with
diverse
people
and
groups
that
foster
purposeful
interaction
and
problem
solving
and
continual
improvement.
4)
Knowledge
Creation
and
Sharing
–
inside
and
outside
the
organization,
knowledge
and
sharing
is
a
social
process
which
build
on
relationships.
5)
Coherence
Making
–
we
must
turn
ambiguity
into
meaning
that
is
a
perennial
pursuit.
6)
Energy
–
Enthusiasm
–
Hopefulness
Constellation
–
we
must
convey
a
sense
of
optimism
and
confidence
in
our
everyday
practice.
Echoing
Dewey
(1907),
Fullan
(2001b)
adds
that
change
should
also
be
driven
by
the
desire
to
create
a
better
and
more
equitable
society.
He
stated
that,
“Public
schools
need
to
develop
what
Coleman
(1990)
termed
“social
capital”
–
to
help
produce
citizens
who
have
the
commitment,
skills,
and
disposition
to
foster

2. norms
of
civility,
compassion,
fairness,
trust,
collaborative
engagement,
and
constructive
critiques
under
conditions
of
great
social
diversity.”
(p.
17).
John
Hattie,
who
authored
the
study
“Visible
Learning:
A
synthesis
of
over
800
Meta-­‐Analyses
Relating
to
Achievement”
(2008),
said
this
in
a
presentation
about
his
book:
“There’s
not
many
things
that
we
do
in
our
schools,
that
have
negative
effects
on
kids.
In
fact,
97-­‐98%
of
the
thing
that
we
do
in
schools
has
a
positive
effect
on
(academic)
achievement.
Hence
the
notion,
that
all
you
need
to
enhance
a
kids
learning,
is
a
pulse.
And
that’s
my
worry,
that
we
set
the
bar
so
low,
most
teachers
just
say
‘I’m
above
average’…they’re
right,
if
they
set
the
bar
at
zero.
Everybody
enhances
kids
learning…
and
your
job
as
(teachers)
is
not
to
enhance
learning.
Yours
is
to
enhance
it
by
greater
than
the
average”.
I
feel
that
John
Hattie’s
statement
truly
exemplifies
how
I
feel
we
need
to
change
the
system
in
education
so
that
all
of
you
are
motivated
to
set
the
bar
higher
than
zero.
This
may
be
something
you
already
do…great!
Now
let
your
expectations
infect
everyone
like
a
virus!
Every
one
of
us
must
be
willing
to
set
the
bar
high.
It
will
be
my
responsibility
to
promote
moral
purpose,
and
to
understand
that
change
is
a
process.
I
will
need
to
build
working
relationships
with
you,
our
students,
and
their
parents.
I
will
need
to
work
with
everyone
to
build
on
previous
knowledge
and
create
new
solutions
for
unforeseen
and
ongoing
problems.
I
will
demonstrate
coherence
in
my
decisions
and
strive
to
stay
away
from
ambiguity
and
opacity.
And
really,
above
all,
I
want
to
be
a
virtuous
leader
who
is
servant
to
those
I
work
with
and
for,
and
lead
with
energy,
enthusiasm,
and
hope.

3. References
Dewey,
J.
(1907).
The
School
and
Society.
Chicago:
University
of
Chicago
Press.
Fullan,
M.
(2001).
Leading
in
a
culture
of
change.
San
Francisco:
Jossey-­‐Bass.
Fullan,
M.
(2001b).
The
NEW
Meaning
of
Educational
Change,
3rd
ed.
New
York:
Teachers
College
Press.
Fullan,
M.
(2003).
The
Moral
Imperative
of
School
Leadership.
Thousand
Oaks,
CA:
Corwin.