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Ethics issues for administrators power point session #8.bb.fa17
- 2. Graduation regalia…lei, Eagle feather, African stole School events on holidays…MLK, Rosh Hashanah, Yom Kippur, Kwanzaa, Wednesday evenings, Good Friday, 2 Islam holidays during Ramadan Gender names/nicknames, gender identity Catcher in the Rye, Huckleberry Finn, Wellness class, Geological Timeline in science Poverty, ACEs (America’s Children)
- 3. My mother's uncle had a horse. The best time of a deadly relatives' Sunday was to walk with him to the stable and watch him feed the quiet animal, to give it sugar from my own hand and jump back away from the big warm tongue, to smell the hay and manure, to see the white horse in the next stall, with tail and mane like yellow silk. If my mother and I ran into him as he and the horse were making their rounds, buying up the wonderful junk they heaped and hauled in the wagon, he'd lift me up to the seat and let me hold the reins and yell "Giddy-up!" In the spring of 4th grade, one afternoon of silent division we heard a clanking and looked outside. My great-uncle! I could tell them all how I had held those reins! But everyone laughed at the hunched old man, the obsolete wagon and horse, the silly, clattering junk. I did not tell them. (Lew Gardner, 1973)
- 7. Anthony Muhammad, Carol Dweck and Moneyball (2002 Oakland As) & You may not know when you have made something “profound” happen.
- 9. “We must move on from the reassuring repetition of stale phrases to a new, difficult, but essential confrontation with reality. For the great enemy of truth is very often not the lie – deliberate, contrived and dishonest -- but the myth – persistent, persuasive, and unrealistic. Too often we hold fast to the clichés of our forebears. We subject all facts to a prefabricated set of interpretations. We enjoy the comfort of opinion without the discomfort of thought. Mythology distracts us everywhere.”
- 10. Descriptors of Students Most Successful Least Successful 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. What do you do as a leader or teacher to enable success for students or other individuals in your school?
- 11. Remind TodaysMeet PollEverywhere Socrative Plickers Padlet Wordle Use only if it enhances/accelerates student learning! Collins, J. C. (2001). Good to great: Why some companies make the leap--and others don't. New York, NY: HarperBusiness.
- 12. I can summarize a framework of making difficult decisions. I can apply resolution principles that validate all members of our learning community. I understand the influence of democracy, community, and educational professionalism in the role of learning for students.
- 13. Educational opportunities that allow for pursuit and development of what is distinctive about them • Religion, culture, what is good Educational opportunities for the public ethic • Sense of tolerance (or acceptance) of difference and respect for equal rights for others The creation of shared civic life that allows for a sense of social justice • Different from an attempt to view the culture of one group as a normative for others Opportunities to learn from one another and learn about one another
- 15. On Blackboard Case study…. “The Evil Empire” directs you to do something and folks don’t agree.
- 16. pp 66-69.
- 17. Free Choice “We claim and enjoy complete freedom” Laws Obedience to the Enforceable Self-imposed Law Obedience to the Unenforceable Tight/Tight Loose/Loose Tight/Loose
- 18. BLACK LIE GRAY LIE RED LIE WHITE LIE Howitaffectsme How it affects others I get positive benefit I lose out in some way Others get positive benefit Others lose out in some way
- 19. Coherence: CIA, finance, tests, teacher training, textbooks aligned Curricular Equity: All students have equal opportunities Incentives: tangible benchmarks (graduation tests)
- 20. Who is accountable? • Policy makers, students, parents, professional standards. For what are we accountable? To whom are we accountable?
- 21. What is a democracy? What form of democratic authority should characterize schools? What is a community? Who are its members? Which community should dominate in decisions about schooling? What does it mean for teachers and school leaders to be professionals? What authority over education should be ceded to professionals?
- 22. Standards as a benchmark Standards as a measure of excellence Think about working with a teacher and the “standards” of good teaching.
- 23. Goal Displacement: What is the easiest measurable benchmark, or we will narrow our expectations (“I am just doing what I am told.”) Motivational Displacement: no longer internally motivated to do a good job and will rely solely on incentives (“My worth is measured on the measured outcome of my students.”) Gaming: find ways to improve test scores that are not related to educating students.
- 24. To focus only on morality means emphasizing the following: • What is right and what is wrong • Personal conduct • Disconnects the ART of good leadership • Just be truthful, don’t steal, don’t be a racist or a sexist avoid conflicts of interests and make fair decisions • This is why our WHY is so important!
- 26. 1) Regret (acknowledgment): A verbal acknowledgment by the perpetrator that the wrongful behavior caused unnecessary pain, suffering and hurt that identifies, specifically, what action or behavior is responsible for the pain. 2) Accepting responsibility (declaration): An unconditional declarative statement by the perpetrator recognizing the wrongful behavior and acknowledging that there is no excuse for it. 3) Restitution (penance): An offer of help or assistance to victims, by the perpetrator; action beyond the words “I’m sorry,” and conduct that assumes the responsibility to make the situation right. 4) Repentance (humility): Language by the perpetrator acknowledging that this behavior caused pain and suffering for which he/she is genuinely sorry; language by the perpetrator recognizing that serious, unnecessary harm and emotional damage was caused. 5) A direct request for forgiveness: “I was wrong, I hurt you and I ask you to forgive me.” Chapman, G., & Thomas, J. (2006) The five languages of an apology: how to experience healing iall your relationships (New Edition). Northfield Publishing.
- 28. Locate the morality in the end result of the act (the consequence of the action) Locate the morality in certain rights and duties
- 30. Ethical Decision Making Culture/Values/Leadership Intellectual Liberty Individual Freedom and the Public Interest Equal Educational Opportunity Educational Evaluation Diversity: Multiculturalism and Religion Ethical Fitness: An Approach to Current Issues Educational Authority and Accountability
- 31. Seek first to understand and be sensitive to other points of view (perceptions)! Whoever tells the stories defines the culture. Do you want to be right or successful? Can we be both? Balance efficiency and effectiveness Reflect and build your wisdom from your experiences. Let the process be the product. R3=Relevant, rational and reflective It would be short sighted of us to use one principle as the guiding light of our careers.
- 32. The Forest Has Eyes by Bev Doolittle
- 33. You may be frustrated by the case studies in the class because it is difficult to make definitive decision…Will this result in you being a better administrator? We take what we already know and put it in an unusual, challenging situation. The risk is that you may be worse off by these exercises because it could debilitate you So…is it possible to solve these complicated and difficult issues?
- 34. Will these exercises make us better administrators? May make us worse before we get better (just like your golf swing) A vehicle for reflective dialogue. When the moment for action arrives, the thinking has already been done, the impulses internalized, and the intuitions prepared to lead to resolutions” (Kidder, 69). Develop muscle memory
- 35. We justified some decisions by discussing culture • Is it OK to suggest that ethics is relative to culture? • If we disagree, can we blame it on culture? This is cultural relativism. This does NOT mean that “everything is equal” that “anything goes” and that all cultural practices are relative and acceptable. It DOES meant that BEFORE passing judgment, we should approach cultural groups on their own means.
- 36. When a person attempts to give reasons to another person, is this an attempt at coercion (ends based approach)? Persuasion is a form of influence that recognizes individuals as free moral agents with rational minds and human feelings (care). We do not learn to make responsible choices by being told our decisions do not matter
- 37. • view freedom, equality, and democracy as arbitrary • view leadership as a technical exercise…values are not important…efficiency rules…focus on completing tasks at hand and renounce responsibility for judging the educational and moral worth of the objectives of policies they are given by others. • believe "Ours is not to reason why. Ours is but to do and die” (Alfred Lord Tennyson) • we don’t make the rules we just follow them.
- 38. Justice = get what you deserve Who should get the best flutes?
- 39. What is the real question being asked? What is really important?
- 40. Can’t decide what justice requires without wrestling with these 2 questions. What is the real question being asked? What is really important?
- 42. Reflective Equilibrium This is the $1,000,000 question! And the $1,000,000 answer is… It is all about…
- 43. Reach a point in our deliberations where our moral intuitions and the moral theory that accounts for them are consistent and can be objectively justified. (p. 111) Gut instinct + solid rationale = a good decision Yes, we can change our position with new information.
- 45. Allows us to feel and empathize with other persons. Also allows us to think. We need emotion as well as reason. • We need to identify with others • Feelings provide motivation for right conduct Knowing what is right and wanting to do it are different things.
- 46. We start with our moral principles that differentiate our sense of right and wrong.
- 47. Different sources do not mean we can’t agree… People have a common biology, common fundamental needs and feelings, a common physical environment, common aspirations on a common planet with a common science and common global problems. It’s not easy AND it’s not impossible.
- 49. I can summarize a framework of making difficult decisions. I can apply resolution principles that validate all members of our learning community. I understand the influence of democracy, community, and educational professionalism in the role of learning for students.
Editor's Notes
- June 11, 1962 Yale University Commencement Speech Important for us to continue to look at and build upon an agreed upon curriculum of essential learnings that was created through collaboration…even a district wide idea of what defines our essential learnings It is important for us to look at our students and how we grade them and there will be more happening with this with our grading action team. It is important for us to embrace Carol Dweck’s research with regard to the growth mindset…all students can learn and understand our essential learnings… they just may need a bit more time than others…Hattie’s meta analysis research of over 800 studies…it may be the closest thing to the educational holy grail that we have.
- member massp2016
- The flywheel effect is a cycle that builds momentum through persistent steps forward in alignment with an organization’s Hedgehog Concept. With the right team, companies can progress by confronting the brutal facts, and having faith that a breakthrough willhappen if they consistently maintain their discipline in thought and action. When the business accumulates visible results, people are energized and motivated to keep applying force to the flywheel, hence sustaining and expanding the company’s success. The alternative to the flywheel effect is the doom loop. The doom loop starts with reaction without understanding; it is followed by a new direction, program, leader, event, fad or acquisition that ultimately leads to little or no buildup. Without the guided accumulation of momentum, results are inadequate, which in turn negatively affects staff motivation.
- White lie In this model, white lies are altruistic as we seek first to help others, even at some cost to ourselves. In practice, there are shades of white and what we tell ourselves are white lies are often tending more towards gray than pure white. Even when we lose out significantly, there is arguably always some benefit, for example in the way we feel good about our actions and how others praise or thank us for our selflessness. The White Lie is part of our social fabric and stops us from emotionally hurting or insulting each other with the cold, hard, painful truth. Everyone lies a little as a way of getting through life without violence and aggression, and so as to not hurt people. If you see someone wearing a new outfit that doesn’t suit them, you’ll tell them they look great, so as not to hurt them. My step mother in law and her sausage that she makes all the time…I have to eat it now every time I see her. Gray lie Most of the lies we tell are gray lies. They are partly to help others and partly to help ourselves. They may vary in the shade of gray, depending on the balance of help and harm. Gray lies are, almost by definition, hard to clarify. For example you can lie to help a friend out of trouble but then gain the reciprocal benefit of them lying for you while those they have harmed in some way lose out. The Beneficial Lie is used by a person who intends to help others. For example, a farmer hiding Jews from Nazis who is asked if he’s keeping any Jews in his house, is seen as acting heroically when he lies. The rescue worker who pulls a child from the remains of a burning car and lies to the child that his mother and father are OK is saving the child, in the short term, from more trauma. Doctors who lie to a patient on their deathbed to lift their spirits or prescribe fake meditation, placebos, to patients are also technically lying. Black lie Black lies are about simple and callous selfishness. We tell black lies when others gain nothing and the sole purpose is either to get ourselves out of trouble (reducing harm against ourselves) or to gain something we desire (increasing benefits for ourselves). The worst black lies are very harmful for others. Perhaps the very worst gain us a little yet harm others a great deal. It’s the Deceptive Lie that is the dangerous one because the liar intends to harm or disadvantage the victim for their own benefit. There are two main ways of deceitful lying – concealment and falsification. In concealment, the liar doesn’t actually tell a lie, but withholds information. So Jane might tell her friend Mary that she saw Mary’s ex-boyfriend at a party last night. But she doesn’t reveal that she went home with him. In falsifying, false information is presented as if it was true, intentionally. So Jane might tell Mary she didn’t enjoy the party and ended up going home early, alone. Red lie Red lies are about spite and revenge. They are driven by the motive to harm others even at the expense of harming oneself. They may even be carved in blood. When we are angry at others, perhaps because of a long feud or where we feel they have wronged us in some way, we feel a sense of betrayal and so seek retributive justice, which we may dispense without thought of consequence. Malicious Lies, or rumor-mongering, are often used as weapons in a competitive situation. Malicious liars set out to destroy the character and reputations of their victims, usually with devastating and lasting results. A company might, for example, spread false information that its main competitor is in financial difficulties. Similarly, it is not uncommon for political parties to start rumors of inappropriate sexual behavior by an opponent. Or imagine if one of two men vying for the attention of the same woman told the woman that the other man had a sexually transmitted disease. Lies are misrepresentations used as a means of creating false impressions, managing impressions, or covering up actions - in order to influence the thoughts and actions of others. Individuals who lie know what the truth is, and want to conceal it. A lie has 3 main features: A lie communicates or hides information The liar knows the truth. The liar intends to deceive in order to influence the audience to believe something that is not true - so that subsequent impressions, decisions and actions on the part of the victim(s) or others will be in the liar's favour.
- Who is accountable? Legislature….consumers….parents….professional standards Policy makers, students, parents, professional standards. For what are we accountable? To whom are we accountable?
- Democracy…a way of making decisions (requires a sense of equal respect or care-based philosophy) The interests of each member of the polity are fairly considered. Each member of the polity has a fair opportunity to influence the decision. Representative democracy vs. participatory democracy…p. 100 (STRIKE) Community….formed around commonalities…traditions, practrices, customs, or values that have authority for members of a community because the community is their community Educational community…hockey community, basketball community, speech community, theatre community…. A community could result from coming together for a common goal…agree that education is important and agree what education they wish to provide & then work hard together to provide it. Should the parents be a part of this community? We want parents to be more than clients…members of the community…but how where do we then draw the line for their authority? Professionalism and learning communities… What is a professional? Occupation that is characterized bya particular form of accountability. Obligated to respect and be guided by the knowledge base Guided by welfard of their clients Collegiality allows us to learn from others as well in the best interest of clients Is our knowledge base absoluete…without controversy To what level do we have autonomy? (those who know rule) Is a school a community?
- COMMENTARY The Norwood Teague resignation: Still in search of the perfect apology A genuine apology is about the victims, not the perpetrator. And there’s really no good legal reason to avoid it. By James E. Lukaszewski () AUGUST 10, 2015 — 5:56PM On Friday, Norwood Teague resigned as the University of Minnesota’s athletic director after two sexual-harassment charges were filed by two nonstudent university employees. Teague’s statement included the phrases, “[I] had entirely too much to drink” and sent “truly inappropriate texts.” And “I behaved badly toward nice people. … I’m embarrassed and I apologize. …” Genuine apologies are about the victims, not the perpetrators. An apology is the atomic energy of empathy. Genuine apologies stop more bad things from happening. The most powerful action in reputation recovery and rehabilitation is to apologize. If you want or need forgiveness, you’ll need to apologize. “Wait a minute,” you say, “the lawyers won’t ever let me apologize.” Well, let’s talk about apology — understand it — and then we’ll get back to the attorneys. Management avoids apologizing by using an amazing array of avoidance strategies. There’s self-forgiveness: “It’s an industry problem; we’re not the only ones” or “Let’s not blow this out of proportion.” There’s self-talk: “It’s only an isolated incident,” “It’s never happened before,” “Not very many were involved” and “This is not who we are.” In this case, add self-forgiveness to the technique: I was drunk; I sent several inappropriate e-mails; I behaved badly toward nice people; I’m embarrassed and I apologize. Teague could have said with equal non-effect: “It won’t ever happen again,” “I am not a crook” and “I did not have sex with these people.” What was wrong with Teague’s apology? There was no admission that what he did made others suffer and be shamed. He simply never apologized at all. “I was embarrassed and I apologize.” He forgave himself first, protected the people around him, and never directly addressed the pain and suffering caused by his actions. Forgiveness by the victims, which is the purpose of an apology, is a process. The most constructive structure for apology I’ve seen is in “The Five Languages of Apology,” a book by Gary Chapman and Jennifer Thomas. Here, with some paraphrasing and modification based on my experiences, are the ingredients of the perfect apology. 1) Regret (acknowledgment): A verbal acknowledgment by the perpetrator that the wrongful behavior caused unnecessary pain, suffering and hurt that identifies, specifically, what action or behavior is responsible for the pain. 2) Accepting responsibility (declaration): An unconditional declarative statement by the perpetrator recognizing the wrongful behavior and acknowledging that there is no excuse for it. 3) Restitution (penance): An offer of help or assistance to victims, by the perpetrator; action beyond the words “I’m sorry,” and conduct that assumes the responsibility to make the situation right. 4) Repentance (humility): Language by the perpetrator acknowledging that this behavior caused pain and suffering for which he/she is genuinely sorry; language by the perpetrator recognizing that serious, unnecessary harm and emotional damage was caused. 5) A direct request for forgiveness: “I was wrong, I hurt you and I ask you to forgive me.” (http://stmedia.startribune.com/images/ows_143924730881074.jpg) J E R RY H O LT • J E R RY. H O LT@ STA RT R I B U N E .C O M Former University of Minnesota athletic director Norwood Teague. The most difficult and challenging aspects of apologizing are to admit having done something hurtful, damaging or wrong, and to request forgiveness. Skip even one step, and you simply fail. Do apologies matter? Twenty-nine states seem to think so. These states have enacted legislation exempting voluntary expressions of regret and apology at traffic accidents from being considered by juries when setting auto-liability damages. Legislation is pending in Congress to mitigate the impact of liability on malpractice insurance claims against doctors and medical personnel who apologize immediately, or very quickly, and sincerely. Several states have enacted similar laws for health care workers. The biggest problem with apology is the attitude among leaders and their attorneys that apology is a sign of weakness. My advice is: Get over it. There’s mounting statistical evidence in health care that apologies — even if they are required by insurance companies (which they more frequently are) — are having a dramatic effect on reducing litigation and related costs. So now we’re back to the attorneys. When the lawyers say you can’t apologize because it’s an admission of something (which it is), you can tell them (with nearly absolute certainty) that an apology will, at a minimum, mitigate and, at a maximum, eliminate litigation. An apology may be the trigger to settlement. Failure to apologize is always a trigger for litigation. Today’s legal reality is that only one in 200 civil cases filed ever get to trial. Instead, these cases will be settled, dismissed or resolved by some other mechanism such as arbitration. Empathy is actions that speak louder than words. Apology is the atomic energy of empathy. Failure to apologize is an integrity lapse that causes the corrosive destruction of reputation and creates an impression of arrogance and callousness. College athletics, as well as professional sports, are rife with examples of sexual harassment and sexual assault. “Zero tolerance” seems good, but it also seems to equal zero impact on the perpetrator, zero memory for the institution sponsoring the perpetrator and zero the number of university leaders held to account. Zero-tolerance policies need to be rethought, especially in an educational environment, to be replaced by more potent teaching and culture-change activities. The University of Minnesota actually justified Teague’s behavior by saying he had been “overserved” (translation: shift the blame to the bartender). “It is disappointing and disheartening to learn about the events that led to [Teague’s] resignation,” said Dean Johnson, chairman of the university’s Board of Regents. The question is: unfortunate and disheartening for whom? The university or the victims? Clearly, the university would like Mr. Teague to leave the campus quietly and promptly. Additional reporting is revealing the real truth about Mr. Teague’s serial behavior toward women. The more the story is reported, the more his victims will come forward. By the way, apologizing is purely a leadership choice rather than a legal decision. True apologies are signs of integrity, honesty and compassion and provide closure for the victims. The Teague non-apology and the university’s decision to support rather than to clearly and powerfully condemn Teague’s behavior fails the integrity test, the compassion test and the victim-sensitivity test. James Lukaszewski is a Twin Cities-based international expert in crisis management and leadership recovery, or departure following damaging incidents. The premise of his latest book, “Lukaszewski on Crisis Communication: What Your CEO Needs to Know About Reputation Risk and Crisis Management,” is successfully managing the victim dimension of crisis.
- What is one take away from the class?
- Did we like forum posts? Enough case studies? Ethics in the news
- "In The Forest Has Eyes, I want the viewer," says Bev Doolittle, "to share the emotions of the rider, and - as he does, because his life depends on it - 'read' the story in the leaves, branches, water and stone that surround him." At first glance, The Forest Has Eyes might appear to be a trick painting, but Doolittle's works must be looked at again and again, for they convey more than one message. Here we read the story of a mountain man, not easily frightened, he is wary and respectful of unknown territory. He is also alone and alone for too long, that is when his imagination takes over, creating images and persuading us that they are real. Our eyes play tricks. Does the forest have eyes?
- (medicine example from p. 109) This does NOT mean that “everything is equal” that “anything goes” and that all cultural practices are relative and acceptable. It DOES meant that BEFORE passing judgment, we should approach cultural groups on their own means.
- Kippel-Treaunay-Weber syndrome (KT) Was on PGA as full-time player in 1999. Lost his card. Played on the Nike tour which allowed carts. Circulatory disorder where blood vessels did not form properly in his leg. Painful. Now head men’s golf coach at University of Oregon (Eugene which is his home town). Played for Stanford and won National Championship. Argued January 2001. Decided May 2001. 7-2 to let him ride. What is fair? What is an unfair advantage? Jack Nicklaus and Arnold Palmer testified that it was an unfair advantage. Who gets to decide? If it is about advantages…Just remove the question and let everyone ride if they want. Can everyone ride the cart if they want to? What is worthy of honor and recognition? Golfers are sensitive to their status as golfers…ball is still, no jumping, no running What is the essential nature of the activity? Justice Stephens for the majority (avid golfer) to put ball in the hole in the fewest number of strokes Justice Scalia for the minority no object except for amusement Games allow us a respite from productive activity Commercial enterprise Rules are arbritary…change the base paths in baseball, height of basketball goals, size of the ball, type of clubs, how big the goalie equipment is in hockey
- The last law is the one that for me is the most compelling, and, at the same time the one that probably “drives” most of us along (as well as driving us mad). It’s Mastery is an Asymptote. It’s a what? It’s an asymptote. An asymptote is a straight line that a curve approaches but never quite reaches. I wasn’t big into algebra, which Dan Pink says we need here along with a little art history. But without either algebra or art history I get it. I’ll always be pursuing mastery and never possibly getting to an arriving point. As Pink says, “the mastery asymptote is a source of frustration. Why reach for something you can never fully attain? But it’s also a source of allure. Why not reach for it? The joy is in the pursuit more than the realization. In the end, mastery attracts precisely because mastery eludes.” So mastering your instrument or becoming the best golf player, potter or painter is in fact a pain (aren’t you glad to get that validation!), it’s a mindset (so get your positive thinking caps on) and we’ll be in hot pursuit without a clear finish in sight.