PVAMU
   EDUL 7253 Ethical Decision-Making in Educational Leadership
     Department of          Educational Leadership   ...
8. Comprehend an understanding of the advantages and disadvantages of centralized and decentralized
          management s...
Grading Matrix


               Instrument                           Value (points or percentages)         Total
         ...
It should be written according to APA guidelines and double-spaced. Please submit two hard
            copies and a CD.
Re...
there are many spelling, grammatical or syntactical errors in this article.

TRUE OUTCOMES
True Outcomes is a tool that Pr...
Interstate School Leaders Licensure Consortium (ISLLC) Standards
    (www.ccsso.org/projects/education_leadership_initiati...
Technical Considerations for Online and Web-Assist Courses
Minimum Hardware and Software Requirements:
    -Pentium with W...
errors can be greatly minimized by the use of the spell-and-grammar check functions in word processing
applications. Once ...
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EDUL 7253 Ethical Decision Making, Spring 2010

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Dr. William Allan Kritsonis, EDUL 7253 Ethical Decision-Making, Spring 2010

Dr. Kritsonis Lectures at the University of Oxford, Oxford, England

In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.

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EDUL 7253 Ethical Decision Making, Spring 2010

  1. 1. PVAMU EDUL 7253 Ethical Decision-Making in Educational Leadership Department of Educational Leadership College of Education & Counseling Instructor Name: Dr. William Allan Kritsonis Office Location: Delco Building, Suite 233 Office Phone: (936) 261-3652 Cell: (832) 483-7889 Fax: (936) 261-3617 Email Address: williamkritsonis@yahoo.com Snail Mail (U.S. Postal Service) Address: Prairie View A&M University P.O. Box 519 Mail Stop Delco Building, Suite 233 Prairie View, TX 77446 Office Hours: (M) 2:50-8:20 PM (Northwest Center) (W) 1:00-5:30 PM & 8:20-9:20 PM (PVAMU Campus) (S) 10:00-11:00 AM & 1:50-4:50 PM (PVAMU Campus) Virtual Office Hours: Course Location: V JJ Room 236 Class Meeting Days & Times: Saturday 11:00-1:50 PM Course Abbreviation and Number: EDUL 7253 Catalog Description: Provides students with the opportunity to apply the concepts of ethical decision-making to the personal and professional aspects of educational leadership. The concepts of reasoning, problem-solving, and critical thinking will be examined. (3-0) Credit 3 Prerequisites: Admission to doctoral program in educational leadership Co-requisites: Required Text: The Art of Educational Leadership (2008-Sage Publications, Inc.) by Fenwick W. English, PhD Recommended Text: Access to Learning Resources: PVAMU Library: phone: (936) 261-1500; web: http://www.tamu.edu/pvamu/library/ University Bookstore: phone: (936) 261-1990; web: https://www.bkstr.com/Home/10001-10734-1?demoKey=d Course Goals or Overview: The goals of this course are to: 1. Comprehend and demonstrate an understanding of ethical decision making in educational leadership. 2. Comprehend different conceptions of ethical decision making in educational leadership and the implications of these conceptions for education settings. 3. Comprehend and articulate an understanding of ethical decision making in society. 4. Comprehend and demonstrate and awareness of the components of ethical decision making leadership knowledge base expected of educational leaders. 5. Comprehend and engage in reflect practice with respect to administrative and leadership activities related to making ethical decisions. 6. Comprehend and discuss the concept of the “educated person” and articulate its implications for ethical decision making in education. 7. Comprehend and explain the historical evaluation of education in the United States of America, with special emphasis on the development of educational policies and leadership structures dealing with ethical decision making.
  2. 2. 8. Comprehend an understanding of the advantages and disadvantages of centralized and decentralized management structures in relating to ethical decision making in educational leadership. 9. Comprehend and articulate and demonstrate an awareness of the ethical components of leadership, especially as these emerge in the context of ethical decision making in education. Course Objectives: The objectives of this course are to: 1. Prepare school administrators as problem solvers, critical thinkers, and decision makers. 2. Prepare school administrators as educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairness, and in an ethical manner. (ELCC 5.0) 3. Prepare school administrators to act with integrity. (ELCC 5.1) 4. Prepare school administrators to act fairly. (ELCC 5.2) 5. Prepare school administrators to act ethically. (ELCC 5.3) 6. Prepare school administrators as educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. (6.0) Accrediting Body: (NCATE) Standards Met: (ELCC Standards 5.0,5.1,5.2,5.3 & 6.0) (ISLLC Standards 5.0, 5.1, 5.2, 5.3, & 6.0) At the end of this course, the student will: 1. Define objectives for ethical decision-making in educational leadership. (5.0) 2. Identify factors that constrain or affect decisions. (5.0) 3. Demonstrate the ability to generate options and select the best ethical decision. (5.0) 4. Identify one’s own optimal ethical decision-making style. (5.0) 5. Demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions. (5.1) 6. Demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. (5.2) 7. Explain decisions based upon ethical and legal principles. (5.3) 8. Demonstrate and apply legal, ethical, social, historical and political issues in the process of formulating policy, rules, regulations and procedures. (6.0) 9. Define ELCC Standards 5.0, 5.1, 5.2, 5.3, & 6.0. (ELCC and ISLLC Standards are the same.) E-FOLD-P (CONCEPTUAL FRAMEWORK) Educator as Facilitator of Learning for Diverse Populations 5.0 To prepare beginning administrators as problem solvers, critical thinkers and decision makers. 6.0 To prepare beginning administrators as facilitators of teacher and student growth and development through understanding of leadership dimensions. 7.0 To provide beginning administrators with an awareness of human diversity, a knowledge of the importance and skills needed for effective community and parental involvement. 8.0 To prepare beginning administrators to be reflect and continual learners with knowledge and value of self- appraisal techniques and goal setting for a strong personal commitment. Course Evaluation Methods This course will utilize the following instruments to determine student grades: Final Exam -- written test designed to measure knowledge of presented course material Reflective Papers/Portfolio (4) – assignments designed to supplement and reinforce course material and textbook (20 points reduction for late articles) Class Participation – daily attendance and participation in class discussions (10 points reduction for each unexcused absences)
  3. 3. Grading Matrix Instrument Value (points or percentages) Total Final Exam Final exam at 100 pts 100 Reflective Paper 1 Ethical Codes for School 100 Administrators Reflective Paper 2 Original Personal Code of Ethics 100 Reflective Paper 3 Personal Values (Chapter 4) 100 Reflective Portfolio 4 Franklin’s 13 Virtues 100 Class Participation 100 points 100 Total: 600 Grade Determination: A = 540 -- 600 pts; B = 479 -- 539 pts; C = 415 -- 478 pts; D = 354 -- 414 pts; F = 353 pts or below Reflective Paper 1 (100 points). Topic You will review the Ethical Code for School Administrators (see below). You will write a reflection paper that includes an analysis of this code, including common themes and patterns of conduct and how they relate to you. There will be a 20 point deduction for late submission. NAESP/NASSP Policy Statement of Ethics for School Administrators An educational administrator's professional behavior must conform to an ethical code. The code must be idealistic and at the same time practical, so that it can apply reasonably to all educational administrators. The administrator acknowledges that the schools belong to the public they serve for the purpose of providing educational opportunities to all. However, the administrator assumes responsibility for providing professional leadership in the school and community. This responsibility requires the administrator to maintain standards of exemplary professional conduct. It must be recognized that the administrator's actions will be viewed and appraised by the community, professional associates and students. To these ends, the administrator subscribes to the following statements of standards. The educational administrator: 1. Makes the well-being of students the fundamental value in all decision making and actions. 2. Fulfills professional responsibilities with honesty and integrity. 3. Supports the principle of due process and protects the civil and human rights of all individuals. 4. Obeys local, state and national laws and does not knowingly join or support organizations that advocate, directly or indirectly, the overthrow of the government. 5. Implements the governing board of education's policies and administrative rules and regulations. 6. Pursues appropriate measures to correct those laws, policies and regulations that are not consistent with sound educational goals. 7. Avoids using positions for personal gain through political, social, religious, economic or other influence. 8. Accepts academic degrees or professional certification only from duly accredited institutions. 9. Maintains the standards and seeks to improve the effectiveness of the profession through research and continuing professional development. 10. Honors all contracts until fulfillment or release. Guidelines for the Reflective Paper The reflective paper should be 3-5 pages. It should have a clear beginning, middle, and end. The information should be compelling and demonstrate an understanding of the topic by the writer. The paper should be written with organized thought and contain no spelling or grammatical errors.
  4. 4. It should be written according to APA guidelines and double-spaced. Please submit two hard copies and a CD. Reflective Paper 2 (100 points) Topic You will write an original personal Code of Ethics, being sure to include the components of ELCC Standard 5.0 (see second course objective). There will be a 20 point deduction for late submission. Guidelines for the Reflective Paper The reflective paper should be 3-5 pages. It should have a clear beginning, middle, and end. The information should be compelling and demonstrate an understanding of the topic by the writer. The paper should be written with organized thought and contain no spelling or grammatical errors. It should be written according to APA guidelines and double-spaced. Please submit two hard copies and a CD. Reflective Paper 3 (100 points) Topic You will write a reflective paper to address the kinds of values that comprise your own moral compass. The paper will include, but not limited to, information regarding the following questions: 1. Which values do you hold irrespective of the situation in which you may find yourself? 2. Which values are more likely to be influenced by the situations or contexts in which you may find yourself? 3. Do you consider yourself more Platonic than Sophist, or vice versa? 4. In the past, have you had to publicly endorse a value or position that you did not personally hold? How did you feel afterward? 5. How can you work day to day within the value system in which you believe in order to “know thyself?” Guidelines for the Reflective Paper The reflective paper should be 3-5 pages. It should have a clear beginning, middle, and end. The information should be compelling and demonstrate an understanding of the topic by the writer. The paper should be written with organized thought and contain no spelling or grammatical errors. It should be written according to APA guidelines and double-spaced. Please submit two hard copies and a CD. Reflective portfolio 4 (100 points) Topic You will complete Benjamin Franklin’s 13 Virtues (page 94 of Schooling book). Guidelines for the Reflective Portfolio Each week you will implement and write a reflective discourse on each of Benjamin Franklin’s 13 virtues. We will discuss that week’s virtue in class. By the end of the semester, you will have completed all 13 virtues that will be submitted to Dr. Kritsonis in a portfolio. Please submit a copy of your portfolio to Dr. Kritsonis and keep a copy for yourself. Evaluation of Reflective Papers/Portfolio A (90-100 pts) - The reflective paper/portfolio has a clear beginning, middle, and an end. This is clearly original, superior work product with no spelling or grammatical errors. The information is compelling and supported. The article has a conclusion that is supported by the evidence. B (80-89 pts) - The reflective paper/portfolio has most of the requirements to receive an “A”, but falls short in one or more areas. Spelling and grammatical errors, no matter how minor, usually result in the grade of a “B” even if all other indices have been met. C (70-79 pts) - The reflective paper/portfolio fails to meet one or more of the above requirements and contains many spelling, grammatical or syntactical errors. The information is not clear or not supportable. The paper is a superficial treatment and not very original. D (60 – 69) - The reflective paper/portfolio is unacceptable. The information shows no real understanding of the premises. The connections are not clear. F (59 and below) - The reflective paper/portfolio is unacceptable. In addition to the above errors,
  5. 5. there are many spelling, grammatical or syntactical errors in this article. TRUE OUTCOMES True Outcomes is a tool that Prairie View A&M University uses for assessment purposes. At least one of your assignments will be considered an "artifact" (an item of coursework that serves as evidence that course objectives are met) and will be loaded into both eCourses and True Outcomes. The assignment(s) to be used True Outcomes artifacts will be identified by your instructor. All four reflective papers will be uploaded to Outcomes. Students are required to complete an electronic portfolio (e-portfolio) in order to complete their program. This document can be used for future employment and/or educational endeavors. More information will be provided during the semester, but for general information, you can visit the True Outcomes web site at: www.trueoutcomes.net. eCourses PVAMU is moving to a new course management system (CMS) for online and web-assisted courses. Starting in the 2008 Fall semester, WebCT will be replaced by eCourses-an upgraded version of WebCT 4.1 with improved capabilities and better integration with the new Banner Student Information System. Course Procedures Submission of Assignments: Please submit two hard copies and a CD for each reflective paper to Dr. Kritsonis. Please use the established guidelines for all reflective papers. All reflective papers will be uploaded to True Outcomes. Formatting Documents: Microsoft Word is the standard word processing tool used at PVAMU. If you’re using other word processors, be sure to use the “save as” tool and save the document in either the Microsoft Word, Rich-Text, or plain text format. Exam Policy: Exams should be taken as scheduled. No makeup examinations will be allowed except under documented Emergencies (See Student Handbook) Professional Organizations and Journals American Association for School Administrators National Association of Elementary School Principals National Association of Secondary School Principals Phi Delta Kappa Texas Elementary Principals and Supervisors Association Texas Association of Secondary School Principals American Journal of Education American School Board Journal Education Administration Abstracts Education Administration Quarterly Education Week Educational Leadership NASSP Bulletin National FORUM Journals (www.nationalforum.com) Phi Delta Kappan TASSP News Highlights TEPSA Journal Texas Study Theory Into Practice Today’s Education References American Psychological Association (2009). Publication manual of the APA (6th ed.). Washington DC: Author Educational Leadership Constituents Council (ELCC) Standards (http://www.npbea.org/ELCCStandards%20_5-02.pdf)
  6. 6. Interstate School Leaders Licensure Consortium (ISLLC) Standards (www.ccsso.org/projects/education_leadership_initiatives/ISLLC_standards/) National Association of Elementary School Principals (http://www.naesp.org/resources/1/pdfs/Code_of_ethics.pdf) National Council for the Accreditation of Teacher Education (NCATE) (www.ncate.org/public/standards.asp) University Rules and Procedures Disability statement (See Student Handbook): Students with disabilities, including learning disabilities, who wish to request accommodations in class should register with the Services for Students with Disabilities (SSD) early in the semester so that appropriate arrangements may be made. In accordance with federal laws, a student requesting special accommodations must provide documentation of their disability to the SSD coordinator. Academic misconduct (See Student Handbook): You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in academic misconduct are subject to university disciplinary procedures. Forms of academic dishonesty: 1. Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on assignments or examinations. 2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test. 3. Fabrication: use of invented information or falsified research. 4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as one’s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one’s own work also constitutes plagiarism. Nonacademic misconduct (See Student Handbook) The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures. Sexual misconduct (See Student Handbook): Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action. Attendance Policy: Prairie View A&M University requires regular class attendance. Excessive absences will result in lowered grades. Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in assignment of a grade of “F”. Absences are accumulated beginning with the first day of class. Student Academic Appeals Process Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other problematic academic event that prompted the complaint.
  7. 7. Technical Considerations for Online and Web-Assist Courses Minimum Hardware and Software Requirements: -Pentium with Windows XP or PowerMac with OS 9 -56K modem or network access -Internet provider with SLIP or PPP -8X or greater CD-ROM -64MB RAM -Hard drive with 40MB available space -15” monitor, 800x600, color or 16 bit -Sound card w/speakers -Microphone and recording software -Keyboard & mouse -Netscape Communicator ver. 4.61 or Microsoft Internet Explorer ver. 5.0 /plug-ins -Participants should have a basic proficiency of the following computer skills: ·Sending and receiving email ·A working knowledge of the Internet ·Proficiency in Microsoft Word ·Proficiency in the Acrobat PDF Reader ·Basic knowledge of Windows or Mac O.S. Netiquette (online etiquette): students are expected to participate in all discussions and virtual classroom chats when directed to do so. Students are to be respectful and courteous to others in the discussions. Foul or abusive language will not be tolerated. When referring to information from books, websites or articles, please use APA standards to reference sources. Technical Support: Students should call the Prairie View A&M University Helpdesk at 936-261-2525 for technical issues with accessing your online course. The helpdesk is available 24 hours a day/7 days a week. For other technical questions regarding your online course, call the Office of Distance Learning at 936-261-3290 or 936-261-3282 Communication Expectations and Standards: All emails or discussion postings will receive a response from the instructor within 48 hours. You can send email anytime that is convenient to you, but I check my email messages continuously during the day throughout the work-week (Monday through Friday). I will respond to email messages during the work-week by the close of business (5:00 pm) on the day following my receipt of them. Emails that I receive on Friday will be responded to by the close of business on the following Monday. Submission of Assignments: Assignments, Papers, Exercises, and Projects will distributed and submitted through your online course. Directions for accessing your online course will be provided. Additional assistance can be obtained from the Office of Distance Learning. Discussion Requirement: Because this is an online course, there will be no required face to face meetings on campus. However, we will participate in conversations about the readings, lectures, materials, and other aspects of the course in a true seminar fashion. We will accomplish this by use of the discussion board. Students are required to log-on to the course website often to participate in discussion. It is strongly advised that you check the discussion area daily to keep abreast of discussions. When a topic is posted, everyone is required to participate. The exact use of discussion will be determined by the instructor. It is strongly suggested that students type their discussion postings in a word processing application and save it to their PC or a removable drive before posting to the discussion board. This is important for two reasons: 1) If for some reason your discussion responses are lost in your online course, you will have another copy; 2) Grammatical
  8. 8. errors can be greatly minimized by the use of the spell-and-grammar check functions in word processing applications. Once the post(s) have been typed and corrected in the word processing application, it should be copied and pasted to the discussion board.

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