Standard #5: Ethics & Integrity
TITLE & FOCUS
Title: Standard #5: Ethics & Integrity
Description: Participants will engage in activities that examine the need for ethical decision making. They will differentiate between legal and
ethical issues and decision making. They will explore different approaches to ethical decision making, discuss different process for applying
those different approaches and how they affect ethical decisions. Participants will explore the relationship between personal values and ethical
decision making processes. They will also explore how to develop a school wide culture which focuses on honesty, commitment, integrity and
relationship building. The application focus is that participants will apply their personal values and various approaches/processes in an ethical
decision making process; and plan, communicate, and monitor the ethical decision making culture within their school.
NOTES:
 PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at
asupll@asu.edu for details (including an Attendance Roster Form and a Participant Feedback Form)
 FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including
participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback,
comments, or suggestions for improvements to asupll@asu.edu (be sure to include the exact name of the workshop).
TARGETED LEARNING FOR THIS WORKSHOP
NOTE: It is recommended that the objectives, guiding questions, and key vocabulary be posted during the workshop.
1st Segment
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
 Identify different ethical approaches and an example of an ethical decision making standardized process.
 Applying different ethical approaches and demonstrating these different approaches to an ethical decision-making process and
analyzing their various outcomes.
 Differentiate between legal and ethical decision making.
 Compare and contrast different organizational ethical guidelines.
Guiding Questions (Task analyze the lesson/objectives, consider the sequential steps, and then write questions that guide participant thinking)
 How do leaders demonstrate ethical and legal behavior?
Key Vocabulary (List words that may need to be defined for clarity; this list may become a poster in the workshop)
 Ethical Decision, Legal Decision, Ethical Approaches, Ethical Decision Making Process, Ethical Standards
ISLLC Standard (based on Leadership Standards Rubric aligned with ISLLC Performance Expectations, Elements, or Criteria)
 Standard #5 – An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
 5a- Ethical and Legal Standards
Research-Based Critical Behaviors (Vanderbilt University research identified principal behaviors; VAL-ED workshops)
 Key Process: Planning
 Core Component: Culture of Learning & Professional Behavior
2nd Segment
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
 Define core values and identify participants’ core values.
 Analyze how these core values influence the decision making process and how they affect potential outcomes.
 Analyze the relationship between various ethical decision making approaches, values, and processes.
Guiding Questions (Task analyze the lesson/objectives, consider the sequential steps, and then write questions that guide participant thinking)
 How do personal values and beliefs impact decision making?
Key Vocabulary (List words that may need to be defined for clarity; this list may become a poster in the workshop)
 Core Values, Personal Values, Ethical Dilemmas, Ethical Decision-making, Ethics vs. Law
ISLLC Standard (based on Leadership Standards Rubric aligned with ISLLC Performance Expectations, Elements, or Criteria)
 Standard #5 – An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
 5b-Examining Personal Values and Beliefs
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Standard #5: Ethics & Integrity
Research-Based Critical Behaviors (Vanderbilt University research identified principal behaviors; VAL-ED workshops)
 Key Process: Monitoring
 Core Component: Culture of Learning & Professional Behavior
3rd Segment
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
 Review what ethical decision-making is and is not.
 Examine the importance of balancing rules and wisdom
 Identify key strategies and techniques for building a culture of high ethical standards.
Guiding Questions (Task analyze the lesson/objectives, consider the sequential steps, and then write questions that guide participant thinking)
 How do you build a culture of high ethical standards?
Key Vocabulary (List words that may need to be defined for clarity; this list may become a poster in the workshop)
 Culture, Integrity, Ethical Leadership, Monitor and Evaluate
ISLLC Standard (based on Leadership Standards Rubric aligned with ISLLC Performance Expectations, Elements,or Criteria)
 Standard #5 - An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
 5c-Maintaing high standards for self and others
Research-Based Critical Behaviors (Vanderbilt University research identified principal behaviors; VAL-ED workshops)
 Key Process: Implementing, Supporting
 Core Component: Culture of Learning & Professional
Agenda and Segment Titles
Introduction and/or Overview of Workshop
1st Upholding Ethical and Legal Standards
2nd Personal Values and Beliefs
3rd Maintaining High Standards
Conclusion & Developing an Application Focus (or other)
TOTAL TIME:
Slide Numbers
1-8
9-23 (24)
25-38 (39)
40-52
53-54
Time in Minutes
20
140
90 (1.5 hrs)
90
20
360 (6 hrs)
Notes
Materials, Handouts, Readings, Videos, and other items needed
General Materials (items used throughout whole workshop, and office supply items needed)
 Facilitator Guide for Standard #5: Ethics & Integrity
 Facilitator PowerPoint for Standard #5: Ethics & Integrity
 Agenda (facilitator makes this on chart paper)
 Chart Paper and Markers
 Post-it Notes, large and small
1st Segment
Handout (list exact title and name of electronic file; add APA format in the Resources section)
 Application Focus-Ethics-Half Day
 AASA Code of Ethics
 NEA Code of Ethics
 Ethical Decision Making Graphic Organizer
Videos (list exact title and provide URL; add APA format in the Resources section)
 Barry Schwartz: Our Loss Of Wisdom – Education, Humanity, Morality, Ethics, And Labor,
http://www.youtube.com/watch?v=cXI2rgz8XZY&feature=player_detailpage#t=68s
Other technologies or resources that are used
 None
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Standard #5: Ethics & Integrity
2nd Segment
Handout (list exact title and name of electronic file; add APA format in the Resources section)
 Core Values Handout
 A Wise Person
 Ethical Decision Making Graphic Organizer
Videos (list exact title and provide URL; add APA format in the Resources section)
 Barry Schwartz: Our Loss Of Wisdom – Education, Humanity, Morality, Ethics, And Labor,
http://www.youtube.com/watch?v=cXI2rgz8XZY&feature=player_detailpage#t=218s
Other technologies or resources that are used
 .
3rd Segment
Handout (list exact title and name of electronic file; add APA format in the Resources section)
 Planning Process Organizer for Ethics Activity
Videos (list exact title and provide URL; add APA format in the Resources section)
 Barry Schwartz: Our Loss Of Wisdom – Education, Humanity, Morality, Ethics, And Labor ,
http://www.youtube.com/watch?v=cXI2rgz8XZY&feature=player_detailpage#t=351s
Other technologies or resources that are used
 .
RESOURCES
References:
 Author Unknown, (unknown) A Camera in the Classroom, http://www.globalethics.org/dilemmas/A-Camera-in-the-Classroom/209/
 Author Unknown, (unknown) Cheating Yourself, http://www.globalethics.org/dilemmas/Cheating-Yourself/67/
 Framework for Thinking Ethically, http://www.scu.edu/ethics/practicing/decision/framework.html
 Mirk, Paula, (2011) Building Cultures of Integrity, The School Administrator September 2011 Number 8, Vol. 68, pp. 22-26
 Trevizo, Eddi (Apr. 30, 2012 11:03 PM ) Free speech, social media collide at Goodyear school, The Republic | azcentral.com,
http://www.azcentral.com/community/swvalley/articles/2012/04/11/20120411free-speech-social-media-collide-goodyear-school.html
 Choney, Suzanne, (July 5, 2012, 9:46 pm ) Teacher Compares Student To Orangutan On Facebook, MSNBC.msn.com,
http://digitallife.today.msnbc.msn.com/_news/2012/07/05/12581309-teacher-compares-student-to-orangutan-on-facebook-could-loselicense?lite
 Primary contributors include Manuel Velasquez, Dennis Moberg, Michael J. Meyer, Thomas Shanks, Margaret R. McLean, David
DeCosse, Claire André, and Kirk O. Hanson, (2009) Framework for Thinking Ethically, Applied Ethics at Santa Clara University.
http://www.scu.edu/ethics/practicing/decision/framework.html
Other General Resources: These are items available through ASU for this Workshop (do not repeat items from materials section)
 ISSLC Standard 5 Half Day Module KBAD
 Instructional Leadership: Core Components & Key Processes (if workshop is connected to VAL-ED)
 ISLLC Standards Rubric (if workshop is connected to ISLLC Standards)
 .
Content Experts: Glen Turner, Michelle Brady and Brad Jamison
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Standard #5: Ethics & Integrity
Presentation Notes
Management Considerations, Background Information, Notes, etc
Management Considerations:
 Directions / Notes relevant to each individual PowerPoint slide are listed in the PowerPoints notes section
 Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for participants.
 Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
 Typically, each segment of the workshop begins with a slide entitled “Segment Guiding Questions”
 Closure for each segment and/or the end of the workshop should be adjusted/adapted to the facilitators style
Background Information (any important big picture information that a future facilitator should know – not listed in references)
 .
Notes to Inform Pacing/Adjusting Lesson (FACILITATORS: After studying this workshop, you may make additions to these items)
 .
Follow-up Strategies
Overall Suggestions:
 Use left-hand column of the Application Focus to engage the principal about his/her implementation of those concepts. You might you
pose the following questions to help ensure the principal has a clear picture of the desired end result. What is meant by (the listed item in
the Application Focus)? What would it look like when that is implemented effectively in your school? What would it sound like, in terms of
teacher talk?
 Use the article/reading ( … )to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her
school, and/or how the ideas inform the Application Focus.
 Use the book ( … ) as a book study. You may want to select chapter ( … ) for follow-up dialogue with the principal.
Segment #1
Individual Reflection Questions for Coaching (reflecting on workshop concepts, understandings, options, or application)
 How will understanding the 5 approaches to ethical decisions, including your preferred approach, help you make better decisions?
 If you were faced with an ethical dilemma, based on today’s presentation, what would you do differently and how do you think the
outcome would change?
 What is your responsibility in assuring that all members of your school learn to make ethical decisions?
Group Discussion Questions for Online Forum (sharing what he/she is “doing” in his/her school)
 Describe how difficult decisions are made within your school/district, where are the areas of improvement?
 What are the indicators that lead you to know that your school needs helps with making difficult decisions?
Segment #2
Individual Reflection Questions for Coaching (reflecting on workshop concepts, understandings, options, or application)
 How do you reconcile your values, beliefs and actions when a choice you had to make conflicted with your core value system?
 The module today focuses on making ethical decisions, however that is not the only time leaders are faced with ethical situations, think of
other situations that involve ethical behavior on your campus, what are they and do these areas need improvement?
Group Discussion Questions for Online Forum (sharing what he/she is “doing” in his/her school)
 Share times when you were faced with a difficult decision, what was the outcome, and what would you do different?
 Thinking about your school/district, share activities that promote and hinder ethical decision making.
Segment #3
Individual Reflection Questions for Coaching (reflecting on workshop concepts, understandings, options, or application)
 Sometimes it is easier to follow the rules when making a difficult decision, however as we learned the rules do not always fit the situation.
How will you mix rules (legal) and integrity (ethics) with decision making in the future?
 We brainstormed synonyms for integrity, which one of those words fit you the best, how will you use this to guide you when making
difficult decisions?
Group Discussion Questions for Online Forum (sharing what he/she is “doing” in his/her school)
 What data have you used to assess the ethical climate on your campus/in your district?
 Describe how analyzing the results of an ethical survey could help you change the ethical climate/culture on your campus?
 What data are you collecting to assess progress toward a culture of ethical decision making?
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