Evaluation in Educational Leadership Ethics - Assignment Example

ETHICAL AND PROFESSIONAL ISSUES IN EDUCATIONAL LEADERSHIP EVALUATON OF A SUPPORTING CASE ATUDY IN EDUATIOAL LEADERSHIP ETHICS 12th May, 2012 The code of conduct gives a clarification on the required standard of behaviours which is expected from a professional teacher or other school staff, when performing their responsibilities and duties. It guides them on how they can make personal decisions based on ethical behaviours pertaining the school leadership environment (ACT-ETD, 1998). This is reflected in the teaching professional conduct, where by the entire staff in the school learning environment have a special position of trust and this duty should be focused on the care of the student body. Professional ethics should offer a wide range of principles to govern teacher behaviour in certain ethical setting and situations (Elliot, 2003). The leadership therefore should not place themselves at a definite level as ethical issue experts and are advised to seek a deep and broad consultation to all stakeholders especially matters of law. The teacher's Code of Professional Practice is important for all staff including principals employed by the Australian Capital Territory (ACT) Department of Education and Training. An ethical dilemma Keeping a Classroom Confidence; an ethical dilemma of removal of a difficulty child versus accomodation and guidance. Real life dilemmas arise without their subsequent real-life resolutions in our living environment and it usually occurs as a new encounter. This therefore requires an intervention of personal and professional ethics to solve them, since the nature of each dilemma is actually individualistic (Hammond et al., 2005). The teaching fraternity should consider sharing these dilemmas, and this will partially give the basics on how they should be solved. For instance Tom who has been a kindergarten teacher in a certain small and affluent community, and his success were based on good parent-teacher relationship in dealing with matters of general issues of school operations. Once a new school year starts tom is successfully assisted by the parents to manage his busy classroom work. But unlike the previous classes the current one is more challenging, as one of the pupils has severe behavioral difficulties (Rogers, & Niven 1990). Tom therefore faces an obligation which will take his and the parent’s time in managing the child in a manner that will not interrupt learning and enjoyment of the entire class. This is seen to be achieved by Tom just one month after the start of the term, as there is a feeling of community togetherness of parents and children. Unfortunately this is realized to be a short lived achievement, as one parent has a very different perspective. The parent has feelings that this child is so disruptive to the whole class and she decides to call other parents suggesting to them that they should all complain to the school leadership about this issue. Their efforts are eventually aimed at removing this child from Tom’s classroom. Tom discovers what is taking place from one of the parent, who had been called by this same parent. However she cautions him about keeping the information confidential to avoid severing the relationship with the other parents. Tom now is subjected with a dilemma that he has to use his personal and professional ethics in solving it. Initially he feels like to approach and talk to the school superintendent about the disgruntled parent's campaign issues to remove this difficult child from Tom’s class. This is difficult has he might be required to mention how he got this information through the parent‘s phone call. At the same time Tom wants so much to keep harmony in the classroom, which is being disrupted by one parent who is busy organizing one child’s removal from the class. From the dilemma and case study provided above we can get that it is difficult for education leadership to intervene and solve the case as there is a high degree of interest conflict (MacKinnon, 2012). This is based on the following principles: Fairness and intergrity The community puts the teaching community in a trust position for managing the school resources and access school information for both students and staff. This requires them to be honest, fair and show propriety to respect rights and dignity of students and other staff, evade personal and professional conflicts, be impartial, and avoid taking improper advantage of their positions in the society for personal benefits (ACT-ETD, 1998). They need to be aware of the socio-cultural and religious backgrounds of students and thus determine appropriate ways of treating them. Should seek views of the student and staff bodies on educational decision, identify and solve any conflict of interest in favour of public interest, and manage private ralationship in a professional way to avoid negative impact on others. In the ethical dilemma Tom is required to be honest with the education leadership on the issue of difficult child, and this also has to respect the rights of this child based on his socio-culrural and religious background. The parents should be assembled and determine the issue by giving a public opinion on the issue, but students have to give their views on effects of his interraction on the learning abilities of the class. Being honest to the adminstration about the issue will betray the parent who informed Tom about the issue, and again by removing the child from the class there will be breach of ethics as this does not respect the rights of this child. Service to the public The teaching professional should abide by the ACT Public Service (ACTPS), a service charter that define standards pertaining teaching staff behaviours. Community with apublic interest, and this includes being responsible for the welfare, education, health and safety of their students. Professional teachers have to exercise high standards of care and skill, promotion of trust in the public service interest, and the teaching profession (ACT-ETD, 1998). They are obligated to protect their students from any harm, committed to their learning programs as well as courtesy treatment of students, parents and teaching colleagues. The should work together with parents and guardians in understanding the diversity of social, cultural and special learning needs of these students and thus define the learning methods which will be suitable for all students. The dignity, rights and opinions of others should be given respect, including the ethnic, cultural and religious diversities. There should be high demonstration of high professional standards in teaching service delivery, and engaging student in positive learning to obtain high level of outcomes. Encouraging support for personal and professional development of others, and informing individuals on their rights and responsibilities so as they can accept them (Corey et al., 2006). Working collectively and cooperatively to achieve the school goals, and recognising rights of students to a safe and secure learning environment. Refrain from any acts that can harm a student or cause a psychological damage to astudent, and also they should refrain from sexual conduct with students. Tom should protect the welfare, health and safety of his students, and by exposing this issue there will be a breach of teachers professional conduct. He should call the parents to share on the socio-cultural and religious diversities and define ways of treatment of students in the school. Removal of a child from a class, contravenes respect of individual's dignity, rights and opinions based on his cultural background. But also the public interest by some of the parents that a difficult child interferes with the learning of other students and should be removed from that class should be respected. Removal does not offer the required support for the positive learning of a student, and it can cause a psychological harm to this child. Responsiveness to the government and needs of the public Teachers must show a similar level of professionalism in terms of educational leadership as described in the gorvenment policies and services delivery, without taking political persuasion and sides. They teaching professionals needs to respect the rule of law, and democracy systems in our society, and this should be obligated to implementation of high quallity of teaching (Chenswith et al., 2002). They should work to achieve advanced student learning and fulfilling public interest, as well as proper response to breaches of school and governmental policies. Teachers have to be familiar with the professional codes and regulations of employment, and comply with the policies of departments and supervisor's directives. This should allow advanced student learning and attainment of public interest (ACT-ETD, 1998). Provision of a conducive learning environment should be advocated to address the needs of all students from every perspective of socio-culture and religious backgrounds, including those with disabilities. Priorities should be set to develop and implement an effective pedagogy to achieve student and community goals, and this will favour the effecient interractions between the teachers and community at large (Cottone, &Tarvydas, 2008). They should offer professional support for colleagues in difficulty ethical situation and give reports of any leadership misconduct including suspected fraud, neglect and mismanagement to the necessary authorities. Confidentiality must be observed in respect to the defined policies and public interest, and this should be accompanied by lawful and supervisory advice adherence. Personal decisions should be well defined and decision making has to be based on professional guidelines and authoritative inquiries on difficult ethical issues. Every child from each socio-economical and religional perspective should be given a conducive environment for learning, and thus removal of a child from the class will trigger lack of professional support for the child to modify his personal behaviour. Student and community relationship will be severed if the child is removed from that class, because the public interest will contravene rights and opinions of an individual child and this will affect classroom stability. It is therefore necessary to offer professional guidance of the child and address affected parents on professional ethics so as to create a conducive and positive learning environment for all students of diverse background. Accountability Professionalism gives teachers an obligation for teachers accountability to educational policies of the government, and educational programmes they offer to students. They should follow these policies to deliver effectively and impartially these programs, and do a proper recording of all decisions made and programs covered (ACT-ETD, 1998). Students should be encouraged to strive for high quality of learnig values, and teachers should place student interest at heart and avoid cultivating for personal interest. They should accept professional responsibilities for development of teaching skills and knowledge, and learn to cooperate with their colleagues for the best benefit of the students and the entire community at large (Freire, 1973). Students should be provided with quality learning opportunities, to develop their ultimate potential in educational achievement through high standard of professionalism of teachers in service delivery. Teachers should learn strengths and weaknesses of their students so as to positively influence their learning skills, regular assessment of students and accepting responsibility for their learning outcomes (Davis et al., 2005). Application of the research findings in teaching programs should be given a priority as this current knowledge and skills will improve on curriculum relevancy on specific subjects. Teachers should emphysise on defining subjects properly and explain how their teaching is related with the entire school curriculum and future student careers. Confidentiality, privileged communication and privacy For a successful development of professional leadership in education, it is very essential to nurture the virtue of trust among the stakeholders. Without this trust the co-operation between the educational professional and the parent/student to promote a continued form of partnership, through holding up respect and confidentiality will not be achievable in the learning environment. Respect should be given to the multi-cultural diversities, and this should be given a great confidentiality and respect (Thompson, 2000). Disclosure can only be allowed only if there are legal requirements or a likelihood of danger in the secrecy especially on cases of contagious life threatening diseases in the learning environment. The parents and guardians should be able to identify their responsibility in the learning process, and be equipped with the capacity to come up with an informed consent especially after a problem has occurred. Professional records for parent, guardians and students should be kept confidential, access should highly be recommended to be based on the permission by the authorities responsible (Fullan, 2003). School should be responsible for disclosure, dissemination and transfer to any records concerning the activities and service delivery within the school and this will avoid loss of information confidentiality. There should be development of trust between the parents and the school community, through proper solving of ethical issues. School and personal information should be kept confidential but if this is strictly adhered to there will be loss of honesty and trasparency (Bowen, 2005). The class teachers should exercise high degree of confidentiality on classroom matters however he has to allow for transparency and honest to the educational leadership. Relationship with other professional teachers Teachers must attempt to treat aggressive behaviours by suspending contact to any person acting in an offensive manner while in the school premises until an agreement is made to abolish that kind of behaviour in the future. They should defend themselves, students or other teachers against any physical attack, and occassionally if the aggression is from students or fellow teachers, it should be handled according the school policy (Sennett, 1999). The excessive use of force beyond limits for prevention of student self-injury or harming others should not be encouraged, and any attempt for physical restraint should be highly considerate to avoid an assault case. Professional teachers should also recognise the quality of services they render to both students and parents, and this is relatively influenced by the quality of their interactions. The major factor is how the professional teachers interact with their fellow colleagues, and this can influence the quality of learning services offered to their clients (Plante, 2004). A successful achievement here can be attained through a positive interraction, and this then explains why there is poor service delivery when there is poor professional relationship between the teachers. The interdisciplinary and team work spirit among the teachers, to attain the well-being of the parents and guardians by drawing on the perspectives, values and experiences (Frank, 1995). This can be able to facilitate changes in learning and good relationship between the educational leaders and clients. Consultation is of greater importance, and all members are share understanding of a problem definition, goals for change, and consequences on sequences of intervention. The teachers are obligated to defend their students against any type of harm and by allowing the removal of the child, this will severe relartionship between the teachers and parents. The aggression of these parents to the class's difficulty child should be managed accordingly to avoid severing of a conducive learning environment in the school. Sharing of the ethical issues with their professional colleagues is necessary to abolish biased decision making depending on personal feelings. Privacy The teaching staff is bound by the Commonwealth Privacy Act 1988 provisions as described in the regulation and protection of information under Privacy Principles within that Act. Personal information should not be disclosed and this includes the collected, stored and used information as indicated by this act. Personal opinions should also be guarded and respected, and identities for touching opinions about the school welfare should not be in a disclosure (ACT-ETD, 1998). Personal information should only be obtained on a lawful purpose of which the owner is aware and information used according to the activity, and any kind of storage of this data should consider protection against disclosure by the authorities. Also the Freedom of Information Act 1982 (Commonwealth), explains that personal information should be accurate and and relevant for the purpose it is meant for. In this ethical dilemma, the class teacher is subjected to an obligation to keep personal information concerning the difficulty child and that parent confidential. This information on behaviour of the child should not be disclosed and used for a malicious intention such as removal of this child from the class. Also Tom should have observed confidentiality of the information given by the concerned parent about motive of the other parents on how one of the class children affects the learning of the whole class (Macy, 1998). (a) Justification of the answer using ethical conduct theories The class teacher will have to consider all perspectives of professional ethics, and this should also consider student and parent socio-economic and cultural development thus avoiding psychological damage (Beckner, 2004). Before removing the child from Tom’s class personal values should be considered including welfare for the parent and the affected child and the child's rights to accessing a conducive learning environment. Tom should offer an open, honest and accurate communication of this case to the education leadership and the parents, to enable development of trust within his working environment. Also he has to consider the confidentiality but since the eventuality of his case is good then he has to explain the professional ethics surrounding the privacy limitation, taking into account the freedom and availability of a conducive learning environment for this class and entire school community. He should approach administration and discuss issues of exposing the origin of information to avoid the breach of privacy of parent and confidentiality (Furman, 2003). Proper assessment of the child’s educational, psychological and emotional development, including his socio-cultural welfare before taking any step of consideration at the same time they should refrain from harming the child through interfering with his welfare. tudents should be well trained, supervised and taught with a lot of professionalism, so as to understand the importance of having a positive learning atmosphere and how he can participate in achieving this effect (Botsman and Latham, 2001). Usually boundaries should be created in order to develop respectful relationship between the stakeholders, and this requires that teachers professionally monitor the interactions of these pupils before making a decision whether to remove the child from Tom’s class. The child’s cultural diversity should be taken care of, and this includes the socio-economic and cultural development. Educators should also provider ethical guidance to this child so as to change the personal behavior and make him aware of his ethical responsibilities (Freakley, & Burgh, 2000). Also the student welfare have to be checked in terms of objectives, level of knowledge development, training setting, supervision and its evaluation, and encourage self-growth in the learning. Reflection of consideration for all selected documents interrelationship of workplace codes policies and procedures Teachers should exercise powers on students and young people directed to shaping their future characters, including a direct impact on improved quality of learning by students. Professionally trained teachers will enhence an atmosphere where by the learning environment is conducive for knowledge acquisition and sharing of the information (Carr, 1999). This is because the school community requires high standards of teachers who are commited to professional ethics and are willing to demonstrate a great desite to acquire new teaching skills (ACT-ETD, 1998). The professional teaching code of ethics defines that teachers should have good copnduct and intergrity so as to maintain the values and principles in section 6 of the act, and also complying with section 9's code of ethics. The teachers have to adhere to the major principles of public service ethics, which includes; accountability, fairness and intergrity, effeciency and effectiveness, service to the public and responsiveness to government and public needs. References Australian Capital Territory: Education and Trainning Directorate (1998), Teachers Code of Professional Practice; Publication and policies, obtained on Sun 13 May 2012 from http://www.search.act.gov.au/search_simple.jsp?action=search&resultCount=10&searchType=AllWords&maxResults=100&search=y&page=1&ref=www.det.act.gov.au&refDisplay=DET&scope=agency&searchString=Code+of+Ethics&x=18&y=14 )) Australian Capital Territory: Education and Trainning Directorate (1998) ACT-ETD Policies on Professional Ethics in Teaching retrieved on Sun 13 May 2012 , fro m http://www.det.act.gov.au/publications_and_policies/policy_a-z Beckner, W. (2004), Ethics for Educational Leaders; Boston: Pearson Education, Inc. Botsman, P & Latham M (2001), the Enabling State; People before Bureaucracy- Pluto Press, Sydney Bowen, C. (2005). Ethics: The Foundation of Training in Educational Leadership. Paper presented at the Twelfth International Conference on Learning, Granada, Spain Carr, D (1999), Professionalism and Ethics in Teaching (Professional Ethics) Routledge, London Chenowith, T., Carr, C., & Ruhl, T. (2002), Best Practice in Educational Leadership Preparation Programs. Paper presented at the Administrator for Licensure Planning Forum, University of Oregon. Corey, G et al (2006), Issues and Ethics in the Helping Professions.Brooks/Cole, Monterey, California. Cottone, RR &Tarvydas, VM (2008), Ethical and Professional Issues in Counselling; Prentice Hall, New York Darling-Hammond, L. (2005), Educating the New Educator: Teacher Education and the Future of Democracy-The New Educator, 1,1-18. Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005), School Leadership Study: Developing Successful Principals. Stanford, CA: Stanford Educational Leadership Institute. Elliot, D. (2003). Lecture on “Teaching Ethics.” Class taken at University of Montana, Missoula Fullan, M. (2003), the Moral Imperative of School Leadership; Thousand Oaks, CA: Corwin Frank, A (1995), The Wounded Storyteller. Body, Illness and Ethics, University of Chicago Press, Chicago Freakley, M & Burgh, G (2000), Engaging with ethics: Ethical Inquiry for Teachers. Social Science Press, Katoomba. Freire, P. (1973). Education for Critical Consciousness; New York: Seabury Press. Furman, G. C. (2003). Moral Leadership and the Ethic of Community; Values and Ethics in Educational Administration, 2(1),1-8. MacKinnon, B (2012), Ethics: Theory and Contemporary Issues .University of San Francisco, Macy, J (1998), Coming Back to Life.New Society Publishers, Gabriola Island, BC, Canada Plante, T G (2004), Do the Right Thing: Living Ethically in an Unethical World. New Harbinger Publications Oakland Rogers, J. & Niven, E. (1990) Ethics: A guide for New Zealand nurses. Auckland: Addison Wesley Longman. Sennett, R (1999), The Corrosion of Character. The Personal Consequences of Work in the New Capitalism, WW Norton and Co, New York Thompson, Mel (2000) Ethics. Teach Yourself Books: Lincolnwood Read More

This is difficult has he might be required to mention how he got this information through the parent‘s phone call. At the same time Tom wants so much to keep harmony in the classroom, which is being disrupted by one parent who is busy organizing one child’s removal from the class. From the dilemma and case study provided above we can get that it is difficult for education leadership to intervene and solve the case as there is a high degree of interest conflict (MacKinnon, 2012). This is based on the following principles: Fairness and intergrity The community puts the teaching community in a trust position for managing the school resources and access school information for both students and staff.

This requires them to be honest, fair and show propriety to respect rights and dignity of students and other staff, evade personal and professional conflicts, be impartial, and avoid taking improper advantage of their positions in the society for personal benefits (ACT-ETD, 1998). They need to be aware of the socio-cultural and religious backgrounds of students and thus determine appropriate ways of treating them. Should seek views of the student and staff bodies on educational decision, identify and solve any conflict of interest in favour of public interest, and manage private ralationship in a professional way to avoid negative impact on others.

In the ethical dilemma Tom is required to be honest with the education leadership on the issue of difficult child, and this also has to respect the rights of this child based on his socio-culrural and religious background. The parents should be assembled and determine the issue by giving a public opinion on the issue, but students have to give their views on effects of his interraction on the learning abilities of the class. Being honest to the adminstration about the issue will betray the parent who informed Tom about the issue, and again by removing the child from the class there will be breach of ethics as this does not respect the rights of this child.

Service to the public The teaching professional should abide by the ACT Public Service (ACTPS), a service charter that define standards pertaining teaching staff behaviours. Community with apublic interest, and this includes being responsible for the welfare, education, health and safety of their students. Professional teachers have to exercise high standards of care and skill, promotion of trust in the public service interest, and the teaching profession (ACT-ETD, 1998).

They are obligated to protect their students from any harm, committed to their learning programs as well as courtesy treatment of students, parents and teaching colleagues. The should work together with parents and guardians in understanding the diversity of social, cultural and special learning needs of these students and thus define the learning methods which will be suitable for all students. The dignity, rights and opinions of others should be given respect, including the ethnic, cultural and religious diversities.

There should be high demonstration of high professional standards in teaching service delivery, and engaging student in positive learning to obtain high level of outcomes. Encouraging support for personal and professional development of others, and informing individuals on their rights and responsibilities so as they can accept them (Corey et al., 2006). Working collectively and cooperatively to achieve the school goals, and recognising rights of students to a safe and secure learning environment.

Refrain from any acts that can harm a student or cause a psychological damage to astudent, and also they should refrain from sexual conduct with students. Tom should protect the welfare, health and safety of his students, and by exposing this issue there will be a breach of teachers professional conduct. He should call the parents to share on the socio-cultural and religious diversities and define ways of treatment of students in the school.

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