Leadership Ethics This session is not intended to teach you ethics! Because I do not believe it is possible to “teach” ethics! Why?

Here is why •  Ethics is personal •  Ethical foundations are grounded in one’s religious,

cultural or behavior •  Ethics comes from history; your history, history of a

county •  Ethics may possibility change over time do to personal

tragedy or life changes, growing older •  Ethics can be gender driven •  Family foundations •  Can be influenced by peers •  Driven by ones chosen profession •  Religious experience •  There is no concise definition of ethics? Webster; “the

study of standards of conduct and moral judgement.” Really, what standards, what is moral judgement?

Taking Ethical Responsibility and Integrity Seriously

WHY should we take this seriously? � we must have a strong and vibrant civil society, �  we must educate citizens who are ethically

grounded � we must educate citizens who are ethically

responsible and practice integrity and pursue excellence.

THE LEADERSHIP CENTER AT MOREHOUSE COLLEGE

Ethical Leadership THE LEADERSHIP CENTER AT MOREHOUSE COLLEGE

�  Character: the narrative script that defines the individual ◦  Integrity ◦  Empathy

◦  Hope �  Civility: character in /social/public character in /social/public

�  space ◦  Perseverance

◦  Respect ◦  Recognition

�  Community: a sense of community represents the spiritual/holistic dimension ◦  Courage ◦  Justice

◦  Compassion

Ethical Leadership

The attempt to act from the principles, beliefs, assumptions and values in the

leader's espoused system of ethics.

(Starratt 2006, Ethical Leadership)

Ethical Leaders

Who are they?

� Articulate and embody the purpose and values of the organization,

� Focus on organizational success rather than on personal ego,

� Find the best people and develop them, � Create a living conversation about ethics,

values and creation of values for stakeholders, and,

�  Take a charitable understanding of others’ values.

What Ethical leaders do!

� Make tough calls while being imaginative.

� Know the limits of the values and ethical principles they live by.

� Frame actions in ethical terms.

� Connect their basic values.

Ethical Leaders live by SIX Pillars of Character �  Pillar 1: Trustworthiness ◦  Honest ◦  Integrity ◦  Reliable ◦  Loyal

�  Pillar 2: Respect ◦  Civility and courtesy ◦  Dignity ◦  Tolerance

�  Pillar 3: Responsibility ◦  Accountable

�  Pillar 4: Fairness ◦  In process ◦  Equity

�  Pillar 5: Caring ◦  You exist in the universe ◦  Benevolence

�  Pillar 6: Citizenship ◦  Civic Duties ◦  Part of the community

[Josephson Institute of Ethics

Ethical Leadership Characteristic of A Virtues/ethical Leader

�  Loyalty: Commit to each other. �  Respect: We hear people out and engage in

dialogue. � Caring: sometime we care better by neglecting

what a person wants most. �  Justice: what we do to whom and be equitable. � Grace: Not giving into displays of temper and

pettiness. � Courage: embrace risks. � Honesty: The most fundamental virtue.

Ethical Dialogue

� 60 Minutes and “Change of Heart” Ethical construct of “social worth”

� “Artificial Intelligence” and the impact on ethics

� Ethics and the teaching profession

Ethical Dilemmas �  Ethical dilemmas arise when our behavior affects

other people. �  Ethical dilemmas arise when people believe a

certain behavior is highly desirable but the law is silent. (Hand free driving)

�  Ethical dilemmas arise when we know we should do “something” but don’t

�  Ethical dilemmas arise when we live in ambiguity. We do things because we think it is for “the right reason.”

� Construct of “Dirty Hands”

Ethical Dilemmas Leaders face �  Personnel �  Social Media �  Political; local, regional, state, national, and international �  Financial/budget �  Multigenerational work place �  Changing family dynamics �  Expectations of student learning �  Changing demographics �  Need to be innovative �  Challenging the status quo �  Militant workers, militant supervisors/labor relations �  Work place policies

How do you resolve ethical dilemmas?

� Seeing what is important in a situation. � Be reflective on what is important. � Continue to search for alternatives. � Weight the choices: ◦ What are the consequences ◦ What is the “greatest good” ◦  Invoke moral rules: This will be a better place! ◦  The “good old Golden Rule.”

Turbulence Theory: A Three step process

� Step 1: Consider the level of turbulence in the dilemma.

� Step 2: Think through all the ethical paradigms Which one(s) inform your best decision?

� Step 3: consider how an action resulting from the ethical paradigm may affect the turbulence level.

[Shapiro and Gross (2008) Ethical Educational Leadership in Turbulent Times. New York, NY. Taylor and Francis

Levels/Degrees of Turbulence �  Light: Associated with ongoing issues. Little if any

disruption to the normal work environment. � Moderate: Widespread awareness of the issues. �  Severe: Fear for the entire organizations (school)

possibility, large scale community demonstrations, a feeling of crises.

�  Extreme: Structural damage to the organization's

normal operation.

The Ultimate Dilemma

When personal ethics comes into conflict with the ethics

of the organization!!!!! What do you do???

Minnesota Code of Ethics for School Administrators.

�  3512.5200 Code of Ethics for School Administrators ◦  A school administrator shall provide professional educational

services in a nondiscriminatory manner ◦  A school administrator shall take reasonable action to protect

students and staff from conditions harmful to health and safety. ◦  A school administrator shall take reasonable action to provide

an atmosphere conducive to learning

Minnesota Code of Ethics for School Administrators

◦  A school administrator shall not misuse professional relationships with students, parents and caregivers, staff, or colleagues to private advantage. ◦  A school administrator shall disclose confidential information

about individuals only when a compelling professional purpose is served in accordance with state and federal laws, and school district policies.

◦  A school administrator shall not knowingly falsify or

misrepresent records or facts relating to the administrator's qualifications, or to the qualifications of other staff or personnel.

Minnesota Code of Ethics for School Administrators

◦  A school administrator shall not accept gratuities, gifts, or favors that impair professional judgment, nor offer any favor, service, or item of value to obtain special advantage. ◦  A school administrator shall only accept a contract for a

position when licensed for the position or when a school district is granted a variance by the commissioner

Minnesota Code of Ethics for School Administrators

�  A school administrator, in filling positions requiring licensure, shall employ, recommend for employment, and assign only appropriately licensed personnel, or persons for whom the school district has been granted a variance by the appropriate state board or agency, unless, after making reasonable efforts to obtain a variance, an appropriately licensed person cannot be assigned and the position must be filled to meet a legitimate

Minnesota Code of Ethics for School Administrators

�  A school administrator shall not engage in conduct involving dishonesty, fraud, or misrepresentation in the performance of professional duties.