Importance of Ethical Behavior in School Leadership

Board-Ethics The Principal and Ethical Behavior

Task:

Board-Ethics The Principal and Ethical Behavior As we think about the importance of a person being set apart to accomplish a public purpose such as a principal, teacher, doctor, accountant, policeman, and etc., we would do well to keep in mind that good ethical behavior is a leadership must. In fact, we don’t look kindly on the exceptions. Perhaps this is because we depend on others to abide rules of good ethical behavior just as they depend on us. Most of us do not violate rules of good behavior or ignore laws or public policy set forth to help assure that we may enjoy a safe orderly society.

While we may reserve the right to grouse about rules, policy or the law few of us knowingly seek to evade our responsibilities. We trust. We trust our neighbor, accountant, banker, attorney and the pilot of our plane. Experience may make us cautious concerning human failure and those exceptions when our trust might have been shaken. But that is the point: these are exceptions. When taking on the role of school leadership, we become something more than ourselves. We carry the dreams and the hopes people have for our children.

This is worth keeping in mind as we prepare and work toward providing effective leadership in our school, community and nation. The bottom line is: As a principal we must be fully committed to setting and demonstrating high standards of ethical behavior in our school and community. Answer the following questions for Week 4 Discussion Board (WO4) How effective is the leadership in your school with regard to setting and abiding high standards of ethical behavior for all concerned? What role does ethical behavior play in garnering public trust, and support for the school? What could you do to help assure that others view you as a model for good ethical behavior? What questions, concerns, or ideas do you have regarding leadership and ethics?

Students who successfully complete this week’s assignment will be able to:
W4LO 1: Examine the legal requirements and components within the state recommended teacher evaluation for Texas.
W4LO 2: Rate evidence that has been collected for each dimension of the T-TESS Evaluation System.
W4LO 3: Formulate questions to facilitate teacher reflection on instruction during a post-conference.
W4LO4: Begin to construct an Instructional Playbook and corresponding checklist for use in an Instructional Coaching System.
WKLO 5: Create documentation that can be used for justification to support a personnel decision.
WKLO 6: Appraise a teacher’s instructional practice based on evidence provided and compose a conference plan to facilitate teacher reflection on their pedagogy to facilitate professional growth.
 Week 4 targets the following Course Learning Outcomes (CLOs).
Students who successfully complete this EDLD 5345 course will be able to:
CLO 2: Analyze and apply legal requirements for personnel management.
CLO 3: Model and promote the highest standard of conduct, ethical principles, and integrity.
CLO 6: Facilitate the implementation of a staff evaluation, supervision, and development system to improve the performance of all staff members.
CLO 7: Exemplify requisite credentials and program requirements.
SBEC Principal Competency 005: The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth.
SBEC Principal Competency 006: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management.
SBEC Principal Competency 007: The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment. Principal Standards Pillar: Observation and Feedback Principal Domain and Competency
Domain II: Leading Learning
Competency 3
Descriptive Statement A: Prioritizes instruction and student achievement by understanding, sharing, and promoting a clear definition of high-quality instruction based on best practices from recent research
Descriptive Statement B: Facilitates the use of sound, research-based practice in the development, implementation, coordination, and evaluation of campus curricular, co-curricular, and extracurricular programs to fulfill academic, development, social, and cultural need
Domain II: Leading Learning.
Competency 4
Statement A: Monitors instruction routinely by visiting classrooms, observing instruction, and attending grade-level, department, or team meetings to provide evidence-based feedback to improve instruction.