Created for a presentation as part of a master's program

1. Presentation - Adelee Penner & Tara Sly

2. Ethics: fundamental principles; “For the
purposes of this chapter, the term „ethics‟ is
used to signify a specific category of values –
those that are trans-rational in nature,
usually normatively grounded in a particular
cultural context and take the form of
statements of basic principle expressed in
abstract and context-stripped forms” (Bush
et al., 2010, p. 36).

3. Shapiro and Stekovich‟s (2005) multi-ethical
analytical approach to the interpretation of
ethical dilemmas as a paradigm for use in
order to ensure that educational leaders
make more sound ethical decisions. "The key
ethical orientations suggested by these
scholars include the ethic of justice, the
ethic of critique, the ethic of care and a
hybrid multi-dimensional model, the ethic of
profession” (Bush et al., 2010, p. 39).

4. o Critique:
§ “justified in order to name and
understand as much as possible the
alternate perspectives applicable to a
situation, especially those of
minorities and individuals otherwise
without voice or representation” (Bush
et al., 2010, p. 39).

5. o Care:
§ “keep[s] the focus of the process on
people and their best interests” (Bush
et al., 2010, p. 39).
§ “one can assess the capacity and
responsibility of stakeholders to a
situation in a humane way” (Bush et
al., 2010, p. 39).

6. o Justice:
§ “can be applied as a basis for
deciding on actions that will maximise
benefits for all while respecting the
rights of individuals” (Bush et al.,
2010, p. 40).

7. Although Begley acknowledges that “the sequencing and
application of ethical perspectives needs to be very fluid
and dynamic" (Bush et al., 2010, p. 40), he argues that
“there is a professionally appropriate sequence for the
application of these ethical lenses in a school leadership
situation” (Bush et al., 2010, p. 39); critique and care
are used first to intentionally and purposefully interpret
and assess the situation within the parameters of acting
with justice, as it informs the decision-maker so that an
appropriate, effective decision can be made and enacted.

8. · Context has a key role when engaging in the ethical decision-
making process.
· Critical thinking is a key component for successful ethical
decision-making to occur, including capacity to discriminate
actual intentions within ourselves and among others” (Bush et al,
2010, p. 47).
· Dialogue is an essential component to include in making ethical
decisions.
· Decisions may create a precedent for how dilemmas, conflicts,
and crises are dealt with in the future.
· Decisions may not reflect existing precedents; transparency as to
why this is so is encouraged.
· Tension exists between best interests of stakeholders: individual
vs. group vs. entire student body or community as a whole.

9. 1. We will present you with a scenario from
professional practice.
2. As a small group, reflect on the issue using
the framework presented to you on the
handout. (10 minutes) Pass your handout
on to another group -- clockwise
3. Review the new scenario and solution given
to the dilemma. Now evaluate and provide
your responses to the solution.

10. Please present the second scenario, solution
and your group's evaluation. Please share
your constructive feedback.
As the groups are presenting take a moment
for your own self-reflection.
*We have provided you with a copy of all of
the scenario as well as a new framework for
your personal reflections.

11. Guiding Principles to consider when making
your decisions.
1. Your decision may create precedent or not
reflect existing precedent.
2. Tension between best interests of individual
vs group vs entire student body or
community as a whole.

12. References
Begley, Paul T. (2010). Leading with moral purpose: The place of ethics. In T.
Bush, L. Bell, & D. Middlewood (Eds.), The principles of educational leadership &
management (pp. 31-54). Los Angeles: Sage.
Cranston, N., Ehrich, L., Kimber, M. (2004). "Right" versus "wrong" and "right" versus "right":
Understanding ethical dilemmas faced by educational leaders. Prepared for the Australian
Association for Research in Education Conference. 28th November - 2nd December,
Melbourne, Australia - Faculty; Queensland University of Technology
Ontario College of Teachers. (2006). Exploring ethical knowledge through inquiry. Retrieved from
www.oct.ca
Troy, Brenda, "Elementary school assistant principal's decision making analyzed through four
ethical frameworks of justice, critique, care, and the profession" (2009). Graduate School Theses
and Dissertations. Paper 55. http://scholarcommons.usf.edu/etd/55. (University of South Florida)