01. D016 - Leadership and Ethics - Flashcards

Transformational Leadership

Intellectual stimulation is characterized by enabling "followers to think of old problems in new ways"

Laissez-faire

A leader who allows staff to determine how they will achieve goals and perform job functions has which leadership style

Situational Leadership

The basic principle underlying situational leadership is that the leader adapts her leadership behavior to followers' "maturity," based on their willingness and ability to perform a specific task.

autocratic leadership style

centralizing authority, making decisions alone, and expecting followers or subordinates simply to follow instructions

authoritative leadership style

That gives direct, clear, details instructions as to what, when, and how work is to be done

Discipline

Protecting instructional time from interruptions
Protecting teachers from internal and external distractions

Intellectual Stimulation (Transformational Leadership)

Intellectual stimulation is characterized by enabling "followers to think of old problems in new ways"

Optimizer

In solving a problem searches for optimal solution

order leadership style

formal network of communication

If the principal holds a faculty meeting and shares information regarding the new reading program, the formal communication network is being used

Informal network of communication

informal network, often referred to as "the grapevine," does have some negative features, of which the most noted are distortion and rumors (unsubstantiated information).

downward communication

Information that flows from higher to lower levels in the organization's hierarchy.

upward communication

Information that flows from lower to higher levels in the organization's hierarchy. perhaps the form of communication that is most prone to filtering

horizantal communication

When individuals communicate with other individuals of the same status in the organization, horizontal communication is occurring

Vertical Communication

The term vertical is not used here to refer to the direction of the communication; rather, it describes a pattern that focuses on combining upward and downward communication, making leaders more visible through face-to-face contact.

diagonal communication

Communication that cuts across vertical and horizontal channels.

wheel network

a communication network in which a gatekeeper regulates the flow of information from all other members

cognitive dissonance theory

the theory that we act to reduce the discomfort (dissonance) we feel when two of our thoughts (cognitions) are inconsistent. For example, when our awareness of our attitudes and of our actions clash, we can reduce the resulting dissonance by changing our attitudes

Communication Accommodation Theory

The view that individuals adjust their verbal communication to facilitate understanding.

Communication Accommodation Theory

theory that all people adapt their behavior to others to some extent

Barriers that interfere with effective communication

information overload, status difference, semantics, filtering, para-language, interpersonal relationships

formal networks

the transmission of messages established and approved by the organizational hierarchy

informal networks

communications that flow along social and relational lines

downward communication

communication that flows from higher to lower levels in an organization

Chain Network Structure

A communication network in which information is passed from member to member, from one end of the chain to the other

connectors

Connectors are individuals on the faculty who see possibility, know a large number of people from different sectors, and have mastered the skill of bringing them together.

salespeople

positive thinkers who are energetic and who have mastered the power of influence.

Mavens

work well with others and our problem solvers

challenges for school leaders with technology

maintaining and enhancing their effectiveness of their communications

The noble

Leaders with this style use few words, get to the point, and speak directly, stating just what is on their mind

The Socratic

These leaders think through issues before reaching a conclusion. They like details, are not afraid to engage in long debates, and will argue their point.

The reflective

Reflective communicators strive to avoid conflict. They are concerned with interpersonal relationships and communicate in a manner that will not offend others. They are excellent listeners and are likely to say nothing rather than say something that causes conflict.

The magistrate

These leaders combine aspects of the Noble and Socratic styles. They communicate in a domineering manner, displaying an air of superiority. These individuals tell you exactly what they think and will go into great detail to get their point across.

The Candidate

Candidates combine aspects of the Socratic and Reflective styles. They display a warm and supportive disposition, communicating in a very likable manner. However, they are analytical and chatty, providing a great deal of information.

The senator

These leaders have skillfully developed both the Noble and Reflective styles of communication. The two styles are not mixed; rather, the leader skillfully moves between the two as the situation warrants.

cognitive dissonance theory

the theory that we act to reduce the discomfort we feel when two of our thoughts are inconsistent

Communication Accommodation Theory

The view that individuals adjust their verbal communication to facilitate understanding.

3 modes of online tools (communication)

absorbing information, sharing information and engaging with others

Social Media

This movement away from one-way communication practices toward a two-way dialogue with stakeholders has signaled a shift in marketing and public relations practice.social media tools such as blogs, microblogs, social networking sites, podcasts, and online videos.social media in a collaborative conversation that promotes transparency, trust, and a stronger connection to the organization.

first order change

Temporary or superficial changes within a system that do not alter the basic organization of the system itself.

second order change

change that is multidimensional, multilevel, discontinuous and radical

2 decision making approches

autocratic and participatory

autocratic leadership

A form of leadership in which the leader makes decisions on his or her own and then announces those decisions to the group.

participatory leadership

A style of leadership in which the leader and group members work together to make plans and decisions

6 practices to meet the needs of students

1. Review and analyze assessment reports 2. Assess the current conditions 3. Review the content material.4 Conduct a broad-based review and discussion.5 Formulate curriculum committees 6.Develop a plan for instructional improvement.

Instructional Impact Team

The impact team consists of the principal, an instructional coach, a professional school counselor, a special education teacher, and a regular education teacher. The team performs eight research-based functions: (a) reviewing, analyzing, and using student achievement data; (b) setting and monitoring benchmarks and result indicators; (c) creating action plans based on data analysis and overseeing the implementation of those plans; (d) sharing interpretations of the data with others and providing support for the use of the data in the school; (e) communicating and celebrating student achievement with the entire school community; (f) assisting in the professional development of those who use the data in the school; (g) monitoring student achievement on an ongoing basis using an effective, systematic approach; and (h) regularly reflecting on the data and the instructional practices and adjusting accordingly.

adaptive changes

Adaptive challenges force a response outside of the current know-how or expertise. They cannot be addressed through current structures, organizational designs, or stories about a community.

externally imposed change

change can be externally-imposed when it happens to a school either because of district or state mandates (a new curricula, instructional mandate, or testing process, for example) or because of other external factors, such as an unforeseen turnover in staff or a significant change in the school population

internally driven change

internally-driven change is a deliberately-chosen pathway within the school community, as the principal and other school leaders see a significant disconnect between the school's vision and mission on the one hand and its current state on the other

change champions

-Drive and enthusiasm
-Lifelong learners
-Good communicators
-Referent power
change agents, to carry important transformational work forward with the principal.

short term wins

· Can demonstrate the viability of the vision guiding the change
· Can show that the change effort is actually worth the time and resources that have been invested
· Should be celebrated along with the emphasis of the long-term goals

successful Leadership actions

· Build trusting relationships with adults and students.
· Consider how words, actions and decisions will be understood by all stakeholders.
· Be highly visible and inspirational, communicating the vision and mission of the school relentlessly.
· Identify successful practice and celebrate it, building toward additional action.

change manager action steps

1. Engage stakeholders and build strong coalitions
2. Design and Implement a Plan
3. Communicate Effectively Throughout the Change Process

3 elements of a change manager

1. Engage Stakeholders and Build Strong Coalitions
2.Design and Implement a Plan
3. Communicate Effectively Throughout the Change Process

8 elements of action for a change leader

1. Understand the Nature of the Change
2. Make the Case and Create Urgency
3. Begin with a Vision for Change and Communicate it
4. Create Coherence
5. Understand How Change Affects Others
6. Spread Success
7. Incorporate Change into the School Culture
8. Focus on Personal Leadership

Appreciative Inquiry (AI)

focuses on finding the best in people and working together to achieve a jointly constructed and shared purpose, vision, and goal. Discovery, Dream, Design, and Destiny. AI is suggested to result in transformational change only if it addresses problems of real concern of staff. Identifying the negative may not be generational but it may still have a place in the overall AI and leadership process.

the constructivist principle

this principle, is to know and understand an organization as a human construction, as ever changing, and is 'how' one knows an organization

Principle of simultaneity

the questions we ask and the changes we make are not separate moments but are considered to be simultaneous.

Poetic Principle

we can choose how to perceive situations (glass half full)organization is much like an emerging book

Anticipatory principle

Positive questions and reflections stem from positive anticipation of the future. (Step 2 of AI)

Positive Principle (AI)

Positive affect, caring, shared meaning, and purpose fuel change efforts.

Empirical-Rational

leaders do not have to be coercive; they simply present the necessary information regarding the desired change

Normative-Re-educative

Group activities are initiated to bring about changes in the norms of the group through changes in attitudes, values, skills, and relationships. This strategy facilitates the desired change being made by the group without the leader applying strong pressure.

Power-coercive strategy

managing strategy that assumes that people will listen to authority figures & do as they are told to do.
*example- only choosing the path that a manager wants you to follow

eight elements essential for leading sustainable innovation efforts

Element 1: Public Service with a Moral Purpose
Element 2: Commitment to Changing Context at All Levels
Element 3: Lateral Capacity Building through Networks
Element 4: Intelligent Accountability and Vertical Relationships
Element 5: Deep Learning
Element 6: Dual Commitments to Short-term and Long-term Results
Element 7: Cyclical Energizing
Element 8: The Long Lever of Leadership

educational leadership values

Common values might include, but are not limited to, honesty, transparency, flexibility, collaboration, perseverance, and respect for diversity. Critical connections for future educational leaders should tie in to a willingness to work as a team in a shared model of leadership. Transparency and honesty build trust, so members of the organization understand why decisions are made and how they connect to the overall mission and vision. Flexibility as change is a constant in education through technology evolutions and new learning theories to support required inclusive environments. The essence of perseverance is understanding that educational leadership is about being able to overcome challenges and problems that are unique to each individual student.

3 primary reasons ethics are important to education

1. require reflection on values that are at the core of a given human enterprise
2.disciplined way of thinking
3.ethical approach answers the question of why

National Education Leadership Preparation (NELP) recognition standards

1. Mission, Vision, and Improvement
2. Ethics and Professional Norms
3. Equity and Cultural Responsiveness
4. Curriculum, Instruction, and Assessment
5. Community of Care and Support for Students
6. Professional Capacity of School Personnel
7. Professional Community for Teachers and Staff
8. Meaningful Engagement of Families and Community 9. Operations and Management
10. School Improvement

4 C's of leadership/5 C's

character (truthfulness), competence (ability to do things with excellence), commitment (dedication), and concern(empathy for all), Courage

Frequently made mistakes by educators (oops list)

1. lack of educational priorities
2. poor interpersonal communication
3. ineffective human relations
4. Lack of Leadership values and ethics **

Congruency leadership

one's external expressions in harmony with one's internal disposition

positive regard

viewing oneself in a positive light due to positive feedback received from interaction with others

Ethical Checklist

Is it legal?
Is it balanced?
How will it make me feel about myself?
Stench test, front page test, mom test

characteristics of educational leadership

Characteristics associated with educational leaders are honesty, transparency, and empathy. A leader's ethical approach needs to model what is expected of those they are leading. Relationships are important; however, the video points to a key component of understanding the difference between friendship and professionalism. While both relationships require honesty, transparency, and empathy, the modeling of these behaviors in a professional environment is crucial in building the trust that is necessary to allow an organization to grow and evolve toward a common goal.

Inspirational Power

Influence of a person based on other people's admiration and desire to model themselves after him or her.

charismatic power

form of personal power that makes people attracted to you

expert power

influence based on special skills or knowledge

persuasive power

Power derived from a person's ability to allocate and manipulate rewards. power due to the ability to use logic and facts to persuade,

knowledge power

Gaining knowledge in order to perform and action. Power derived from a person's ability to control unique and valuable information

coersive power

Power based on fear. power that comes from the ability to punish

personal beliefs

My personal beliefs and values focus on how I can be a better person today than I was yesterday. I am not in competition with others, only myself. I utilize and value time to reflect on ways I am able to support and empathize with others as well as ways in which I can improve and grow. Others perceive me as driven, focused, and dedicated. I understand the importance of relationships as being critical to success as a leader. I am viewed as being humble, ensuring the focus is never about me as an individual but rather the collective success of the group or those around me.
When reading this educational leader's sample response, notice how the expert describes their perception, beliefs, values, and plan for growth.

four component model of moral maturity

1.Moral sensitivity. This involves the ability to interpret the reactions of other people and to be aware of how our actions affect others. • 2.Moral judgment. This refers to intuitions about what is most fair and moral. • 3.Moral motivation. This is the importance assigned to professional moral values over personal values when one is faced with an ethical dilemma. 4.Moral character. This refers to an individual's disposition to act on her moral convictions.

Three ethical levels

1. personal interest level: The reason for doing "the right thing" at this level is to serve one's own needs or interests.
2. maintaining norms level: dilemma resolution is focused on maintaining the existing legal system, rules, and/or societal and professional norms or codes.
3. post conventional level: dilemmas are resolved on the basis of consensus-producing procedures (e.g., majority vote), due process, safeguarding minimal basic rights, or on an appeal to moral principles.

four component model of moral behavior

refers to the model developed by Narvaez and Rest, which states that the production of moral behavior requires moral sensitivity, reasoning, motivation, and character.(1) courage; (2) a philosophy of the common good; (3) gut feelings; and (4) difficulty in defining ethics.

The 5 P's of ethical power are:

-purpose
- pride
- patience
- perspective
-persistience

moral compass

used in reference to a person's ability to judge what is right and wrong and act accordingly.
Example: My moral compass gauges whether the decision I am making enhances the overall experiences of those around me. I have had the opportunity to learn and grow as a teacher in embracing and respecting individuality. When I first began teaching, I had a limited understanding of the term "inclusive education." I had a fixed mindset when it came to student learning—some students were good at math, and others were strong readers. During my teaching career, I met a high school junior who read on a second-grade level and was enrolled in my Algebra 2 classroom. He was not planning on attending college, had very specific goals in his educational plan, and needed to pass my class to graduate. The easy route would have been to just let him slide through and pass to avoid the complication and extra work required to meet his goals. The ethical decision, however, was to maintain a high standard and provide the appropriate supports needed to allow him to experience success. My work with this student shaped me as an educator in embracing different strategies for learning while recognizing that the need to ensure all students have a fair chance at success does not imply that all conditions are equal.

integrity

(n.) honesty, high moral standards; an unimpaired condition, completeness, soundness
Integrity and honesty complement each other. It is essential to maintain your integrity as a leader through honest, transparent communication. This approach develops a culture of trust and a reassurance that the organization is being led in a focused direction. Transparency does not imply suggesting full disclosure of information. Rather, it involves open communication of how and why decisions are made and explaining when and why information can or cannot be shared. Integrity is maintaining consistency in beliefs. In education, integrity means focusing on making decisions in the best interest of the students and organization before oneself.

Ethics for leadership

*Be a role model for fairness
*Be consistent
*Train teachers to be responsible for their actions
*know the mores of your school and community
*Understand that you and your teachers are accountable for your actions
*Provide adequate supervision of students at all times
*avoid being alone with students
*dont ignore situations
*require proper use of internet
*school equipment is school property
*Avoid inappropriate relationships with students.

six core accountabilities

1. Securing their employees' commitment to pursue ambitious and attainable goals. 2. Providing the authorities and resources their subordinates need in order to deliver on their ambitious commitments (as discussed above in relation to QQT/R). 3. Ensuring that employees do meet all of their fixed-and-relative organizational obligations or get managerial agreement to change them. That is, they continually measure whether their employees are keeping their word, no surprises, and continually judge whether they are earning their keep.4. Calling subordinates to account if they fail to meet their obligations. 5. Giving subordinates constructive feedback about their effectiveness and formally appraising their performance. 6. Coaching subordinates to enhance their effectiveness to help them work as closely as possible to their full potential and the role's maximum required effectiveness.

responsibility vs accountability

responsibility is what an individual demands of himself or herself. It has to do with one's conscience, aspirations, and internal standards. Accountability has to do with specific obligations one has to another individual based on commitments each has made to the other.

Lead

Leveraging: Using strategies to lift up the organization to achieve a task or goal that is otherwise seemingly impossible
engaging: The creation of a psychological contract between educational leaders and teachers and staff (an unspoken contract to make the relationship work as a means to get the job done)
Aligning: An understanding of teacher and staff activities and goals as they are related to the school's mission, vision, and values
Developing: Encouraging all teachers and staff to work toward their goals and meet their full potential

Levers

engagement, alignment, development

preserve ethical standards

List ethical standards and keep them visible.
Utilize a trusted colleague to get feedback on decisions.
Ask questions consistently to guide decisions (e.g., How does this decision impact the safety and well-being of students? How does this decision impact the organization as a whole? If this decision involved a different individual, group, program, etc., would I make the same decision? Does this decision align with the vision and mission of the organization?).

conversational leadership

Conversational leaders are able to articulate core questions and ensure that all key stakeholders are heard when those questions are being asked and answered.

Mission Statement

a statement of the organization's purpose - what it wants to accomplish in the larger environment

Vision Statement

expresses what the organization should become, where it wants to go strategically

core values statement

statement of principles to guide an organization as it works to achieve its vision and fulfill its mission, for both internal conduct and external interactions; it often includes explicit ethical considerations

Mission Statement

A short sentence that defines the school's goals, philosophies, and purpose. The mission of a school is a sentence that describes the ultimate goal and purpose for the school. What is the mission statement at your school?

Vision

A description of what the school would like to achieve or accomplish in the future. A vision statement is a description of what the school wants to be in the future. The intent of defining a vision is to serve as a guide when making decisions. Is the vision at your school motivating and attainable?

Core Values

Serve as a basis for traits and descriptions of how individuals should act and what to base their decisions on. The core values of a school define the traits of members of the school community, which guide decision-making, strategic planning, and peer interaction. Core values can be terms such as integrity, respect, responsible stewardship, and trust. As a future school leader, what are some core values that are most important to you?