Course Syllabus

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					Course Syllabus Department:Educational Leadership and Policy Analysis Course Title:Ethics for Educational Leaders Course Number: ELPA 6453 Semester Hours: 3 semester hours Semester: Fall 2008 Texts and Required Readings:Johnson, C. E. (2005). Meeting the Ethical Challenges of Leadership, Thousand Oaks,CA: Sage Publications, Inc. ISBN # 1-4129-4129-6 Supplementary Readings: Provided by the Instructor as and when necessary. The instructor will also provide additional materials (articles etc) and distribute in class or refer the student to the D2L website or online to access them. Students may access D2L at Course Description: The purpose of this seminar is to develop a more in-depth understanding of ethical theories and ideas relevant to the educational leader. The course provides an opportunity for self-examination of ethical views, beliefs and values and the impact of those thoughts on personal leadership development. The course provides a historical perspective to the development of ethical thought, the evolution of ethical thinking through the centuries, and consideration of current ethical decision-making and dilemmas for leaders. The course qualifies as a guided elective in Educational Leadership for doctoral students in all concentrations except the administrative endorsement. Relationship of Course to College and Program Philosophy and Goals:This course relates directly to the college mission of preparing leaders for the 21st century. In this class, students review historical and contemporary ethical thought and the relationship of this thought to personal philosophy and decision-making. The course also focuses on understanding leadership from a cultural perspective and reinforces oral and written communication skills. Course Objectives:As a result of this course, the student will be able to: 1. Discuss ethical thought from a historical and philosophical perspective, 2. Articulate ethical theories and ideas relevant to educational leaders, 3. Demonstrate an understanding of the role that personal beliefs, ideas and values play in personal leadership development, 4. Apply the ideas, theories and concepts discussed in class, and in the readings, to that appropriate personal or organizational setting, 5. Demonstrate an understanding of cultural impact on ethical thought, and 6. Demonstrate an ability to communicate clearly both orally and through the written word. Course Topics: 1. The Shadow Side of Leadership Defining 2. Historical and current trends in organizational ethics, 3. Ethics Standards and Strategies 4. Normative Leadership Theories

5. Ethical Decision-Making Format 6. Shaping Ethical Contexts 7. Creating an Ethical Organizational Climate 8. Meeting the Ethical Challenges of Cultural Diversity Class Activities and Projects:The course is an online course using the D2L system. It will require weekly access to the D2L system in order to successfully complete assignments as well as participate in class discussions about those assignments. The student's final grade will be based on the completion of the required course projects and activities. These projects and activities each carry a point value, with the cumulative total of the completed points determining the grade to be received in the course. The student must complete the required projects and activities in order to successfully complete the course. ATTENDANCE AND PARTICIPATION POLICY - Participation is required for each class. It is expected that each student will participate via the D2L (Desire 2 Learn) online discussion thread forum. The readings for each class session will be provided to the student in advance. Each student is required to read ALL of the materials provided. This preparation is a pre-condition to the class because the discussions assume that the student have read the material and thus, take the students not only through the material but beyond its content to application in the school setting. 1. Class Participation: Students will be required to post responses to questions posed by the instructor via the D2L discussion thread board. Additionally the instructor will provide directions on completing other assignments online. It is the responsibility of each student to ensure that they have access to D2L course management system. You may access (D2L) at . If you have problems accessing the D2L site please contact the Office of Information Technology (OIT) at Phone: 423-439-4648. POINTS: Maximum 50 points 2. Ethical Beliefs & Philosophy Statement: Each student is required to submit a minimum three to four page statement of what constitutes their ethical beliefs and philosophy. Your ethical belief and philosophy statement is a statement that reflects your moral compass. (i.e the basis of your ethical decision-making). In other words, what are the foundational tenets that guide your decisions morally? Please note that the foundation or basis of your ethical philosophy may stem out of your background, religion, upbringing professional experiences etc. Please be prepared to engage in class discussions about what forms the basis of your ethical beliefs and philosophy. POINTS: Maximum 50 points 3. Ethics in Contemporary Life: Each student is required to choose two distinctly different examples of ethical (or unethical) practices in reports such as newspaper/magazine articles, movies, plays, literature, television, etc. The student must write a minimum of three-five pages reflecting on the ethical lesson(s) to be learned through these contemporary media channels. In addition, students must be aware that they will be asked

to share and discuss one or more of the examples with the other members of the class via e-mail and shared discussion board topics. POINTS: Maximum 50 points 4. Case Studies: Each student will be asked to complete two case studies to analyze the ethical implications of various aspects of organizational leadership.These analyses will be shared for discussion and reflection from the class as part of this assignment. POINTS: Maximum 50 points 5. Film Analysis: This project will provide an opportunity for teams of students to synthesize their learning and complete an analysis of some aspect of the study of ethics. The students will select a film from the list provided by the instructor and analyze the ethical decision-making aspects of the film's characters. A brief overview of the findings of the ethical issues addressed in the film will be provided for the class through either a PowerPoint or another means of presentation for one of our final group discussions. A. Supporting Paper: Not to exceed 5 typed, double-spaced, pages. (APA format required). POINTS: Maximum 50 points. B. Presentation: A presentation that summarizes the ethical implications of the film and includes appropriate opportunity for participation and discussion by the members of the class. POINTS: Maximum 50 points. EVALUATION POLICIESYour grade on assignments will be based upon the quality of your work. Your final grade will be determined by the TOTAL NUMBER OF POINTS you earn. The basis of the letter grade is shown below:

Participation Policy 50 Ethical Philosophy 50 Ethics in Contemporary Life 50

Case Studies 50 Final Paper & Presentation 100 Total 300 points


Range in points Lower limit 255 240 225 210 195

Upper limit 300 252 237 222 207

Range in % Lower limit 85% 80% 75% 70% 65%

Upper limit 100% 84% 79% 74% 69%

DIVERSITY:In concert with the mission statement and conceptual framework for the College of Education, faculty, academic activities and learning environments will be sensitive to and driven by awareness of and respect for individual, cultural, social, and economic diversity. In this course, this is exemplified through the exposure to various constituencies through the research and gathering of data. This in turn will enable students to develop sensitivity for, respectfulness of, and strategies to address diversity issues they will encounter as future faculty or and university administrators. SPECIAL NEEDS POLICY It is the responsibility of any student with special needs to notify the course instructor of such needs within the first 2 weeks of the course. If you are a student with special needs seeking accommodations you are invited to make an appointment with the instructor or meet with the instructor during the class break. The Office of Disability Services phone number is (423) 439- 8436. TECHNOLOGY This course acknowledges and addresses the belief that the concept of technology for future faculty or university administrators of the twenty-first century is multi-dimensional. Thus, in addition to demonstrating personal competencies in technology and telecommunication, professional leaders of education must have functional skills in use of current technologies in higher education administration. Students in this course are asked to carry out research both online and submit responses to online discussion board thread questions via D2L. ACADEMIC DISHONESTY You are a member of an institution of higher learning, namely East Tennessee State University. As a member of this institution, you are entrusted with adhering to the ideals and rules governing ETSU. Academic dishonesty such as cheating and plagiarism detract from the value of the degrees offered at ETSU and seriously undermine the ideals set forth by ETSU's governing body. Therefore, cheating, plagiarizing or any form of academic dishonesty will not be tolerated. Academic dishonesty will result in a minimum of failure of the assignment and potential failure of the course. In a nut shell: Do your own work.

Course Bibliography Amundson, K. (1991). Teaching values and ethics: Problems and solutions. Arlington, VA: American Association of School Administrators. Anderson, T. (1993). Sartre's two ethics: From authenticity to integral humanity. Chicago, IL: Open Court. Clark, K.B. (1974). Pathos of power. New York: Harper & Row. Coles, R. (1997). The moral intelligence of children. New York: Random House. Corey, G. (1993). Issues and ethics in the helping professions. Pacific Grove, CA: Brooks/Cole Pub. Co. Dalcourt, G. (1983). Methods of ethics. Lanham, MD: University Press of America. Griffiths, A. (1993). Ethics.New York: Cambridge University Press. Machiavelli, N. (1952). The prince. New York: New American Library. MacIntyre, A. (1998). Short history of ethics: A history of moral philosophy from the Homeric Age to the twentieth century. Notre Dame, IN: University of Notre Dame Press. Marin, P. (1995). Freedom & its discontents: Reflections on four decades of American moral experience. South Royalton, VT: Steerforth Press. Nash, R. (1996). Real World ethics: Frameworks for educators and human service professionals. New York: Teachers College Press. Pritchett, Price. (1994). Employee handbook of new work habits for radically changing world. Dallas: Pritchett & Associates. Rashels, J. (1993). The elements of moral philosophy. New York: McGraw-Hill. Reynolds, H. (1995). Ethics in American public service. Thousand Oaks, Calif. : Sage Periodicals Press. Scott, C. (1990). Question of ethics: Nietzsche, Foucault, Heidegger. Bloomington: Indiana University Press. Sergiovanni, T. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco: Jossey-Bass Publishers. Sharpiro, J. (2001). Ethical leadership and decision making in education. Mahwah, NJ: L. Erlbaum Associates.

Course Section Information

Course Number: ELPA 6453 Course Title: Ethics for Educational Leaders Credit Hours: 3 semester hours Semester: Fall 2008 Instructor: Matthew Drinnon Office Number:N/A--Office Visits are available by appointment Telephone: 423-623-8718 ext. 103 (office) 865-765-6261 (Cell) EMAIL: Office Hours: By appointment Students wishing to discuss accommodations due to a disability are invited to make an appointment with the instructor.

Chapter Five Ethical Standards and Strategies There are many established ethical systems that shape a leader's ethical priorities. Try to use these perspectives when you are analyzing various ethical decisions throughout the course. 1. Utilitarianism-Weigh the possible costs and benefits of a moral choice. Try to do the greatest good for the greatest number. 2. Categorical Imperative-Do what is right no matter the consequence. There is a definite correct response to each moral choice. 3. Justice-as-fairness-Guarantee equal basic rights in a democratic fashion. Give special consideration to the least advantaged. 4. Communitarian-Focus on the needs of the community as whole and support the common good. 5. Altruism-Put others first, no matter what the cost. Do any one of these models seem to fit your own idea of your personal ethical standards for making ethical decisions?

Chapter 8 Building an Effective, Ethical Small Group Much of the work of leader is done in committees, boards, and other small groups. How we lead in those small groups can be instrumental in shaping the overall ethical decisionmaking process of the entire organization. 1. Do not place to great an emphasis on group cohesion. It is important to encourage dissension during the formative process of decision-making in order to hear all sides of an issue before making your decision. 2. Encourage your group to challenge assumptions and to avoid pressuring team members. 3. You are ultimately responsible for your individual choices. 4. Place an emphasis on open, honest communication within your group. How have you helped ensure an effective small group in meetings within your organization?

Films for Consideration for Analysis Please select one of the following films to view and analyze for its implications in ethical decision-making. Your analysis should include the ethical dilemmas faced or outlined by the major characters, the perspective or approach the characters seem to employ in facing the issues, and the application of this story in a societal or educational setting. If you have any concerns about locating any of these films, or would like to select another film, please contact me as soon as possible. Saving Private Ryan Insomnia Erin Brockovich Dead Man Walking The Pianist The Gathering Storm Catch Me if You Can Twelve Angry Men The Insider Rabbit-Proof Fence Bury My Heart at Wounded Knee Sicko Something the Lord Made Iron Jawed Angels

Chapter 9 Creating an Ethical Organizational Climate What are the signs of a healthy ethical climate within and organization? a. Integrity of an ethical soundness, wholeness, and consistency. b. Sensible, clearly communicated values and commitments. c. Leaders are committed to and act on the values of the organization. d. The values are part of daily decision making. e. Structures support the organizational commitments. f. The leaders can make ethical decisions. Look at the Self-Assessment Mars Group Technique on page 254. How does this help shape an organization�s core values? Chapter 10 Meeting the Ethical Challenges of Cultural Diversity

Is there a common morality that peoples of all nations share? Review the self-assessment on page 295 and discuss your results with a classmate. How do you feel about the results that other countries had with this assessment?

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