• CPSEL 5 - Ethics and Integrity

  • From ACSA website

    Standard 5 
    Modeling a personal code of ethics and developing professional leadership capacity.

    • Model personal and professional ethics, integrity, justice, and fairness, and expect the same behaviors from others.
    • Protect the rights and confidentiality of students and staff.
    • Use the influence of office to enhance the educational program, not personal gain.
    • Make and communicate decisions based upon relevant data and research about effective teaching and learning, leadership, management practices, and equity.
    • Demonstrate knowledge of the standards-based curriculum and the ability to integrate and articulate programs throughout the grades.
    • Demonstrate skills in decision-making, problem solving, change management, planning, conflict management, and evaluation.
    • Reflect on personal leadership practices and recognize their impact and influence on the performance of others.
    • Engage in professional and personal development.
    • Encourage and inspire others to higher levels of performance, commitment, and motivation.
    • Sustain personal motivation, commitment, energy, and health by balancing professional and personal responsibilities.
Emerging Leadership Academy - Ethics and Integrity
Emerging Leadership Academy - Ethics and Integrity
  • CPSEL 5 - Emerging Leadership Scenarios

    Please access the scenarios and presentation you will create using this link.

    • Each group will be access their scenario on our shared “CPSEL 5 - Emerging Leadership - Scenarios” Google presentation

    • As a group you will…

      • Discuss your scenario

      • Use the discussion questions to guide your conversation.  

      • Create two slides to present your scenario and possible solutions to your colleagues.  (You may or may not use the questions in your slides).

      • Creatively present your scenario and slides.

      Slideshow Link
  • CPSEL 5: Standard, Elements, and Example Indicators

    From the Commission on Teacher Credentialing, 2014

    Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.

    Element 5A: Reflective Practice

    Leaders act upon a personal code of ethics that requires continuous reflection and learning.

    Example Indicators:

    5A-1 Examine personal assumptions, values, and beliefs to address students’ various academic, linguistic, cultural, social-emotional, physical, and economic assets and needs and promote equitable practices and access appropriate resources.

    5A-2 Reflect on areas for improvement and take responsibility for change and growth.

    5A-3 Engage in professional learning to be up-to-date with education research, literature, best practices and trends to strengthen their ability to lead.

    5A-4 Continuously improve cultural proficiency skills and competency in curriculum, instruction, and assessment for all learners.

    5A-5 Sustain personal motivation, commitment, energy, and health by balancing professional and personal responsibilities.

    Element 5B: Ethical Decision-Making

    Leaders guide and support personal and collective actions that use relevant evidence and available research to make fair and ethical decisions.

    Example Indicators:

    5B-1 Consider and evaluate the potential moral and legal consequences of decisions.

    5B-2 Review multiple measures of data and research on effective teaching and learning, leadership, management practices, equity and other pertinent areas to inform decision-making.

    5B-3 Identify personal and institutional biases and remove barriers that derive from economic, social-emotional, racial, linguistic, cultural, physical, gender, or other sources of educational disadvantage or discrimination.

    5B-4 Commit to making difficult decisions in service of equitable outcomes for students, staff and the school community.

    Element 5C: Ethical Action

    Leaders recognize and use their professional influence with staff and the community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students.

    Example Indicators:

    5C-1 Communicate expectations and support for professional behavior that reflects ethics, integrity, justice, and equity.

    5C-2 Use a variety of strategies to lead others in safely examining personal assumptions and respectfully challenge beliefs that negatively affect improving teaching and learning for all students.

    5C-3 Encourage and inspire others to higher levels of performance, commitment, and motivation by modeling transparent and accountable behavior.

    5C-4 Protect the rights and appropriate confidentiality of students, staff, and families.

    5C-5 Promote understanding and follow the legal, social, and ethical use of technology among all members of the school community.