The Ethical Dilemma

Being considered ethical is crucial to being successful as a leader. David Pardey explains how to think about ethics to create a strong decision-making framework.

As a school leader, you are very likely to be an ethical person—you know the difference between right and wrong and your decisions reflect this. Except that what you think is right is not always the same as what others think is right. What’s more, being appointed to a senior management position in any organisation doesn’t make you a leader, despite the way that the Common Inspection Framework (CIF) implies that it does.

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      string(294) "A Case Study in a Queensland Secondary School. The main thesis of the study is that in the turbulent complexity of modern schooling, effective leadership is more likely to be spread across a network of individuals rather than concentrated in the hands of one or two leaders.  It reveals why ..."
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      string(336) "... to how they are traveling.Sure we have got placement outcomes into TAFE, uni and the number of school-basedtrainees, but there is almost an ethical dilemma there, when you are providing trulyindependent career advice, you can’t be providing, really, informed pathways in eitherdirection; so how do you really ..."
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      string(464) "A Case Study in a Queensland Secondary School. The main thesis of the study is that in the turbulent complexity of modern schooling, effective leadership is more likely to be spread across a network of individuals rather than concentrated in the hands of one or two leaders.  It reveals why distributed school leadership has become prominent in the contemporary international context of school improvement and leadership in the past decade. By Matthew Glen - 2009."
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      string(5613) "thought a wonderful opportunity formum’s to re-enter the workforce is from a schools perspective, they work voluntarily inthe school, they help in the tuckshop and they have an interest in that, the hours suit.So our certificate 3 in educational support has been hugely successful –  mmm, yesvery heavily subscribed and we deliver that now throughout Brisbane, northside, GoldCoast, Bayside etc.  And a lot of that is building self-esteem, and it also builds furtherconnections back into their local schools… MG: So there are local connection points… A: yes, absolutely and because we deliver the programs in their local schools and thatfits really well with what we are about.  So some smart decisions along the way there,and I guess we realized to be a community agency we are very dependent ongovernment funding, it is wise to try and spread that as much as possible. So we havesome federal funding, state funding and some fee for service, some income along theway as well, which gives us a spread so that if something goes under we can stillsustain ourselves as an organisation.  Becsue that is important to us as well, to buildup a profile but then find that we are not there tomorrow.  MG: So this is about sustainability…. A: Absolutely, mmm…. And we are starting to get some support now in the businesscommunity, not a lot at this point, other than goodwill from local businesses, but wehaven’t got a lot of sponsorship coming in.  We have set up a community trust fund aspart of what we do, so that we can give back without it having to be a funded modelthat can become frustrating to manage.  What else would you like to know there?I guess to summarize, we are about careers employment and training; we are aboutcreating opportunities, and even though we might work with a whole raft of people inthe community, we like to look at positive outcomes; and we see employment, careersand training as a way to springboard that for our community members. MG: So it has transcended Southern now? A: Well, I would just say that it has evolved, to tell you the truth; three years ago whenwe decided we had more to offer the community than just the jobs pathway program,we asked what’s our vehicle for doing something more than that: One,  we couldcontinue to just being a hybrid of Southern high school, or we had the incorporation set  202up to apply for funding a number of years ago, and it was only there for that purpose;but we decided to use that as a vehicle then, create a trading name for ourselves thatmade some sense and then we found Work Right was being established in its ownright……..The complexity of our relationship with Southern high has served as well inone sense, but has also created difficulties for us in another.  On the one hand wealready have credibility in the education circles, and they see where it fits, and at theend of the day they see as a Southern high school program still…but on the other handit is about divorcing us from the Southern high, and we have grown up now and here isthe range of services we offer, and we don’t directly put profit back into Southern highon the way…so we are self-sufficient for sure.So this year this has been very much about developing that profile of Work Right in itsown right; but it doesn’t mean that along the way that we haven’t used our advantagewith Southern high as it does give you credibility in the education scene. MG: So how many schools are involved in your wider network now? A: Mmm, 90 which is from the Beenleigh region through to the Brisbane River. MG: So is there any sort of boundaries around where career organizations such asyour own go, or is it just basically an open market. A: It is, there are certainly some professional boundaries where those of us who areworking in the school transition area have created for ourselves, you know I wouldn’t,unless I made a conscious effort, I wouldn’t be tendering for instance on the north sideof Brisbane or the Gold Coast because those areas are quite strong, and we work quitewell professionally together. MG: So these are unwritten sort of rules…. DF: Yes, there are, and then you have to get letters of support where ever you go, andthe minute you start exploring that you get blocked anyway, as there is a lot of loyaltyout there. MG: So, OK just one more thing I wanted to ask, about how you would know whetheryour organisation is making a difference in the area here? A: We haven’t done that well in the past, as most of our outcomes and statistical focushas been more of what the programs have asked of us and that is just part of the job,just making sure that you are keeping the right statistics; this year we have initiated abit more of a an internal surveying and collection process to monitor just how well weare traveling.  I have just completed a survey in schools, for instance, to see how weare traveling as part of the new Youth Pathways service…umm,  when you areproviding support services to young people though, it is very hard to say yes they are ina better place than when they started seeing us, because their journey might be likethis; so it would depend on the day that you asked them as to how they are traveling.Sure we have got placement outcomes into TAFE, uni and the number of school-basedtrainees, but there is almost an ethical dilemma there, when you are providing trulyindependent career advice, you can’t be providing, really, informed pathways in eitherdirection; so how do you really monitor how well you are actually doing that role foryoung people.  They might come back to that"
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Leadership

Distributed Leadership

6 Jul 2017

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      string(5615) "52PSHE   www.teachthinking.comTeaching Thinking&Creativity  Winter 2005Why should I?Paul and Doris Cleghorn share materials to make PSHE atKey Stage Three more philosophical and more effectiveEvidence shows that traditional methods ofapproaching Personal, Social and Health Educationhave little effect on young people’s behaviour or theirthinking. Giving pupils information about issues does notensure they develop a deeper understanding or go beyondsurface levels, and so does not influence their behaviouror allow them to consider and understand their actionsand related causes. Dialogical and philosophical enquirymethods allow participants to ‘dig deep’ and considercauses of actions and behaviour, and takes them to thepoint of decision or choice. The materials that follow inthis article are taken from our book Thinking about Personaland Social Development. Success in using the materialsdepends at best on a familiarity with the methods ofphilosophical enquiry and at least on a willingness toallow open discussion based on the questions of thestudents. Simply asking the questions in the ‘Questionsfor Thinking’ section and accepting the answers givenwithout further exploration, is of very limited use and willnot allow youngsters to engage with difficult issues or makewise choices. Information about our book and where tolearn more about philosophical enquiry is given after theclassroom materials.The following resources take the common PSHE topicof drugs as its central theme. First, however, readers willneed to be aware of mysteries and how they work in theclassroom.53Teaching Thinking&Creativity  Winter 2005www.teachthinking.com   PSHEThinking Through MysteriesThe use of mysteries to develop thinking skills was initiallydeveloped by Dr David Leat and the Thinking SkillsResearch Group at Newcastle University.Originally, it was used within the context of geography insecondary schools, but it is a particularly powerful strategyfor developing a wide range of thinking skills and can besuccessfully used across a range of curriculum areas. I amindebted to David Leat for his openness and support insharing materials.In our work on PSHE, a mystery is an activity where ashort written piece is used to set up a scenario in whichan event (usually involving an ethical or moral dilemma)takes place. The pupils then have to use evidence, providedon numerous separate slips of paper, to explore possiblesolutions. A wide range of thinking skills are involved in theprocess of trying to find a solution, including:l Information Processing Skillsl Enquiry Skillsl Reasoning Skillsl Creative Thinking Skillsl Evaluation SkillsThe development of thinking is further enhanced bythe teacher being able to help a group or individual by‘scaffolding’. That is, by skilful intervention at criticalpoints to enable pupils to continue to move forward intheir exploration, when otherwise they may have cometo a complete halt.This is related to Vygotsky’s concept of a Zone ofProximal Development (ZPD). This is the gap between whata child can achieve alone, and what they can achieve withadult guidance. Through being challenged and guidedto enter this zone, the baseline of what can be achievedunaided is raised.This strategy not only develops pupils’ thinking, it alsoprovides an insight into their thinking and so can be usedas a diagnostic tool. What the teacher can observe aboutthe physical organisation and manipulation of the evidence(slips of paper) is a reflection of the relative sophisticationof the pupils’ thinking processes.Dialogue, which is the key to this programme as a wholeis also a strong feature in the ‘mysteries’ elements. TheThinking Skills Research Group identified five possiblestages which may be observed when students are engagedin a mystery.The display stageAt this stage groups familiarise themselves with theinformation. Some groups distribute the slips like cardsthen take turns in reading them out. Others just spreadthem out and begin to sift through them. The purpose hereis to begin to come to terms with the information althoughnot all groups achieve this successfully unaided.The setting stageData begins to be organised into sets. Generally, commonelements provide the links. These may include itemsinvolving members of the same family, people present ata particular incident, or more sophisticated sets such as‘stronger evidence’ and ‘red herrings’.Even at this stage, the strategy may indicate cognitiveability – for example low achievers may form sets onthe basis of common vocabulary such as the names ofcharacters or places. Higher-achieving groups may formsets with broader themes such as ‘anyone who was at thescene of the incident’. Lower achievers may have a pile ofinformation slips spread randomly over the table, whilstthose with a better approach build up sets in columns orblocks. A further refinement is the creation of sub-sets,although most groups form a reject pile.The sequencing and webbing stageSome groups may not get beyond the setting stage butmost groups begin to form relationships between sets orbetween single pieces of evidence. This may be in termsof a line of development (sequencing) or in multi-linearrelationships (webbing) creating a web. Inference iscommonly needed to build these relationships.The reworking stageReworking can simply involve moving one piece of evidencefrom one set to another, or wholesale reorganisationand reworking of sets. It may be stimulated by the re-examination of the reject pile – looking for items ofsignificance. Many groups do not re-work"
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Creative Teaching & Learning

Why Should I?

1 Nov 2006

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      string(434) "... introduces Dilemma Training® –  asix-step method of ethical decision-making, and themoral theories relevant to it. It examines the meaningof ‘integrity’ and then describes Dilemma Training inaction: in education, business, government, substanceabuse and the armed forces. The book then discussessome ‘big ethical issues’: animals, racial equality,environment, euthanasia, suicide ..."
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      string(2382) "lack othercomponents of what is usually meant by ‘integrity’. Then,truthfulness, whilst a necessary condition of integrity, isnot a sufficient condition of it.To summarise: if integrity is defined by truthfulness, thenanyone who is considered to have integrity must have thequality of truthfulness (a necessary condition), but anyonewho has truthfulness need not have integrity (it is not asufficient condition).Essential readingThere is a large number of books on the use and abuse ofargument. One of the most comprehensive and humorousis Straight and Crooked Thinking by Robert H. Thouless. Init he deals with 38 dishonest arguments, many of whichare described above.There isn’t sufficient space here to deal with the entirearmoury of various ‘devices’ in detail, nor to cover anexhaustive list of examples of poor reasoning. Apart fromRobert Thouless’ book, two others are essential to anunderstanding of the guises and pitfalls of bad argument.One is Thinking from A to Z by Nigel Warburton, andthe other is Critical Thinking for AS Level by educationalconsultant Roy van den Brink-Budgen.Simon Geschwindt, worked for many years for FinancialTimes Business Information (FTBI) and La Tribune andl’Agence Economique et Financière (AGEFI) in Paris.Before joining UK ethics consultancy, Dialogue Works,he was managing editor of Environment MattersInternational.Am I Right? or… Am I Right?This article is an extract from Am I Right? or… Am I Right?a new book which introduces Dilemma Training® –  asix-step method of ethical decision-making, and themoral theories relevant to it. It examines the meaningof ‘integrity’ and then describes Dilemma Training inaction: in education, business, government, substanceabuse and the armed forces. The book then discussessome ‘big ethical issues’: animals, racial equality,environment, euthanasia, suicide, capital punishment,science and technology. This is followed by a descriptionof ethical decision-making in the context of religion,the historical development of ‘thinking for yourself’,examples from literature, and finally an attempt at ‘selfidentity’ – what is it that makes these decisions?Available from Dialogueworks Ltd, The Old SchoolBusiness Centre Newport SA420TS. Tel: +44 (0) 1239820 440; enquiries@dialogueworks.co.uk;www.dialogueworks.co.uk."
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Creative Teaching & Learning

USE AND ABUSE OF ARGUMENT

17 Jan 2007

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      string(353) "... 2008)Improving Practice and progress through Lesson Study: a guide for headteachers, leading teachers and subject leaders, London, DfES. ■Flinders, D. (1992). In search of ethical guidance: Constructing a basis for dialogue. Qualitative Studies in Education, 5(2), 101–115. ■ Gilligan,C. (1982) In a Different Voice, Cambridge, MA ..."
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      string(5124) "gaininginformed consent, promised participants’ anonymity.This was to protect and respect them (consideringrelational and deontological thinking). One questionraised by an inquiry group asked whether it was ‘right’,when videoing students, to ask them to take off  theirjumpers so that the school logo would not be seen.The committee discussed at length the balance betweenprotection and promotion; privacy and sharing.  Whilstconcluding that protecting participants and researcherswas important, it was acknowledged that, at times, itwould be in the interest of  the Alliance to promotefindings – revealing the identity of  the Alliance (as in thispaper) and, therefore, potentially the schools within it.The value of  thinking in terms of  consequential ethicshelped us prioritise our aim to share the benefits of  ourinquiries with a wider audience. Gaining internal sharedagreement on any public output was still important.■■■ Conclusions and next stepsThe BWTSA have been using the structure (Figure 1)for a full academic year through to a knowledge-sharingconference in September 2013 focused on the lessonstudy inquiries across three Teaching School Alliances.This offered an opportunity to reflect on the efficacyof the protocols and procedures. We conclude that thisstructure allows aims and responsibilities to be explicitlyraised and balanced. It has revealed dilemmas betweenwhat would be considered ‘usual’ as part of reflectivepractice and practices, such as gaining informed consent,as part of ‘usual’ academic educational research. After 52……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Thinking ethically to support practitioner research ■■■■■all, teacher inquiry has long been considered a valid andpowerful form of professional development.This, in turn, has led to productive conversationsbetween academic and school-based partners abouthow dilemmas should ‘best’ be resolved in our ownAlliance setting interested as we are in using evidenceto inform school improvement and develop teacherexpertise. By reviewing inquiry plans from multipleethical perspectives, we can come to reasoned decisionsto support teacher inquiry. This accepts that teachersneed freedom to collect data about their practice andthat there is a potential danger that by requiring activeconsent from participants and gatekeepers, we mightrestrict access to vital information from which findingscould be drawn.We have identified three areas for development ofour practices.First, BWTSA believe that it is important to ensureits aims are understood widely across the Alliance todevelop its work as a ‘professional learning community’(Stoll and Seashore Louis, 2007). This needs to beinclusive, including all schools’ stakeholders. If  allAlliance members are fully informed as to the perceivedworth of  the inquiry and what it involves, we believe wecan minimise individual concerns about it, maximisingReferences:  Cohen, L., Manion, L. and Morrison, K. (2011) (7th Ed.) Research Methods in Education. Oxford: Routledge. ■ Dudley, P. (2008)Improving Practice and progress through Lesson Study: a guide for headteachers, leading teachers and subject leaders, London, DfES. ■Flinders, D. (1992). In search of ethical guidance: Constructing a basis for dialogue. Qualitative Studies in Education, 5(2), 101–115. ■ Gilligan,C. (1982) In a Different Voice, Cambridge, MA: Harvard University Press.  ■ Hargreaves, D.H. (2003) Working laterally: how innovation networksmake an education epidemic, London: Demos.  ■ Stoll, L. and Seashore Louis, K. (2007) Professional Learning Communities: ElaboratingNew Approaches, Chapter 1 in Professional Learning Communities: Divergence, Depth and Dilemma. Maidenhead: Open University Press,pp. 1-13  ■ Mansell, W. (2006) Perfect lessons, courtesy of Japan, Times Educational Supplement, 11 April 2006, Available online at: http://www.tes.co.uk/article.aspx?storycode=2227311  ■ School Partnership Trust Academies Teaching School Alliance (2013), SPTA TeachingSchool Alliance, available at: http://teach.schoolpartnershiptrust.org.uk/About_Teaching_Schools (last accessed 9/9/13). ■ Seedhouse, D.(1998). Ethical grid. Available at: http://www.priory.com/ethics.htm#grid (last accessed 9/9/13). ■ Stutchbury, K. and Fox, A. (2009) Ethics inEducational Research: introducing a methodological tool for effective ethical analysis, Cambridge Journal of Education, 39 (4), 489-504.the potential for informed voluntary participation.The R&D committee have recommended that theseaspirations be shared in a letter/document with newfamilies as they join the schools of  the Alliance.Second, we are trying to build closer associationsbetween elements of  the BWTSA ‘big 6’ (SPTA,"
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Professional Development

Thinking ethically to support practitioner research

2 Jan 2014