An ethic of connectedness: enacting moral school leadership through people and programs

Abstract

As educators, we grapple with a myriad of dilemmas and often have difficulty resolving issues that relate to curriculum and instruction, funding, facilities and supervision, to name a few. Depending on the leader(s), a variety of ethics come in to play when making decisions. The ethic of connectedness refers to community building and welfare as central to moral thought and practice (Bradley, 2007). Responsibility to community building and welfare begins in the schools and must be an acculturated practice within the schools so future generations possess the knowledge, skills and dispositions that ensure a connectedness to their society (Marzano et al., 2005;Barth 2006;Collinson et al., 2006). This article will explore the importance of an ethic of connectedness to effective school leadership and the experience of a Pennsylvania school district in nurturing and building a connectedness within the school community.

Inclusion in International Schools: Theoretical Principles, Ethical Practices, and Consequentialist Theories

“…(3) What, if any, correlation exists between teachers formally trained to serve children with disabilities and the number of students with disabilities served? (4) What, if any, correlation exists between the Ethics of Connectedness (Frick & Frick, 2010), CEC (2010), and consequentialism, and inclusive practices?…”

“…Frick and Frick (2010) identified six domains of connectedness that assist school administrators in leading and creating school communities.…”

“…The CEC Ethical Principles and Practice Standards (2010) emphasize ethics similar to those of Connectedness (Frick & Frick, 2010). Fiedler and Van Haren (2009) concluded that school administrators must not only hold "ethical codes of conduct and professional standards" (p. 162) but must also (1) be well-versed in special education and its services in order to make ethical decisions; and (2) reflect an advocacy of concern and commitment in their school communities regarding children with disabilities (p. 172).…”

“…(pp. 18-22) Frick and Frick (2010) conclude that educational leaders must develop ways to connect all members of the school community by creating effective and applicable professional development opportunities, advocating and supporting needed programing, and fostering a learning environment which embraces acceptance and awareness (p. 28). School administrators can create connected school communities by supporting all members of the school community through curriculum, professional development, and instructional strategies (Frick et al, 2013;Sergiovanni, 2007;Wendel, Hoke, & Joekel, 1996).…”

“…The school culture rests in the vision and daily practices of the school administrator (Anderson, 2006(Anderson, , 2011DiPaola et al, 2004;Fiedler & Van Haren, 2009;Hansen & Morrow, 2012;Frick et al, 2013;Frick & Frick, 2010;Kune, 1992;Sperandio & Klerks, 2007). To create an inclusive school environment, administrators must first create a vision that depicts the ability of every child to learn and find success regardless of their limitations (Bakken & Smith, 2011;Conderman & Pedersen, 2005;DiPaola, Tschannen-Moran, & Walther-Thomas, 2004;Frick et al, 2013).…”