Practicing a Professional Ethic: Leading for Students’ Best Interests

Frick, William C.

doi:10.1086/660757

Cited by 17 publications

(21 citation statements)

References 22 publications

(18 reference statements)

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“…Care assumes educational leaders “have the capacity to feel deep respect or love for others” (Frick, 2011, p. 530). Care, as a pillar of moral leadership and ethical decision-making, promotes educational leaders in the field to act with unconditional positive regard toward students and staff.…”

Section: Literature Reviewmentioning

confidence: 99%

Educational Leaders’ Perceptions of Legal Preparedness

DeCino

Curtin

DeJong

et al. 2019

Journal of School Leadership

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Educational leaders’ experiences with legal issues remain relatively unknown. Using an electronic survey, this study explored educational leaders’ ( N = 441) experiences with legal issues and with perceived levels of legal preparedness. Results revealed that years of experience and ethics training courses variables were statistically significant with perceived levels of legal preparedness. The legal issues with the highest frequency reported by educational leaders included suspected child abuse, reports of bullying/harassment, and whether a student poses a danger to other students. Implications for educational leaders and educational training programs are provided.

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Section: Literature Reviewmentioning

confidence: 99%

Educational Leaders’ Perceptions of Legal Preparedness

DeCino

Curtin

DeJong

et al. 2019

Journal of School Leadership

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“…The zero tolerance, exclusionary policies examined in this study serve as a test case for the utility of the ostensibly agreed-upon ethical framework (Frick, 2011) that guides this study. How can such a test case be useful for practitioners who are open to questioning their own decision-making?…”

Section: Ethics and Student Drug And Alcohol Policiesmentioning

confidence: 99%

An Analysis of U.S. Student Drug and Alcohol Policies through the Lens of a Professional Ethic for School Leadership

Stamm

Frick

Mackey

2016

IJEPL

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This study explored the moral complexity of student drug and alcohol policies that are often disciplinary, punitive, and exclusionary in nature. The Ethic of the Profession and its Model for Students ' Best Interests (Shapiro & Stefkovich, 2016;Stefkovich, 2013), a professional ethical construct for educational leadership and for school workers writ large, was employed as a theoretical framework to evaluate a bounded case of seven school districts' pupil policies. This research utilized textual analysis of school policies from the school communities represented in the study, in addition to interview data employed in a larger systemic study from which this research is drawn. Findings contribute to a fuller understanding of the valuation process of local administrators when they are drafting policy in relation to an ethic of the profession. Practical implications include the impact of such school policies on the immediate and long-range needs of students deemed as at risk.

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“…Preparing principals for the complex task of arguing for reforms ought to incorporate training in argumentation. In the context of reform, longstanding educational principles and professional ethics about the purpose and meaning of education are still essential (Frick, 2011). Framing new policies in terms of these principles will be crucial to the success of any reform efforts.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Education PolicyinLeadership Practice

Lowenhaupt

Spillane²,

Hallett

2016

Journal of School Leadership

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Over the last few decades, high-stakes accountability has become commonplace in education policy both in the United States and internationally. In this paper, we consider the role of school leaders and “accountability talk” in implementing this shift through a case study of one urban school principal's talk during a period of reform. Consistent with broader policy discourses, the 650 instances of principal rhetoric in 14 elementary school meetings reflected issues of standardization and assessment through rational appeals to logic (logos). However, the principal's “accountability talk” also relied on rhetorical sequences that wove these rational appeals together with moral (ethos) and emotional (pathos) claims, thereby connecting the accountability paradigm to more established discourses associated with the educational profession. We argue that school principal's talk is a primary means through which broader institutional changes and local work practices become coupled together, often in ways that blend apparently competing models of organization. As such, accountability talk should be of both empirical and theoretical interest for scholars studying school leadership and education reform.

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Practicing a Professional Ethic: Leading for Students’ Best Interests

Cited by 17 publications

References 22 publications

Educational Leaders’ Perceptions of Legal Preparedness

Educational Leaders’ Perceptions of Legal Preparedness

An Analysis of U.S. Student Drug and Alcohol Policies through the Lens of a Professional Ethic for School Leadership

Education PolicyinLeadership Practice

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