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ACEL DISABILITY REFORM: Leading & Sustaining Exceptional Practice Showcase: School Leaders achieving greater equity through ethical leadership 7-8th May, 2015 Professor Suzanne Carrington Head of Cultural & Professional Learning Faculty of Education Queensland University of Technology Michael Small Head of Campus Junior Secondary Campus Noosa District State High School CRICOS No. 00213J Queensland University of Technology This Showcase will assist you to: LEARN • Understand the ethics of leadership • Understand a theory of practice of ethical leadership REFLECT • Reflect on how a school leader can implement a theory of ethical leadership to – work collaboratively with teachers, parents, students and community to build equity and quality in teaching and learning for all students, including students who have disabilities APPLY • Consider ethical issues in inclusive culture, policy and practice for students with disabilities. • Identify different ethical dilemmas faced by school principals and teachers a university for the real R world CRICOS No. 00213J LEARN • Understand the ethics of leadership • Understand a theory of practice of ethical leadership a university for the real R world CRICOS No. 00213J Leaders who develop an ethical organisational culture “Ethical leaders create ethical organisations” (Hester, 2003, p. 9) Creating Inclusive Culture, Policy and Practice a university for the real R world CRICOS No. 00213J Ethical Leadership A collaborative investigation of equity-driven evidence-based school reform Data Use & Accountability a university for the Ethical Leadership real Equity R world CRICOS No. 00213J ARC Linkage Research Aims Ethical Leadership: A Collaborative Investigation of Equity-Driven Evidence-Based School Reform. An Australian Research Council Linkage Project (2012-2015) • To investigate how school leaders and classroom teachers can engage in critical inquiry and evidence-based practice. • To improve student learning and equity in contexts of high-stakes accountability. • To find ways to achieve greater equity through ethical school leadership. • To develop a sustainable school-systems-university partnership. • To build capacity at the school level through ongoing professional development. a university for the real R world CRICOS No. 00213J Ethical Leadership • Leadership is a human centered practice that involves questions about what is right and wrong, good or bad and just or unjust (Freakley & Burgh, 2000). • A social, relational practice concerned with the moral purpose of education (Angus, 2006). • Ethical leaders are those who are engaged in making decisions based on values and value judgments that are fair, just and professional and that uphold the moral purpose of education. a university for the real R world CRICOS No. 00213J Policy Context • “… residualisation of public education … privilege selfish individualism rather than promote community-minded citizens” (Reid, 2013). • Context of competing demands and opposing educational priorities it is important for school leaders and teachers to be aware of policy effects. • Too often considerable attention is given to specific policy effects but the general effects formed by ‘ensembles of policy’ are rarely considered (Ball, 1994). a university for the real R world CRICOS No. 00213J Common Tensions • The common good versus the individual good. • Support a group or cohort of students or support the rights of the individual. • When decisions affect equality of opportunity for students around access, resources and experience. a university for the real R world CRICOS No. 00213J Making Ethical Choices • School leaders will sometimes be faced with a dilemma and have to make a choice between options that have a mix of both good and bad consequences • Examples from Australia - Streaming, student pathways in the Senior school, behaviour management policy and practice and exclusion/suspension, enrolment, curriculum and assessment adjustments - Any other examples? a university for the real R world CRICOS No. 00213J Difficult Decisions • In making a decision to meet the educational needs of a student or group the School Principal may be aware that the needs of another student or group are ignored • Choices about the best thing to do in schools draw upon facts, past experiences, emotions, analysis and instinct about what feels right a university for the real R world CRICOS No. 00213J The Ethical Foundation • the aspirations and experiences of staff, students and families are important in creating ethical, inclusive practices • organisational culture (eg. is it supportive, inclusive or otherwise) • To act ethically and inclusively, leaders need to include staff, students and families in the decision making process • What does this mean? How can we do this? • How does previous experience (empathy and understanding); leader’s communication skills, attitude, values, influence decision making? a university for the real R world CRICOS No. 00213J Towards an understanding of Ethical Dilemmas Faced by School Leaders Cranston, N., Ehrich, L. & Kimber, M. • As a result of any decision there are certain implications for the: • individual • organisation • community a university for the real R world CRICOS No. 00213J Starrat’s (1996) Model of Ethical Practice for Moral Education 3 schools of thought which complement each other: A standpoint of absolute regard • Honours dignity. • Honours individuality. • Honours human relationships. An Ethic of Critique An Ethic of Care a university for the real An Ethic of Justice Critical theory • Who defines what is valued? • Who benefits from the arrangement? Good of the group and good of the individual/ • Individuals choice to act justly. • Community’s choice to direct its actions justly. R world CRICOS No. 00213J REFLECT • Reflect on how a school leader can implement a theory of ethical leadership to – work collaboratively with teachers, parents, students and community to build equity and quality in teaching and learning for all students, including students who have disabilities a university for the real R world CRICOS No. 00213J Our school - Noosa District SHS • NDSHS is a large secondary school with two separate campuses on the northern end of Queensland’s Sunshine Coast and services 1350 students in years 7-12 from a broad geographical area from a diverse range of backgrounds from 15 unique feeder primary schools. • The Cooroy Campus celebrated its 50th year in 2013 and is home to our year 9 – 12 students, while the newly refurbished Junior Secondary Campus at Pomona has 400 year 7 and 8 students enrolled. • Principal, Head of Campus, 4 Deputy Principals, HOSES, 13 HOD’s, 88 Teachers • 100 students with a verified disability/ impairment a university for the real R world CRICOS No. 00213J Our philosophy – Junior Secondary Themed Classes • Noosa District SHS Junior Secondary is a distinct phase of education that specifically caters to the learning and emotional needs of young adolescents (Years 7 – 9). Our aim is to ensure that every student can thrive as life-long, resilient learners and be successful and valuable citizens. Noosa High uses a ‘Themed Class’ approach to maximise engagement and outcomes for all students. Junior Secondary students are based in one of the following themed classes for their “Core Subjects’ of English. Maths, Science & History: General, Cultural, Learning Support, Support, Summit or Focus. Each class is carefully matched with teachers that share an understanding of the way in which each group of students prefer to learn and uses targeted teaching strategies to get the best outcomes for each individual within the group. • • • • a university for the real R world CRICOS No. 00213J Our challenge – creating a culture • • • • Parents and our school community strongly believe that students should have the opportunity to build on their strengths but also address their weaknesses. Students are placed into their themed class based first and foremost on their parents/students request which is supported by a significant transition program involving the students’ primary school, teachers and administration. Many students with disabilities have an ICP and study an adjusted curriculum (that is the National Curriculum content) with significant scaffolding and support. Themed classes are disbanded for specialisation classes where all students study Art, BIT, Design, Drama, Home Ec, ITD, LOTE and Music together with their specialist teachers and the support teacher aides. a university for the real R world CRICOS No. 00213J Our practice – pedagogy making a difference a university for the real • There is an emphasis on student wellbeing in each of our themed classes but especially in the Learning Support area. • Our special education staff (teachers/teacher aides) work collaboratively with each Head of Department and their teaching colleagues to develop an ICP and also consider adjustments for students with disabilities. • Students in the Learning Support and Support Themed classes are engaged in real-life learning opportunities to complement their ICP’s. R world CRICOS No. 00213J Our practice – pedagogy making a difference • The timetable structure allows flexibility for both teachers and students. • Students have the opportunity to engage in the establishment and operation of business ventures such as Coffee Shops, Juice Bars, Market Stalls within the school and broader community. • Specialist teachers use their own expertise as well as the students talents and interests to identify as many opportunities for students to showcase their strengths. a university for the real R world CRICOS No. 00213J APPLY • Consider ethical issues in Inclusive Culture, Policy and Practice for students with disabilities. • Identify different ethical dilemmas faced by school principals and teachers a university for the real R world CRICOS No. 00213J a university for the real R world CRICOS No. 00213J