2. Alienation/Self Identity
• What defines a person?
• A sense of social justice and a chance to pursue
their conception of all that is good for them
Dialogue
• Free and open debate is welcome
What is the truth?
• Who owns the truth & there may be many truths
E Pluribus Unum and E Pluribus Pluribus
• We are the same and we are different
3.
4. Anthony Muhammad, Carol Dweck and
Moneyball (2002 Oakland As)
&
You may not know when you have made
something “profound” happen.
5.
6.
7. Share your most compelling new learning
or reinforcing statement from the article.
As an administrator, what recommendation
would you make for change at your school?
What question(s) do you have after
reading this article?
8.
9. “We must move on from the
reassuring repetition of stale phrases to
a new, difficult, but essential confrontation
with reality. For the great enemy of truth
is very often not the lie – deliberate,
contrived and dishonest -- but the myth –
persistent, persuasive, and unrealistic. Too
often we hold fast to the clichés of our
forebears. We subject all facts to a
prefabricated set of interpretations. We
enjoy the comfort of opinion without
the discomfort of thought.
Mythology distracts us everywhere.”
10. Descriptors of Students
Most Successful Least Successful
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
What do you do as a leader or teacher to enable
success for students or other individuals in your
school?
11. Mind-Sets (Growth and Fixed)
• Consider Po Bronson and Ashley Merryman’s book,
NurtureShock)
12. Remind
TodaysMeet
PollEverywhere
Socrative
Plickers
Padlet
Wordle
Use only if it enhances/accelerates student
learning!
Collins, J. C. (2001). Good to great: Why some companies make the leap--and
others don't. New York, NY: HarperBusiness.
13. I can summarize a framework of making
difficult decisions.
I can apply resolution principles that
validate all members of our learning
community.
I understand the influence of democracy,
community, and educational
professionalism in the role of learning for
students.
14. Educational opportunities that allow for pursuit and
development of what is distinctive about them
• Religion, culture, what is good
Educational opportunities for the public ethic
• Sense of tolerance (or acceptance) of difference and
respect for equal rights for others
The creation of shared civic life that allows for a
sense of social justice
• Different from an attempt to view the culture of one group
as a normative for others
Opportunities to learn from one another and learn
about one another
18. Free Choice
“We claim and
enjoy complete
freedom”
Laws
Obedience to
the Enforceable
Self-imposed Law
Obedience to the Unenforceable
Tight/Tight
Loose/Loose
Tight/Loose
19. BLACK LIE GRAY LIE
RED LIE WHITE LIE
Howitaffectsme
How it affects others
I get positive benefit
I lose out in some way
Others get positive
benefit
Others lose out in some
way
20. Coherence: CIA, finance, tests, teacher
training, textbooks aligned
Curricular Equity: All students have equal
opportunities
Incentives: tangible benchmarks
(graduation tests)
21. Who is accountable?
• Policy makers, students, parents, professional
standards.
For what are we accountable?
To whom are we accountable?
22. What is a democracy? What form of
democratic authority should characterize
schools?
What is a community? Who are its
members? Which community should
dominate in decisions about schooling?
What does it mean for teachers and school
leaders to be professionals? What
authority over education should be ceded
to professionals?
23. Goal Displacement: What is the easiest
measurable benchmark, or we will narrow our
expectations (“I am just doing what I am told.”)
Motivational Displacement: no longer internally
motivated to do a good job and will rely solely on
incentives (“My worth is measured on the
measured outcome of my students.”)
Gaming: find ways to improve test scores that are
not related to educating students.
24. Standards as a benchmark
Standards as a measure of excellence
Think about working with a teacher and the
“standards” of good teaching.
25. To focus only on morality means
emphasizing the following:
• What is right and what is wrong
• Personal conduct
• Disconnects the ART of good leadership
• Just be truthful, don’t steal, don’t be a racist or a
sexist avoid conflicts of interests and make fair
decisions
26.
27. 1) Regret (acknowledgment): A verbal acknowledgment by the perpetrator that the
wrongful behavior caused unnecessary pain, suffering and hurt that
identifies, specifically, what action or behavior is responsible for the pain.
2) Accepting responsibility (declaration): An unconditional declarative statement
by the perpetrator recognizing the wrongful behavior and acknowledging
that there is no excuse for it.
3) Restitution (penance): An offer of help or assistance to victims, by the
perpetrator; action beyond the words “I’m sorry,” and conduct that assumes
the responsibility to make the situation right.
4) Repentance (humility): Language by the perpetrator acknowledging that this
behavior caused pain and suffering for which he/she is genuinely sorry;
language by the perpetrator recognizing that serious, unnecessary harm
and emotional damage was caused.
5) A direct request for forgiveness: “I was wrong, I hurt you and I ask you to forgive
me.”
Chapman, G., & Thomas, J. (2006) The five languages of an apology: how to experience healing iall
your relationships (New Edition). Northfield Publishing.
28.
29. Locate the morality in the end result of the
act (the consequence of the action)
Locate the morality in certain rights and
duties
30.
31. Ethical Decision Making
Culture/Values/Leadership
Intellectual Liberty
Individual Freedom and the Public Interest
Equal Educational Opportunity
Educational Evaluation
Diversity: Multiculturalism and Religion
Ethical Fitness: An Approach to Current Issues
Educational Authority and Accountability
32. Seek first to understand and be sensitive to
other points of view (perceptions)!
Whoever tells the stories defines the culture.
Do you want to be right or successful? Can
we be both?
Balance efficiency and effectiveness
Reflect and build your wisdom from your
experiences.
Let the process be the product.
R3=Relevant, rational and reflective
It would be short sighted of us to use one
principle as the guiding light of our careers.
33. Do you see what others see?
Do your eyes play tricks on you?
34. "In The Forest Has Eyes, I want the viewer," says Bev Doolittle, "to share the emotions of the rider, and - as he does,
because his life depends on it - 'read' the story in the leaves, branches, water and stone that surround him." At first
glance, The Forest Has Eyes might appear to be a trick painting, but Doolittle's works must be looked at again and again,
for they convey more than one message. Here we read the story of a mountain man, not easily frightened but
respectful of the ways of the Indians. Passing through Indian territory, he is wary. He is also alone and alone for too
long, that is when his imagination takes over, creating images and persuading us that they are real. Our eyes play tricks.
Does the forest have eyes?
35. You may be frustrated by the case studies in the
class because it is difficult to make definitive
decision…Will this result in you being a better
administrator?
We take what we already know and put it in an
unusual, challenging situation.
The risk is that you may be worse off by these
exercises because it could debilitate you
So…is it possible to solve these complicated and
difficult issues?
36. Will these exercises make us better
administrators?
May make us worse before we get better (just like
your golf swing)
A vehicle for reflective dialogue.
When the moment for action arrives, the thinking has already
been done, the impulses internalized, and the intuitions
prepared to lead to resolutions” (Kidder, 69).
Develop muscle memory
37. This does NOT mean that “everything is
equal” that “anything goes” and that all
cultural practices are relative and
acceptable.
It DOES meant that BEFORE passing
judgment, we should approach cultural
groups on their own means.
Goh, M. & Demerath, P. 2015. Culture in the relationship gap. Urban
Leadership Academy. University of Minnesota.
38. We justified some decisions by discussing culture
• Is it OK to suggest that ethics is relative to culture?
• If we disagree, can we blame it on culture?
This is cultural relativism.
This does NOT mean that “everything is equal” that
“anything goes” and that all cultural practices are
relative and acceptable.
It DOES meant that BEFORE passing judgment, we
should approach cultural groups on their own means.
39. When a person attempts to give reasons to
another person, is this an attempt at coercion
(care vs ends)?
Persuasion is a form of influence that
recognizes individuals as free moral agents
with rational minds and human feelings (care).
We do not learn to make responsible choices
by being told our decisions do not matter
40. • view freedom, equality, and democracy as arbitrary
• view leadership as a technical exercise…values are not
important…efficiency rules…focus on completing tasks at
hand and renounce responsibility for judging the
educational and moral worth of the objectives of policies
they are given by others.
• believe "Ours is not to reason why. Ours is but to do and
die” (Alfred Lord Tennyson)
• we don’t make the rules we just follow them.
42. What is the real question being asked?
What is really important?
43. Can’t decide what
justice requires
without wrestling with
these 2 questions.
What is the real
question being
asked?
What is really
important?
47. Reach a point in our deliberations where our
moral intuitions and the moral theory that
accounts for them are consistent and can be
objectively justified. (p. 111)
Gut instinct + solid rationale = a good decision
Yes, we can change our position with new
information.
48. Allows us to feel and empathize with other
persons.
Also allows us to think.
We need emotion as well as reason.
• We need to identify with others
• Feelings provide motivation for right conduct
Knowing what is right and wanting to do it are different
things.
49. We start with our moral principles that
differentiate our sense of right and wrong.
50. Different sources do not mean we can’t
agree…
People have a common biology, common
fundamental needs and feelings, a
common physical environment, common
aspirations on a common planet with a
common science and common global
problems.
It’s not easy AND it’s not impossible.
53. I can summarize a framework of making
difficult decisions.
I can apply resolution principles that
validate all members of our learning
community.
I understand the influence of democracy,
community, and educational
professionalism in the role of learning for
students.
Editor's Notes
Moneyball profound clip
Important for us to continue to look at and build upon an agreed upon curriculum of essential learnings that was created through collaboration…even a district wide idea of what defines our essential learnings
It is important for us to look at our students and how we grade them and there will be more happening with this with our grading action team.
It is important for us to embrace Carol Dweck’s research with regard to the growth mindset…all students can learn and understand our essential learnings… they just may need a bit more time than others…Hattie’s meta analysis research of over 800 studies…it may be the closest thing to the educational holy grail that we have.
member
massp2016
The flywheel effect is a cycle that builds momentum through persistent steps forward in alignment with an organization’s Hedgehog Concept. With the right team, companies can progress by confronting the brutal facts, and having faith that a breakthrough willhappen if they consistently maintain their discipline in thought and action. When the business accumulates visible results, people are energized and motivated to keep applying force to the flywheel, hence sustaining and expanding the company’s success.
The alternative to the flywheel effect is the doom loop. The doom loop starts with reaction without understanding; it is followed by a new direction, program, leader, event, fad or acquisition that ultimately leads to little or no buildup. Without the guided accumulation of momentum, results are inadequate, which in turn negatively affects staff motivation.
White lie
In this model, white lies are altruistic as we seek first to help others, even at some cost to ourselves.
In practice, there are shades of white and what we tell ourselves are white lies are often tending more towards gray than pure white.
Even when we lose out significantly, there is arguably always some benefit, for example in the way we feel good about our actions and how others praise or thank us for our selflessness.
The White Lie is part of our social fabric and stops us from emotionally hurting or insulting each other with the cold, hard, painful truth. Everyone lies a little as a way of getting through life without violence and aggression, and so as to not hurt people. If you see someone wearing a new outfit that doesn’t suit them, you’ll tell them they look great, so as not to hurt them.
My step mother in law and her sausage that she makes all the time…I have to eat it now every time I see her.
Gray lie
Most of the lies we tell are gray lies. They are partly to help others and partly to help ourselves. They may vary in the shade of gray, depending on the balance of help and harm.
Gray lies are, almost by definition, hard to clarify. For example you can lie to help a friend out of trouble but then gain the reciprocal benefit of them lying for you while those they have harmed in some way lose out.
The Beneficial Lie is used by a person who intends to help others. For example, a farmer hiding Jews from Nazis who is asked if he’s keeping any Jews in his house, is seen as acting heroically when he lies. The rescue worker who pulls a child from the remains of a burning car and lies to the child that his mother and father are OK is saving the child, in the short term, from more trauma. Doctors who lie to a patient on their deathbed to lift their spirits or prescribe fake meditation, placebos, to patients are also technically lying.
Black lie
Black lies are about simple and callous selfishness. We tell black lies when others gain nothing and the sole purpose is either to get ourselves out of trouble (reducing harm against ourselves) or to gain something we desire (increasing benefits for ourselves).
The worst black lies are very harmful for others. Perhaps the very worst gain us a little yet harm others a great deal.
It’s the Deceptive Lie that is the dangerous one because the liar intends to harm or disadvantage the victim for their own benefit.
There are two main ways of deceitful lying – concealment and falsification.
In concealment, the liar doesn’t actually tell a lie, but withholds information. So Jane might tell her friend Mary that she saw Mary’s ex-boyfriend at a party last night. But she doesn’t reveal that she went home with him.
In falsifying, false information is presented as if it was true, intentionally. So Jane might tell Mary she didn’t enjoy the party and ended up going home early, alone.
Red lie
Red lies are about spite and revenge. They are driven by the motive to harm others even at the expense of harming oneself. They may even be carved in blood.
When we are angry at others, perhaps because of a long feud or where we feel they have wronged us in some way, we feel a sense of betrayal and so seek retributive justice, which we may dispense without thought of consequence.
Malicious Lies, or rumor-mongering, are often used as weapons in a competitive situation. Malicious liars set out to destroy the character and reputations of their victims, usually with devastating and lasting results. A company might, for example, spread false information that its main competitor is in financial difficulties. Similarly, it is not uncommon for political parties to start rumors of inappropriate sexual behavior by an opponent. Or imagine if one of two men vying for the attention of the same woman told the woman that the other man had a sexually transmitted disease.
Lies are misrepresentations used as a means of creating false impressions, managing impressions, or covering up actions - in order to influence the thoughts and actions of others. Individuals who lie know what the truth is, and want to conceal it.
A lie has 3 main features:
A lie communicates or hides information
The liar knows the truth.
The liar intends to deceive in order to influence the audience to believe something that is not true - so that subsequent impressions, decisions and actions on the part of the victim(s) or others will be in the liar's favour.
Who is accountable?
Legislature….consumers….parents….professional standards
Policy makers, students, parents, professional standards.
For what are we accountable?
To whom are we accountable?
Democracy…a way of making decisions (requires a sense of equal respect or care-based philosophy)
The interests of each member of the polity are fairly considered.
Each member of the polity has a fair opportunity to influence the decision.
Representative democracy vs. participatory democracy…p. 100 (STRIKE)
Community….formed around commonalities…traditions, practrices, customs, or values that have authority for members of a community because the community is their community
Educational community…hockey community, basketball community, speech community, theatre community….
A community could result from coming together for a common goal…agree that education is important and agree what education they wish to provide & then work hard together to provide it. Should the parents be a part of this community?
We want parents to be more than clients…members of the community…but how where do we then draw the line for their authority?
Professionalism and learning communities…
What is a professional? Occupation that is characterized bya particular form of accountability.
Obligated to respect and be guided by the knowledge base
Guided by welfard of their clients
Collegiality allows us to learn from others as well in the best interest of clients
Is our knowledge base absoluete…without controversy
To what level do we have autonomy? (those who know rule)
Is a school a community?
COMMENTARY
The Norwood Teague resignation:
Still in search of the perfect apology
A genuine apology is about the victims, not the perpetrator. And
there’s really no good legal reason to avoid it.
By James E. Lukaszewski () AUGUST 10, 2015 — 5:56PM
On Friday, Norwood Teague resigned as the University of Minnesota’s athletic director
after two sexual-harassment charges were filed by two nonstudent university employees.
Teague’s statement included the phrases, “[I] had entirely too much to drink” and sent
“truly inappropriate texts.” And “I behaved badly toward nice people. … I’m
embarrassed and I apologize. …”
Genuine apologies are about the victims, not the perpetrators. An apology is the atomic
energy of empathy. Genuine apologies stop more bad things from happening.
The most powerful action in reputation recovery and rehabilitation is to apologize. If
you want or need forgiveness, you’ll need to apologize. “Wait a minute,” you say, “the
lawyers won’t ever let me apologize.” Well, let’s talk about apology — understand it —
and then we’ll get back to the attorneys.
Management avoids apologizing by using an amazing array of avoidance strategies.
There’s self-forgiveness: “It’s an industry problem; we’re not the only ones” or “Let’s not
blow this out of proportion.” There’s self-talk: “It’s only an isolated incident,” “It’s never
happened before,” “Not very many were involved” and “This is not who we are.”
In this case, add self-forgiveness to the technique: I was drunk; I sent several
inappropriate e-mails; I behaved badly toward nice people; I’m embarrassed and I
apologize. Teague could have said with equal non-effect: “It won’t ever happen again,” “I
am not a crook” and “I did not have sex with these people.”
What was wrong with Teague’s apology? There was no admission that what he did made
others suffer and be shamed. He simply never apologized at all. “I was embarrassed and
I apologize.” He forgave himself first, protected the people around him, and never
directly addressed the pain and suffering caused by his actions.
Forgiveness by the victims, which is the purpose of an apology, is a process.
The most constructive structure for apology I’ve seen is in “The Five Languages of
Apology,” a book by Gary Chapman and Jennifer Thomas. Here, with some
paraphrasing and modification based on my experiences, are the ingredients of the
perfect apology.
1) Regret (acknowledgment): A verbal acknowledgment by the perpetrator that the
wrongful behavior caused unnecessary pain, suffering and hurt that identifies,
specifically, what action or behavior is responsible for the pain.
2) Accepting responsibility (declaration): An unconditional declarative statement by the
perpetrator recognizing the wrongful behavior and acknowledging that there is no
excuse for it.
3) Restitution (penance): An offer of help or assistance to victims, by the perpetrator;
action beyond the words “I’m sorry,” and conduct that assumes the responsibility to
make the situation right.
4) Repentance (humility): Language by the perpetrator acknowledging that this behavior
caused pain and suffering for which he/she is genuinely sorry; language by the
perpetrator recognizing that serious, unnecessary harm and emotional damage was
caused.
5) A direct request for forgiveness: “I was wrong, I hurt you and I ask you to forgive me.”
(http://stmedia.startribune.com/images/ows_143924730881074.jpg)
J E R RY H O LT • J E R RY. H O LT@ STA RT R I B U N E .C O M
Former University of Minnesota athletic
director Norwood Teague.
The most difficult and challenging aspects of apologizing are to admit having done
something hurtful, damaging or wrong, and to request forgiveness. Skip even one step,
and you simply fail.
Do apologies matter? Twenty-nine states seem to think so. These states have enacted
legislation exempting voluntary expressions of regret and apology at traffic accidents
from being considered by juries when setting auto-liability damages. Legislation is
pending in Congress to mitigate the impact of liability on malpractice insurance claims
against doctors and medical personnel who apologize immediately, or very quickly, and
sincerely. Several states have enacted similar laws for health care workers.
The biggest problem with apology is the attitude among leaders and their attorneys that
apology is a sign of weakness. My advice is: Get over it. There’s mounting statistical
evidence in health care that apologies — even if they are required by insurance
companies (which they more frequently are) — are having a dramatic effect on reducing
litigation and related costs.
So now we’re back to the attorneys. When the lawyers say you can’t apologize because
it’s an admission of something (which it is), you can tell them (with nearly absolute
certainty) that an apology will, at a minimum, mitigate and, at a maximum, eliminate
litigation. An apology may be the trigger to settlement.
Failure to apologize is always a trigger for litigation.
Today’s legal reality is that only one in 200 civil cases filed ever get to trial. Instead,
these cases will be settled, dismissed or resolved by some other mechanism such as
arbitration.
Empathy is actions that speak louder than words. Apology is the atomic energy of
empathy. Failure to apologize is an integrity lapse that causes the corrosive destruction
of reputation and creates an impression of arrogance and callousness.
College athletics, as well as professional sports, are rife with examples of sexual
harassment and sexual assault. “Zero tolerance” seems good, but it also seems to equal
zero impact on the perpetrator, zero memory for the institution sponsoring the
perpetrator and zero the number of university leaders held to account. Zero-tolerance
policies need to be rethought, especially in an educational environment, to be replaced
by more potent teaching and culture-change activities.
The University of Minnesota actually justified Teague’s behavior by saying he had been
“overserved” (translation: shift the blame to the bartender). “It is disappointing and
disheartening to learn about the events that led to [Teague’s] resignation,” said Dean
Johnson, chairman of the university’s Board of Regents. The question is: unfortunate and
disheartening for whom? The university or the victims? Clearly, the university would
like Mr. Teague to leave the campus quietly and promptly.
Additional reporting is revealing the real truth about Mr. Teague’s serial behavior
toward women. The more the story is reported, the more his victims will come forward.
By the way, apologizing is purely a leadership choice rather than a legal decision. True
apologies are signs of integrity, honesty and compassion and provide closure for the
victims. The Teague non-apology and the university’s decision to support rather than to
clearly and powerfully condemn Teague’s behavior fails the integrity test, the
compassion test and the victim-sensitivity test.
James Lukaszewski is a Twin Cities-based international expert in crisis management and
leadership recovery, or departure following damaging incidents. The premise of his latest
book, “Lukaszewski on Crisis Communication: What Your CEO Needs to Know About
Reputation Risk and Crisis Management,” is successfully managing the victim dimension of
crisis.
What is one take away from the class?
Did we like forum posts?
Enough case studies?
Ethics in the news
(medicine example from p. 109)
This does NOT mean that “everything is equal” that “anything goes” and that all cultural practices are relative and acceptable.
It DOES meant that BEFORE passing judgment, we should approach cultural groups on their own means.
Kippel-Treaunay-Weber syndrome (KT) Was on PGA as full-time player in 1999. Lost his card. Played on the Nike tour which allowed carts. Circulatory disorder where blood vessels did not form properly in his leg. Painful.
Now head men’s golf coach at University of Oregon (Eugene which is his home town). Played for Stanford and won National Championship.
Argued January 2001. Decided May 2001. 7-2 to let him ride.
What is fair? What is an unfair advantage? Jack Nicklaus and Arnold Palmer testified that it was an unfair advantage. Who gets to decide? If it is about advantages…Just remove the question and let everyone ride if they want.
Can everyone ride the cart if they want to?
What is worthy of honor and recognition?
Golfers are sensitive to their status as golfers…ball is still, no jumping, no running
What is the essential nature of the activity?
Justice Stephens for the majority (avid golfer) to put ball in the hole in the fewest number of strokes
Justice Scalia for the minority no object except for amusement
Games allow us a respite from productive activity
Commercial enterprise
Rules are arbritary…change the base paths in baseball, height of basketball goals, size of the ball, type of clubs, how big the goalie equipment is in hockey
The last law is the one that for me is the most compelling, and, at the same time the one that probably “drives” most of us along (as well as driving us mad). It’s Mastery is an Asymptote. It’s a what? It’s an asymptote.
An asymptote is a straight line that a curve approaches but never quite reaches. I wasn’t big into algebra, which Dan Pink says we need here along with a little art history. But without either algebra or art history I get it. I’ll always be pursuing mastery and never possibly getting to an arriving point. As Pink says, “the mastery asymptote is a source of frustration. Why reach for something you can never fully attain? But it’s also a source of allure. Why not reach for it? The joy is in the pursuit more than the realization. In the end, mastery attracts precisely because mastery eludes.”
So mastering your instrument or becoming the best golf player, potter or painter is in fact a pain (aren’t you glad to get that validation!), it’s a mindset (so get your positive thinking caps on) and we’ll be in hot pursuit without a clear finish in sight.