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Joker or Terrorist? William Parker Case Study EDUD 6302.

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Presentation on theme: "Joker or Terrorist? William Parker Case Study EDUD 6302."— Presentation transcript:

1 Joker or Terrorist? William Parker Case Study EDUD 6302

2 Case #1 Joe Schein – High School Student –Troublemaker –History of violence & temper –Intimidation toward students & teachers –Frequently suspended –Very intelligent –President of technology club

3 Case #1 (cont.) Joe Schein – High School Student –Failed course Now ineligible for technology club –Threatened teacher –Created website (at home) that contained a hit list and advocated violent action against the teacher and school –Posted photo of the teacher with a bulls-eye superimposed over her forehead

4 Case #1 (cont.) Joe Schein – High School Student –Suspended for 3 days Argues “Free Speech” –Ordered to take down website prior to return to school –Faculty fears his return –Parents and community leaders fear his return –Superintendent wants to meet with the principal

5 Ethic of Justice Evaluates questions related to applicable laws, rules, rights, or other legal obligations First Amendment –student claims “free speech”

6 Ethic of Critique A review of the standard rules. –Are laws, rules, rights, or other legal obligations to be followed in this situation? First Amendment –Tinker v. Des Moines Independent Community School District First amendment does not apply Speech resulted in substantial disruption

7 Ethic of Care Among educational leaders, the ethic of care is paramount to authentic decision- making. Principal has an obligation to protect all students and faculty. “If Joe returns to school, will he attack a member of our student or faculty populations?” –Uncertainty of answer & history dictate actions.

8 Ethic of Profession What is in the best interests of all persons involved? –Decision should be compatible with personal and professional codes of ethics –They must ensure that their actions were just and proportional to the infraction –Introduces an assessment of professional standards into the decision-making process. –Objectivity is an important aspect of ethical leadership

9 Level of Turbulence After applying the multiple ethical paradigms, the principal should have a better understanding of the overall circumstances within the situation. Level of turbulence is moderate, but could very easily advance to severe without swift additional actions –Widespread awareness of the issue –Specific origins to the issue

10 Next Steps Joe should not return to school –Discretionary expulsion for his act of terroristic threats –Expulsion makes it likely that the turbulence level will be lowered and the school may return to somewhat normal operations rather quickly Decisive action on the part of the principal will also send a message to his faculty and student body that they are valued members of the school community

11 Conclusion Through the use of multiple ethical paradigms, educational leaders have a rational methodology through which to work through ethical dilemmas. When used in conjunction with Turbulence theory, a second layer of qualitative reflection is created.

12 References Noddings, N. (1992). The challenge to care in schools: An alternative approach to education (2nd ed.). New York: Teachers College Press. Shapiro, J. P. (2006). Ethical decision making in turbulent times: Bridging theory with practice to prepare authentic educational leaders. Values and Ethics in Educational Administration, 4(2), 1–7. Retrieved from Shapiro, J. P., & Gross, S. J. (2007). Ethical educational leadership in turbulent times: (Re) solving moral dilemmas (1st ed., p. 224). New York: Routledge. Shapiro, J. P., Gross, S. J., & Shapiro, S. H. (2008). Ethical decisions in turbulent times. School Administrator, 65(5), 18–21. Retrieved from Tinker v. Des Moines Independent Community School District, 393 U.S. 503 (1969). U.S. Constitution. First Amendment.


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