1. Authored by Patrick Duignan Chapters 6-8 Presented by Cara Jaye Francesca Garcia, RN

2.   Goal: Assist leaders to consider ethical dimensions of tension situations and make informed and wise decisions 10-Step Method for Ethical Decision-Making

3.  Determine the nature of the situation Clarify the facts Identify the Players Think of several options for action Evaluate options using ethical approaches Choose the best option Explain your choice Work out how to implement options Take action carefully Reflect and learn 10-Step Method for Ethical Decision-Making A HABIT OF MIND

4.   Step 1: Determine the Nature of the Situation  Right-and-right  Wrong-and-wrong  Right-and-wrong  Step 2: Clarify the Facts  Do not just collect, understand the facts  Know what the heart of the issue is by ASKING  Know the circumstances of the act  Step 3: Identify the Players  Intention, Interest and Motivation STEPS 1-3 : THE SCENE

5.   Step 4: Think of several options for action  To get to point X, how many roads are there? What dangers are there in the road?  Channel and exhaust means  Step 5: Evaluate using Ethical Approaches  Deontological or Rules-based  Utililitarian  Care-based  Principlism  Rational Wisdom STEPS 4-7: THE CHOICE & CHOICES

6.   Step 6: Choose the best option  Abandonment of Principle vs. Integrity-preserving Compromise  Step 7: Explain your choice  Document your reasoning! STEPS 4-7: THE CHOICE & CHOICES

7.   Step 8: Work our how to implement the action  The Devil is in the Detail  Excellent decisions can fail because of poor planning  Step 9: Take action carefully  Never underestimate trauma, address anxiety  Be prepared to change the decision  Step 10: Reflect and Learn  Any learning process have reflection and feedback as essential components STEPS 8-10: ACT & AFTERTHOUGH

8.   Diversity matters and there is wisdom in the crowd  Diversity adds perspectives  Groups that are too alike tend to Groupthink and limit  Harnesses the talents of all key stakeholders  Requires a mindset shift for all members, ‘letting go’  Thinking of WE, not simply ME SHARED LEADERSHIP

9.   Product of ongoing processes of interaction and negotiation among groups  EYE on the COMMUNAL PRIZE  Those in Position  let go of the idea that leadership is hierachical  Share vision, belief and efforts  Commit to collective action A new concept of LEADERSHIP

10.   Teachers have the capacity to mold, make new meanings  PARALLEL LEADERSHIP  Teachers should be actively involved in decisions and development of curriculum and pedagogy  Disadvantage: power distribution  DISTRIBUTIVE  Effects change by engaging ‘contours of expertise’ to create a culture of coherence, guidance, direction  Disadvantage: Not easy to establish with privacy, individualism and idiosyncratic institutional practice Teachers as Leaders PARALLEL, DISTRIBUTIVE

11.   Self-confident and self-effacing headship  No need for personal status  Clarity of structure and accountability  Define responsibilities to create ‘permission to act’  Investment in leadership capability  Grow the capability of the staff  Culture of Trust  Facilitate boldness, debate and cooperation  Turning Point  Lend momentum to the evolution of distributed leadership 5 PILLARS of Distributed Leadership

12.   Two Trends facing Nursing Education  Uncertain situations  Movement from Competency-based Development to Professional Development  The Problem with competency-based approach  How do you measure a person’s leadership status? ‘Leadership is dynamic, situational, unpredictable  CB Dev’t Programs account for 87% of all Prof. Dev’t. CAPABLE Educational Leaders

13.   Competency markers are usually standards and technical legalities  School head usually ends up managing compliance issues at the expense of shared educational leadership  The losing end: they are not able to focus on their professional development Competency: A Matter of Compliance

14.   Personal and interpersonal capabilities are often overwhelmed by the managerial demands of the moment  Training and development offered are dominated by regulation and legal/policy compliance issues  THE MESSAGE THIS SENDS: leadership capabilities are not valued in the school system; heads are office-bound site managers The truth about school heads

15.   Capability  Our ability to use our knowledge and skills in complez and changing situations  Take effective and appropriate action within unfamiliar and changing circumstances  All-around human quality, dynamic capacity to respond to changing circumstances  Competencies  Individual and measurable skills demonstrated and assessed against agreed standards of competency Competency to Capability

16.   Length is not a substitute for depth  Wisdom Way of Knowing  Elevates mere facts, knowledge and competencies to the loftier heights of human endeavor, involving the whole person – head, hands, heart and spirit  Flourishes in a complex, uncertain, unpredictable and rapidly changing environment  ‘Leadership Artistry’ Wisdom & Capability

17.  Stephenson’s Training vs. Professional Development Unfamiliar Context Familiar Context Familiar Problems Unfamiliar Problems Leadership competencies Training Leadership capabilities Prof. Dev’t. Informal networks, creative problem solving, use of intuition, planned risk-taking, courage, imagination, reliance on beliefs and values and highly-developed self- awareness

18.   Requires more than management skills and competencies, rather  Intuitive, creative frameworks based on in-depth understanding of human nature  Wisdom derived from reflection  Effective relationships that grow with contributions from all stakeholders  A genuine change of heart and mind Rethinking Leadership