Ruberic+for+Chapter+6

ISSLC Standard 5: //An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.//
 * Case Study 6-3 Crisis Management: A Student Fatality **
 * Scoring Rubric: 1 = no evidence, 2 = little/some evidence, 3 = sufficient evidence, 4 = exemplary evidence **

The administrator has knowledge and understanding of the purpose of education and the role of the leadership in modern society || // The principal understood that he had to help Mr. and Mrs. Gomez as a leader in modern society. // ||   ||    ||    ||    ||  The administrator has knowledge and understanding of the values of the diverse school community || // The principal called upon the ministerial association and the minister of the church where the Gomez’ attended to help with arrangements. He also made arrangements to have counseling for the students who were mourning. // ||   ||    ||    ||    ||  The administrator has knowledge and understanding of the professional codes of ethics || // The principal knew he had to be careful not to pick one funeral home over another, so he used the resource of the ministerial association to help. // ||   ||    ||    ||    ||  The administrator believes in, values, and is committed to the ideal of the common good || // The principal put a plan into place to allow school to continue, but to also allow students to express and deal with their grief. // ||   ||    ||    ||    ||  The administrator believes in, values, and is committed to bringing ethical principles to the decision-making process || // The principal was considerate in helping out the Gomes family even though it would typically not be the school’s responsibility and he did so in an ethical manner. // ||   ||    ||    ||    ||  The administrator believes in, values, and is committed to subordinating one’s own interests to the good of the school community || // The principal dropped what he was doing that morning in order to help the family and instead of only focusing on the educational goals of the day he had a plan to deal with the emotional needs of the students and staff. // ||   ||    ||    ||    ||  The administrator believes in, values, and is committed to using the influence of one’s office constructively and productively in the service of all students and families || // The principal used his relationship with the ministerial association in order to help the family. // ||   ||    ||    ||    ||  The administrator believes in, values, and is committed to the development of a caring school community || // The principal cultivates a caring community by offering students a place to grieve and counseling to help them deal with their emotions. // ||   ||    ||    ||    ||  The leader examines personal and professional values || // The principal was considerate in getting the family’s minister to help them with arrangements and to give the students a chance to express and deal with their grief  // || ||   ||    ||    ||  The leader demonstrated a personal and professional code of ethics || // The principal helped the family even though it was not a part of his job. He did so by finding their pastor to help with arrangements. // ||   ||    ||    ||    ||  The leader serves as a role model || // The principal is role model in that he treats the family with respect and handles the issue in a dignified manner. // ||   ||    ||    ||    ||  The leader accepts responsibility for school operations || // The principal makes a plan for continuing school and allowing for grief counseling  // || ||   ||    ||    ||  The leader considers the impact of one’s administrative practices on others  || // He was considerate of the feelings of students and staff in implementing a plan for the day  // || ||   ||    ||    ||  The leader treats people fairly, equitably, and with dignity and respect  || // The principal treated the family, students and staff with respect in his actions. // ||   ||    ||    ||    ||  The leader demonstrates appreciation for and sensitivity to the diversity in the school community || // The principal does this by allowing students to express their grief and having counselors available and he shows sensitivity to the Gomez family. // ||   ||    ||    ||    ||  The leader examines and considers the prevailing values of the diverse school community  || // The principal knows that students will be in shock and allows for a grief center to take place. // ||   ||    ||    ||    ||  The leader expects that others in the school community will demonstrate integrity and exercise ethical behavior   || // The principal has the central office administrators and social workers, etc. to help out with the crisis plan. // ||   ||    ||    ||    ||  The leader applies laws and procedures fairly, wisely and considerately   || // The procedures were implemented to allow for all to process their grief. // ||   ||    ||    ||    ||
 * Indicators ** ||
 * Evidence ** ||
 * 1 ** ||
 * 2 ** ||
 * 3 ** ||
 * 4 ** ||
 * 4 ** ||

· The purpose of education and the role of the leadership in modern society · various ethical frameworks and perspectives on ethics · The values of the diverse school community · The professional codes of ethics · The philosophy and history of education · The ideal of the common good · The principles in the Bill of Rights · The right of every student to a free, quality education · Bringing ethical principles to the decision-making process · Subordinating one’s own interest to the good of the school community · Accepting the consequences for upholding one’s principles and actions · Using influence of one’s office constructively and productively in the service of all students and families · Development of a caring school community · The leader examines personal and professional values · The leader demonstrated a personal and professional code of ethics · The leader demonstrated values, beliefs, and attitudes that inspire others to higher levels of performance · The leader serves as a role model · The leader accepts responsibility for school operations · The leader considers the impact of one’s administrative practices on others · The leader uses the influence of the office to enhance the educational program rather than for personal gain · The leader treats people fairly, equitably, and with dignity and respect · The leader protects the rights and confidentiality of students and staff · The leader demonstrates appreciation for and sensitivity to the diversity in the school community · The leader recognizes the and respects the legitimate authority of others · The leader examines and considers the prevailing values of the diverse school community · The leader expects that others in the school community will demonstrate integrity and exercise ethical behavior · The leader opens the school to public scrutiny · The leader fulfills legal and contractual obligations · The leader applies laws and procedures fairly, wisely and considerately
 * __ Knowledge Indicators  __**
 * The administrator has knowledge and understanding of: **
 * __ Disposition Indicators  __**
 * The administrator believes in, values, and is committed to: **
 * __ Performance Indicators  __**