Ethical LeadershipIn Ethical Leadership, Robert Starratt—one of the leading thinkers on the topic of ethics and education—shows educational leaders how to move beyond mere technical efficiency in the delivery and performance of learning. He challenges educators to become ethical leaders who understand the learning process as a profoundly moral activity that engages the full humanity of the school community. Starratt explains that educational leadership requires a moral commitment to high quality learning for all students—a commitment based on three essential virtues: proactive responsibility; personal and professional authenticity; and an affirming, critical, and enabling presence to the workers and the work involved in teaching and learning. He clarifies how essential these virtues are for leadership in the pressure-cooker of high-stakes schooling. He provides vivid illustration by beginning and ending the book with a "morality play," the narrative of a principal who struggles to do the right thing for his students and teachers, as they are pressured—and often punished—by state mandated tests. Starratt concludes by offering practical suggestions for working leaders as well as preservice and inservice courses in educational leadership. This book is a volume in the Jossey-Bass Leadership Library in Education—a series designed to meet the demand for new ideas and insights about leadership in schools. |
Contents
Authenticity | 3 |
Implications for Leaders of Schools | 133 |
Afterword | 143 |
Copyright | |
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activity administrator affirming analysis apply authentic learning Auther become bring challenges choices citizen civic classroom complex connected continue conversation critical cultural curriculum dialogue district educational leaders educational leadership enabling enabling presence engage environment ethics exercise expected explore express face feel freedom harm human ideas improve individual institutional integrity involves issue kids kind lead learners lives look means moral opportunity organization parents person perspective play possibilities practice presence principal proactive problem professional PROFESSOR WISSEN programs questions realized recognize reflection relationships requires respect responsibility role seek sense share simply situation social society sometimes specific staff structures suggest teachers teaching tests things understand values virtue