The document discusses how culture, values, and leadership are interrelated. It explains that a school's culture is defined by the values and norms that have developed over time. Values shape how leaders make decisions and handle conflict. Effective leaders align their values with those of their community and focus on developing others. Making ethical decisions requires considering multiple perspectives and principles.

1. Culture, Values and Leadership

2. Your reflections on the way home?

3. I understand what defines the culture of
my school.
I understand how values and morals affect
the culture of my school.
I understand how values and morals affect
leadership.

5. We simply ASSUME that the
way we see things is the way
they really are or the way they
should be. And our attitudes
and behaviors grow out of
these assumptions. (January
7)
Covey, S. R. (1994). Daily reflections for highly effective people: Living the 7
habits of highly effective people everyday. Fireside publishing.

6. Each of us has many, many
maps in our head, which can
be divided into two main
categories: maps of the way
things are, or realities, and
maps of the way things
should be, or values. We
interpret everything we
experience through these
mental maps. (January 8)
Covey, S. R. (1994). Daily reflections for highly effective people: Living the 7
habits of highly effective people everyday. Fireside publishing.

7. The Jewish tradition of argument, where
the opponent is viewed as an ally in the
search for truth. “It is a sign of love to
take someone’s view seriously.
Rahm Emanual: Former White
House Chief of Staff, now
Chicago Mayor calls it
“combative collegiality.”

8. The school’s adaptation to the
values, traditions, meanings,
purposes, rituals, and norms that
have accumulated over time
define the culture.

9. “Educators have an unwavering belief in the
ability of all their students to achieve
success, and they pass that belief on to
others in overt and covert ways. Educators
create policies and procedures and adopt
practices that support their belief in the
ability of every student.”
-Kent D Peterson in Cromwell, 2002.

10. …does it take to stop talking about the
problem and start doing something about it.
OR
…does it take to stop thinking about doing
EVERYTHING and do SOMETHING.

13.  The BELIEVERS
SUCCESS FOR ALL STUDENTS
 The TWEENERS
FIND COMFORT ZONE IN THE
SCHOOL
 The SURVIVORS
SURVIVAL
 The FUNDAMENTALISTS
MAINTAIN THE STATUS QUO (LEAVE ME
ALONE!)
Muhammad, A. (2009). Transforming school Culture: How to overcome staff
division. Solution Tree Press. Bloomington, Indiana.

14.  Level 1…people persist when they are given no clear
reason to change- communication & rationale
 Level 2…People persist when the do not trust the
person telling them to change-relationships
 Level 3…People persist when they view the
alternative as more frightening-need skill
development & support
 Level 4…to change may mean admitting to failure to
the way it was…Lt. Dan from Forest Gump

15. Educating our students to
reach their full potential.

16. ~Stephen Covey
Covey, S. R. (1990). The seven habits of highly
effective people: Powerful lessons in
personal change. Fireside publishing.

17. “The greatest thing in life
is not so much where we
are, but in what direction
we are moving”
~Oliver Wendell Holmes

18. Fellow teachers,
why are we here?

21. “Review your school’s mission.”
How has the mission statement been shared with the community?
Would you make any changes to your schools statements?
What, if any, are the commons themes for the mission statements?

27. Whoever tells the stories,
defines the culture.
-Unknown

28. Values-fundamental beliefs (our preference)
Moral-right vs. wrong, seeking the honest, the
good and the right conduct in practice (how
things ought to be)
Ethics-a system of principles of conduct
based on moral values.

30. Values affect how leaders respond to conflict
and how they make decisions
What if you are competive and Ambitious?
vs.
What if you are Co-operative and Gracious?

31. Characterize your leadership…
Daft, R.L. 2002. The Leadership Experience.
229-231. Westin, Ohio: South-Western.

32.  According to Social Scientist Milton Rokeach
End Values = beliefs about the kind of goals or
outcomes that are worth trying to pursue
Instrumental Values = beliefs about the types of
behavior that are appropriate for reaching goals (the
means to the end)
Found to be more or less universal across cultures
BUT there are differences on how individuals and
cultures order them into priorities.

33.  A comfortable life
 Equality
 An exciting life
 Family security
 Freedom
 Health
 Inner harmony
 Mature love
 National security
 Pleasure
 Salvation
 Self-respect
 A sense of accomplishment
 Social recognition
 True friendship
 Wisdom
 A world at peace
 A world of beauty

34.  Ambition
 Broad-mindedness
 Capability
 Cheerfulness
 Cleanliness
 Courage
 Forgiveness
 Helpfulness
 Honesty
 Imagination
 Intellectualism
 Logic
 Ability to love
 Loyalty
 Obedience
 Politeness
 Responsibility
 Self-control

35. Values affect
• Our perception
• How we relate to others
• How we guide our choices and actions
• How we respond to conflict and make decisions

36. Values affect
 If you value ambition and career success,
then how might you view a mistake?
 If you value helpfulness and obedience, then
how might you view a mistake?

37. Values affect
• How we guide choices and actions
 ex. If you value courage and standing up for
what you believe, then how will you likely
make decisions (whether popular or
unpopular)?

38. Values affect
• How we relate to others
 ex. If you value obedience, conformity and
politeness, then you how might you relate to
someone who is self-reliant, independent,
creative and a bit of a rebel

39. Rational Leader Ethical Leader
Concerned primarily with self and own
goals and career advancement
Considers other equal to self, shows
concern for development of others
Uses influence for personal gain or
impact
Uses influence to serve other others
Promotes own personal version
Aligns vision with followers’ needs and
aspirations
Demands decisions be accepted without
question
Stimulates follower to think
independently and to question the
leader’s view
Insensitive to followers’ needs
Coaches, develops, and supports
followers, shares recognition with others
Relies on convenient external moral
standards to satisfy self-interests
Relies on internal moral standards to
satisfy organizational an societal interests
-Howell, J. M. & Avolio, B. J. 1992. “The ethics of charismatic leadership: submission
or liberation?”. Academy of Management Executive 6. 2, 43-54.

40. January 25, 1990. Flight 052 from
Colombia’s Avianca airline, is approaching
John F. Kennedy International Airport. Dense fog and high
winds from a nor’easter are delaying traffic. The plane is
put on three holding patterns for a total of 1 hour and
17 minutes. When it is finally cleared for landing, it makes
a wide circle around Long Island because of wind shear.
But the autopilot is not functioning, and suddenly the
engines go out, one after the other. The plane, 13 miles
away from the airport, stops working. It slams into the
backyard of an estate at Oyster Bay, killing 73 passengers.
Gladwell, Malcolm. (2008). Outliers: The story of success. Little, Brown
and Company.

41. Command: “Turn thirty degrees right.” -most direct and explicit
way of making a point imaginable-zero mitigation.
Crew Obligation Statement: “I think we need to deviate right
about now.” -the use of “we” and the fact that the request is now
much less specific.- it is softer.
Crew Suggestion: “Let’s go around the weather.”-Implicit in
that statement is “we’re in this together.”
Query: “Which direction would you like to deviate?” That’s even
softer than a crew suggestion;the speaker is conceding that
he’s not in charge.
Preference: “I think it would be wise to turn left or right.”
Hint: “That weather at twenty-five miles looks mean.” This is
the most mitigated statement of all. (Outliers, p 195)

43. Student-Centered
Teacher-Centered
Subject-Centered
• Best features of teacher- and
student-centered education are
merged and transcended by putting
not student, not teacher but learning
the subject at center of our attention
Palmer, P. J. (1998). The courage to teach. Jossey-Bass. pp. 115-120

44. …stand up for your beliefs?
…have the ability to step forward through
fear?
…accept responsibility?
…create opportunities to make a difference in
your school and community?
…embrace nonconformity?
…push beyond the comfort zone?
…ask for what you want say what you think?
…fight for you believe?

45. …stand up for your beliefs?
…have the ability to step forward through
fear?
…accept responsibility?
…create opportunities to make a difference in
your school and community?
…embrace nonconformity?
…push beyond the comfort zone?
…ask for what you want say what you think?
…fight for you believe?

46. There's a difference
between us. You think the
people of this country exist
to provide you with
position. I think your
position exists to provide
those people with freedom.
And I go to make sure they
have it.

47. There's a difference
between us. You think the
people of this school exist
to provide you with
position. I think your
position exists to provide
students with an education.
And I go to make sure they
have it.

48. p. 95
We rally around the highest vision we can.
We don’t always agree on the means for
getting there.
Our challenge is to inspire and remind
folks of our unifying theme.
Loose/Loose or Tight/Tight or Loose/Tight

49. ValuesHigh
ProcessLow
ValuesHigh
ProcessHigh
ValuesLow
ProcessLow
ValuesLow
ProcessHigh
PROCESS ORIENTED
VALUES
ORIENTED
High
Low High

50. A “balanced” school that is simultaneously
TIGHT and LOOSE.
• Tight on values
• Loose on process: you can do it your way within
the values

51. • What are the continuum of options?
• Why are these options good or not
good? How do your values support or
limit this option?
• What is your decision?

52. What is the problem and is it a moral issue?
 What are the circumstances out of which the problem arose?
Who is responsible to respond/do something?
What are the relevant facts?
 Ask a lot of questions & get the details.
What are the end results I want to receive?
 What is the right thing to do? What is the successful thing to do?
 What is your first inclination for course of action?
Community Acceptability Test/Test for right vs. wrong.
 Does this solution conform to my school, community, district,
professional code of conduct?
 Is it legal?
 Does it violate a code or standard regulations?
 Does it adhere to the values of the community?
 What would mother think if my decision shows up on the front
page of the newspaper?
Personal Value Test
 Does it adhere to my personal values?
 Can I sleep tonight?
What ethical or moral principals are involved? (think about the 4
paradigms…justice v. mercy, short-term v. long term, truth v. loyalty, self v.
community.)
Apply the resolution principles…ends-based, care-based, rule-based
What is the continuum of possible solutions?
 What are the advantages and disadvantages of each solution?
 Is there a trilemma option?
What is your decision?
Reflect on your decision.

53.  Ends-based
 Rule based
 Care-based

54.  Truth vs. Loyalty
 Individual vs. Community
 Short -term vs. Long-term
 Justice vs. Mercy
Kidder (1995). pp 6-10.

55.  Possible to make ethical decision based on
good reasons that others can accept
 Hard choices under ambiguous
circumstances
 Give reasons that work to objectively
persuade (who are willing to judge us fairly)
 Engage in ethical reflection and justification

56.  End-Based Thinking
 Rule-Based Thinking
 Care-Based Thinking
 Consequentialism vs. Nonconsequentialism
The ice cream cone and the butt-end dilemma…
Kidder (1995). pp 12-13

57. Page 70-71
“Obedience to the unenforceable” Lord
Moulton p. 59

58. The 4 paradigms…the 3 principles…
Why should we accept the principle of
equality of educational opportunity?
What purpose does equality of
“educational opportunity” serve?

59. How should we act and why should we act
that way?
What is our process for justification and
how is it possible for us to engage in
production ethical reflection?

60. State and test systematically and
accurately the principles that underlie
our “gut” reactions.
Get beyond
• “Well, that is just your personal opinion”
• “Aren’t you trying to impose your personal
values on us?

61. Is it OK to lie to benefit your students?
I know this teacher is incompetent. Now I
have to spend months or years proving it
to the satisfaction of the lawyers and
courts. Time and treasure are wasted and
children are harmed.
Test scores and accountability…teaching
to the test argument

62. Human beings are moral agents
• We are responsible for our choices
This is especially important when
individuals have an influence over the lives
of others.

63. I understand what defines the culture of
my school.
I understand how values and morals affect
the culture of my school.
I understand how values and morals affect
leadership.