The overall goal of this Session Long Project (SLP) is for you to apply your understanding of some law and ethics topics to an organization of your choice.
You will need to use the Internet or get access to an organization’s policy documents to complete this project. You are not required to physically go to an organization to get access to policy information. Use policy information that is available on the Internet to complete the Module 1–4 SLP components.
What you first need to do (in Module 1) is select an organization where education and/or training occurs. Then in each module (Modules 1–4) discuss what types of policies need to be in place (or are currently in place) in the organization of your choice. (In Module 1 you will examine the ethical responsibilities of teachers/instructors or educational leaders in your organization; in Module 2, the rights and interests of students and/or employees with disabilities; in Module 3, policy about sexual harassment; and in Module 4, measures to ensure a safe learning environment.)
You will need to submit four components of the SLP (one for each module) concerning the particular topics in each module (each modular component of the SLP will be reviewed and assigned a letter grade). In all four SLPs, you will prepare PowerPoint presentations as if you were going to use them to make a presentation to the organization of your choice.
Prepare a 12- to 15-slide PowerPoint presentation in which you:
Your assignment will be graded according to the SLP Grading Rubric.
*The “organization of your choice” could be a specific elementary school or secondary school. If you are not currently teaching in an elementary or secondary school system, you could select any other organization of your choice (where teaching or training takes place).
Examples of organizations of choice:
The United States Air Force Academy (USAFA), a military teaching hospital, the Naval Education Training Command (NETC), or a major software company that does training.
Chapter 4: Best Interests of the Student: An Ethical Model
Begley, P. T., & Stefkovich, J. A. (Eds.). (2004). Education, Ethics and the “Cult of Efficiency”: Implications for Values and Leadership. Bradford, GBR: Emerald Group Publishing Ltd.
Cook, J. W. (2012). Practicing ethical school leadership. International Journal of Arts & Sciences, 5(7), 161-173. Retrieved from ProQuest.
Cranston, J., & Kusanovich, K. (2011). More drama in school leadership: Developing creative and ethical capacities in the next generation of school leaders. Canadian Journal of Educational Administration and Policy, 151. Retrieved from http://files.eric.ed.gov/fulltext/EJ1021928.pdf.
Cycyota, C. S., Ferrante, C. J., Green, S. G., Heppard, K. A., & Karolick, D. M. (2011). Leaders of character: The USAFA approach to ethics education and leadership development. Journal of Academic Ethics, 9(3), 177-192.
Darden, E. C. (2014). Ethics at school: Let your conscience be your guide. Phi Delta Kappan, 95(5), 70-71.
Davis, W. P. (2007). The status of and need for ethics education in an educational leadership and administration program (Order No. 3260143). Available from ProQuest Dissertations & Theses Global. (304876611)
Giersch, J. (2009). Lessons in ethics in American high schools. Public Integrity, 11(3), 251-260.
Kulshreshtha, P. (2015). Ethical leadership and contemporary organizational ethics: Principles and cases. Journal of Leadership, Accountability and Ethics, 12(1), 94-97.
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