Ethics issues for administrators power point session #5.bb.fa17
- 2. I understand the rules based resolution principle. I can apply the rules based resolution principle I understand the idea of considering relevant criteria in making decisions. I understand the pros and cons of each of the three resolution principles…ends- based, care-based and rules based.
- 3. Jackie: Basketball Coach/Special Education Teacher Julie: Social Studies teacher Or….FaCS, Art, Business,Math, English, Special Education, etc., etc.
- 4. • Very good coach, brings stability to your program (6 coaches in 8 years) never a winning season, former coach of the year winner, has taken a team to the state tournament, left teaching and coaching to work in business world and now wants to return, something the basketball program has not had previously • Coach that will be in the building as a part of the program and to make connections to student- athletes
- 5. Candidate #1 (Jackie) Will be outstanding coach and will bring much needed stability to the basketball program. Will be member of an already strong special education department, will be one of 11teachers, reference check indicated “will not hurt you and will meet deadlines and will have to be reminded a lot”, would likely not be the worst colleague but also not the best, predictably an average, middle of the road selection Candidate #2 (Julie) As good a teacher as Candidate #1 is a coach…will bring much to the department and will likely improve it by the wealth of experience and work ethic they will bring to the department, akin to a “first round pick”
- 7. Our discussion…basketball coach/social studies teacher vs. special education teacher • Facts “What is relevant?” “Some coaches do not teach a rigorous curriculum” “Whoever tells the stories defines the culture” What is our mission?-Reach fullest potential For what are we being held accountable? • Morality “We ought to have a ‘superstar’ teacher in every classroom” “Every student in co-curricular activities ought to have ‘superstar’ program leaders.” Co-curricular programs ought to be subordinate to academic programs We ought to have program leaders in our building. • Values Classroom teachers are more important than our program leaders. Programs leaders are just as important to our school & students as our classroom teachers.
- 8. Richmond (VA) v. Croson-30% of city’s subcontracts were reserved for minority- owned companies (J.A. Croson Company wanted to install stainless steel toilets in the city jail. • Need to have evidence for systematically excluding minorities Toobin, J. (2007). The nine. New York: Doubleday.
- 9. 1997: Barbara Grutter: 3.8 G.P.A. and 161 on LSAT and wait listed to law school 1995: Jennifer Gratz: 3.8 G.P.A and 25 on ACT and wait listed for undergraduate College of Literature, Sciences and the Arts and attended another school 1997: Patrick Hamacher 3.0 G.P.A. and 28 on ACT and wait listed for undergraduate College of Literature, Sciences, and the Arts and attended another school.
- 10. Undergraduates: rank based on SAT and grades • Minority with 3.5 G.P.A. and 1200 SAT admitted • White candidate would be rejected with same criteria • Ranking system allowed automatic point increase to all racial minorities rather than making individual determinations. • New Michigan Criteria Statement Law School: individualized because of fewer students but gave significant advantages to minorities. • Between 3.25 and 3.49 G.P.A. and LSAT of 156-158 1 of 51 Whites accepted 10 of 10 Blacks accepted
- 11. Michigan: important to develop a diverse workforce (General Motors, Microsoft, Boeing, Coca-Cola, GE supported them) Military: “highly qualified racially diverse officer corps educated and trained to command our nation’s racially diverse enlisted ranks its essential to the military’s ability to fulfill its principal mission to provide national security” 21.7% African American: enlisted 8.8%: officer corps 3 service academies and ROTC practice race- conscious affirmative action in admissions
- 12. Grutter v. Bollinger: Law school won because treated students as individuals much like Harvard Gratz v. Bollinger: undergraduate school lost because it was more rigid and closer to a quota system.
- 13. Regents of the University of California v. Bakke Medical school reserved 16 of 100 seats for minorities. Struck down, BUT race or ethnic background may be deemed a “plus” in a particular applicants file. Harvard: The race of a student may tip the balance in their favor as could geographic origin or a life spent on a farm may tip the balance in other candidate’s cases.
- 20. A high school can be most efficient if every student is REQUIRED to take two study halls (in a 7 period day) We are staffed based upon teachers teaching 5 periods each day. Students often take 7 classes each day. Eliminate this option by requiring two study halls, equals same class sizes and more efficient operation.
- 21. Even/consistent class sizes Elective departments will be affected Students will not have opportunity to engage in different experiences Overall effectiveness of education is diminished Are we educating our students to their fullest potential?
- 22. In any given circumstances, people who are the same in those respects relevant to how they are treated in those circumstances should receive the same treatment. Conversely: People who are relevantly different should be treated differently.
- 23. Irrelevant to educational mission • Race, sex, religion, and ethnicity It is an injustice to treat folks differently based upon these characteristics in most cases Relevant to educational mission • Religion used to admit to a theological seminary • Race used to remedy a racial discrimination program • In this case ability (gifted and talented) AND need (Hispanic community) are relevant
- 24. Morality Claims Treat equals equally and unequals unequally Relevancy Claims Certain factors are relevant to how people are to be treated and others are irrelevant Efficacy Claims (effectiveness) Particular kinds of treatments produce desirable results
- 25. Some Americans enjoy baseball. • Those that don’t enjoy baseball should not stop those that do from attending games. Some Americans may believed or may still believe baseball should only be played by white players. What about gender equity…Title IX? • Are there other examples? Certain mascots…smoking in public place…donations from convicts
- 26. From Ends-Based philosophy… -Is this efficient? -What is relevant? From care-based…. -Is relevant still important? If irrelevant…we deny a person their fundamental worth as a human being. -Care based considers the benefit of a better life.
- 28. What do we want to achieve? What end result do we want? Making decisions based on relevance allows for the most efficient use of resources and opportunities (Is this what we really want?) (equals equal/unequals unequal) If not, we will not be effective and will not maximize human welfare
- 29. Must still consider relevancy • Hiring of one individual over the other and the reason If because of race, gender, ethnicity, religion, etc then this diminishes the person as a human being and what they have accomplished If because of ability-then the individual is still worthy and deserving person
- 30. Does not require us to select the most efficient use of resources Hispanic children should not be denied the chance for a better life At times it is important to meet the needs of some and this is more important than maximizing the average welfare of all.
- 31. Inefficient…may not hire the best person because of “fill-in-the-blank. Same for educational opportunities.
- 32. What characteristics should we look for when hiring. What characteristics should we look for when evaluating educational opportunity? Begin with the end in mind.
- 35. Is participation in advanced placement programs representative of all students? Are all students perceiving the learning in the same way? Is there a difference in student achievement results by program paticipation? What are the differences in student learning based on who the students are and how they are taught algebra?
- 36. The unequal distribution of some resource is permitted only when those who are disadvantaged benefit as a consequence -A Theory of Justice,1971 John Rawls Harvard University Professor What would a rational person decide was best in situations where not all the humans involved are equal in physical conditions , social or economic circumstance?
- 37. Circumstances Decisions C1 C2 C3 D1 -$700 $800 $1200 D2 -$800 $700 $1400 D3 $500 $600 $800 What is the best choice?
- 38. All benefits do not need to be equal BUT everyone needs to benefit (those who receive the lesser share must benefit more than if they received an equal share) Inequalities are reasonably expected to be to everyone’s advantage Do not promote the average welfare if the disadvantaged are made worse off Inequality is permitted ONLY if everyone (especially those who are less well-off) will benefit to some degree
- 40. Slavery and Ends-Based Thinking. 61-62. • William Seward and his trip to Virginia in 1835 exposed a glaring inefficiency.
- 41. Christopher Langan J. Robert Oppenheimer Gladwell, Malcolm. (2008). The trouble with geniuses, part 2. In Outliers: The Story of success. (pp 91-115). New York: Little, Brown and Company.
- 43. What is the problem? What are the circumstances out of which the problem arose? 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? What is the continuum of possible solutions? What are the advantages and disadvantages of each solution? Community Acceptability Test Does this solution conform to my school, community, district, professional code of conduct? Is it legal? Is it safe? 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? (benefit maximization, equal respect, equal treatment, maximin principle) What is your decision?
- 44. 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.
- 45. I understand the rules based resolution principle. I can apply the rules based resolution principle I understand the idea of considering relevant criteria in making decisions. I understand the pros and cons of each of the three resolution principles…ends- based, care-based and rules based.