Introduction
The case study presents a challenge when the human resource director breaks confidentiality. The principal’s friendship with the human resource director formed a path for the breach. One notable aspect is how the relationship develops in the workplace between the human resource director and the principal. Additionally, the reputation held by the human resource director is sufficient to qualify as unethical. The presented issue of both the directors in Clayton and McGrath discussing potential candidates shows the lack of discipline in adhering to legal hiring methods.
The two directors would examine whether a person was suitable for the job. The uncomfortable situation goes beyond the ethicalities of a human resource department. The categorizing of individuals based on liking is vile for both directors. Continued casual relations between the two directors in discussing job applicants is a path of indiscipline. The only mere qualification for a job applicant, as stated by Brentwood’s human resource director, reduces an applicant to liking. As is evident from his statement, he would “trash” the employee because he did not like them.
Room for growth and empowerment is a lacking aspect of McGrath’s faculty. On many occasions, the stagnant state of leadership is presented due to a faculty’s unique history. However, McGrath lacks an interest in growing leaders at the building level despite its efforts to implement a positive English Language Arts program. McGrath holds a bright future that can only be accomplished through growing leaders at the building level. The interest of leadership is to develop a positive culture that promotes growth and development.
Foundational Principles of Practice Relevant to the Challenges
Leadership is a constant concern that affects the general operations of the school organization with issues such as a breach of contract. As a foundational principle of practice, adhering to professional standards in the workplace to creates equality and fairness among all employees. Human resource directors for both McGrath and Clayton have a responsibility to contribute effectively by developing a sense of leadership and participatory governance. The expansion of skills in leadership is relevant to the challenge of growth for McGrath faculty. Metamorphosis begins with self-understanding and awareness of the type of leadership and acceptable moral behaviors. As a principle, leadership qualities are developed through learning, as is the case for the ELA program, which factored in research time geared towards purchasing a classroom library for each level.
To encourage change and responsibility, leadership deploys ethical action as a foundational practice. This principle is primarily relevant to the work ethical management scenario in McGrath Elementary School. As a relational process, leadership does apply high standards of credibility, integrity, and authenticity (Rebore 2014). For this institution, a relational basis outside the workplace seems to be well accepted. This goes against the code of conduct according to the provision of this foundational principle. Ethical conduct encourages positive behavior that does not include a breach of contract. The work of a human resource department is to safeguard inclusivity and not vet applicants based on liking. In McGrath Elementary and Clayton is evidence of an unreliable and faulty human department system.
Foundational principles of practice encompassing morality are relevant in professionalism. Essentially, the character in the case study refers to the expected norms that bind the institution together regarding its culture and professionalism. A germane example of morality in the presented case is the principle of respecting the wishes of an employee who has entrusted her with confidential information. The effect of this challenge disregards morality as the principal contact of the human resource director by the fact friendship is attributed to the actual discipline. The inattention to a defined chain of conduct is a challenging factor for the foundation as the news for leaving the district transfer from one person to another. It is worth noting that no interview was held upon applying for a job in Clayton. The lack of professionalism in contacting an applicant is deep-rooted in the illegal relations accepted at work.
The Theoretical Basis of the Analysis and the Evidence-Based Leadership Approaches
The purpose of this section is to shed light on the evidence-based leadership approaches together with the theoretical basis of the analysis formed. A rigorous analysis requires input from the literature review constructed from The Ethical Practice of Educational Leadership, which is the second part (Rebore, 2014, p. 158). As presented in the paper, one of the keynote areas is the ethical considerations of being a building or district-level leader. As described by Rebore, the contract refers to “the delivery of something by one person, leaving the other person to perform his or her part of the contract at a later, determined time. Trust is an ingredient of elevating a warranty to the level of an agreement. The idea of Thomas Hobbes is centered on creating a positive school culture that relates to the described scenario in the Brentwood school district.
Theoretical attributes of studying the analysis cover honesty, confidentiality, integrity, empowerment, and legal aspects covering hiring practices. One of the agreeable areas of development is applying the transformational theory of leadership to analyze the current situation at McGrath Elementary which is vital in decision-making. This type of theory of leadership is dedicated to discovering the voices of the employees and hence empowering them. Introducing an opportunity for growth in the institution is one of the ways to encourage motivation.
The extensive literature available in Evidence-Based leadership completely focuses on the presented analysis. The difference between respect and dignity is established by respecting the idea of human rights. With dignity being unconditional, respect is determined by both the giver and receiver. In the literature, participatory leadership gives an understanding of decision-making, problem-solving, and planning.
The institution’s leadership should be about shaping the future through avenues such as empowerment that expands knowledge in educational leadership. The success of the English Language Arts program is one of the contributing factors. In theory, participation in leadership keeps an open platform for communication. In McGrath Elementary, the administration is yet to agree to this type of leadership approach. Rebore (2014) highlights the philosophy of educational leadership related to practical ethical issues by John Dewey. Dewey’s proposal accounted for the need for empowerment as a strategy for all the stakeholders in the academic community. This part of inclusivity prompts approaches such as participatory leadership, as mentioned above. In a continuation of Dewey’s philosophy, “empowerment only comes when active participants in the decision-making processes concerning…issues that affect the entire school organization.”
The author asserts the role played by Dewey in advocating opportunities and resources for teachers to solve their problems. Additionally, it provides a center to include long-term plans geared toward growth and development. The insights from the book act as motivation to trace positions that encourage participatory leadership as a fundamental approach. As already established, transformational leadership is one of the solid areas for promoting healthy cultures and those aspiring to expand their leadership skills. Unfortunately, for McGrath Elementary School, empowerment is nonexistent. Constraints such as time are considered a challenge in including transformational leadership. This is, however, overlooked since learning is progressive. The widespread application of Evidence-Based leadership approaches is expected to come progressively into the institution’s curriculum. This probability will only take place if McGrath Elementary School is willing to change its ethical behaviors.
Addressing the Challenge: Plan Based on the Course Content
In explaining the plan, it is vital to take into consideration the requirements of the course, which are connected to Ronald Rebore’s book titled The Ethics of Educational Leadership. Connection to literature draws out the importance of ethical consideration in the current situation of being a building or district-level leader. Additionally, the plan explanation strictly relies on the relationship between the case study and Ronald Rebore’s book.
The culture in Brentwood School District had been eroding due, in part, to the unethical behavior of Mr. Smith, the human resources director. The plan for a workable culture necessitates efficiencies in ethical behaviors. The lack of morals for McGrath Elementary affected other employees who had experienced similar dishonesty. The program expects to restore a sense of calmness in ethical behavior. As such, honesty, integrity, confidentiality, empowerment, and legal matters are included.
Addressing the matter is a personal interest. Being affected by the issue individually is a qualification to form a justified plan that caters to mistreatment. The actions of the building principal, Dr.Wilson, and the Human Rights director, Mr. Smith, lacked respect for ethics. The plan is to restore workplace ethics through the promotion of respect and dignity. In explanation, respect responds to factors determined by whoever is giving consideration, while dignity is unconditional. The goal is to serve as an ethical leader operating in justice, equity, compassion, and honesty.
The kind of plan formed attributes its success to respect human beings by the mere fact that they are valued, and belong. This is the sole motivation where human beings understand their position in the community. Creating leadership that develops a positive culture of respect aligns with the type of organization. The goal of serving as a curriculum director or building principal in the future starts with an opportunity to grow. The plan is only a practical idea that involves establishing a positive school culture that ensures all members are respected.
Part of the plan is communication. Participatory leadership influences decision-making and problem-solving as two crucial skills. The quest is to find a position to grow professionally and discover empowerment. Additionally, it is a path to participate in a leadership capacity. The plan schedules empowerment as a crucial decision-making process that affects the entire school organization.
Addressing the Challenge: Steps of the Plan and Priorities
The first step of the plan is identifying all the stakeholders. The stakeholders, in this case, are people involved and especially human resource directors. Undertaking the project depends on the position of different individuals in the school environment. Additionally, forming an awareness that involves all the affected parties is an opportunity to solve most of the uniform challenges. The goal is to provide resources and opportunities for teachers to solve their problems, make long-term plans, and direct their growth and development. Involving different stakeholders creates an avenue for support. One area that seeks the involvement of numbers is the empowerment of other individuals.
Transformational leadership seeks to elevate voices of change. Rebore (2014) states Dewey’s philosophy supports sensible movement in educational leadership because of empowerment. This presents the priority as empowerment. Working in a stagnant environment that lacks avenues for progression is a challenge in the case scenario. This factor leads to the second step, which is defining the roles and responsibilities. Upon establishing the key players, it is crucial to determine the central skills and competencies that require a change in Brentwood School District. Part of the alteration ought to cover the cultural erosion caused by disregard for legal and ethical behavior. Practicality for this avenue should address the friendly relations between the building principal and human resource director.
Requesting a kickoff meeting is the third step. Such meetings are a chance to unite all staff members, carry a vision for the project, and an opportunity to tackle unbecoming issues. As is the case at McGrath Elementary, staff members had experienced incidences of dishonesty and lack of professionalism. It is due to this reason that the members felt a deep sense of direction from the building principal. The theoretical approach that supports transformational and participatory leadership is a priority in this step. The idea that all members of the school community deserve respect ought to be considered since they are human beings.
The next step is setting priorities. As is already established, the ethical culture in Brentwood School District is wanting. Personal relations are considered more than the expected code of conduct. The priorities of the plan aim to achieve ethical and legal patterns. Though Mr. Smith’s reason for termination is unknown, complaints about his unprofessional and unethical behavior during his tenure in Brentwood School District are well known. In this case, discussing priorities needs to be identified by both the staff members and Dr. Katy Chambers. The belief is that since she joined the school’s district, the culture has improved significantly.
Defining leadership deliverables forms the last stage. By definition, a leadership deliverable is a unique aspect that contributes to the success of a plan. The leadership deliverables deployed in this scenario are honesty, confidentiality, empowerment, trust, integrity, and legal matters related to hiring processes. The deliverables form an essential plan for the project’s schedule. In addressing the challenges, Brentwood School District ought to separate friendship from work. Job application is an integral process of fairness as it ought to consider an applicant’s skill as opposed to a stereotypic liking. The change of Brentwood School District’s human resource director has, to some extent, brought back hope, as is evident from the culture.
Conclusion
Part of prioritizing is weighing one aspect against another and forming a well-informed decision on what comes first. From a Brentwood School District’s perspective, ethical issues stand to defend empowerment. This, however, is dependent on important factors such as time as a determinant of successful planning. The only way for Brentwood School District to solve its problems is by changing the standard culture that supports unethical habits such as breach of confidentiality.
Reference
Rebore, R. W. (2013). The ethics of educational leadership. Pearson Higher Ed.