Chapter 8 areas of interest in this chapter. Rebore, R. W. (2014). The ethics of educational...

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Chapter 8 areas of interest in this chapter. Rebore, R. W.(2014). The ethics of educational leadership
The issue of Gender and education leadership. [Chapter 8 this isthe section or chapter I am interesting in]
Elaborate on an area within chapter

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No issue has captured the interest and imagination of the American public more than the subject of ethics particularly in relation to leadership in the public sector Rebore 2000 pv One of the most universal questions in educational leadership is What is the relationship of ethics as it relates to educational leadership The answer can be very complex Many authors who have written on the subject of ethics in educational leadership have tried to answer this question All major branches of ethics must be considered when attempting to answer this question These branches include meta ethics normative ethics applied ethics moral psychology and descriptive ethics and how each relates to the moral dimension of leadership Research suggests that ethical leadership remains largely unexplored offering researchers opportunities for new discoveries and leaders opportunities to improve their effectiveness In treating the subject of ethics as it relates to educational leadership the material and argumentation Rebore uses in The Ethics of Educational Leadership 2000 in this text are organized in such a way that they support Standard Five of the Interstate School Leaders Licensure Consortium ISLLC Standards for School Leaders and help answer this very question Standard Five of the ISLLC states that a school administrator is an educational leader who promotes the success of all students by acting with integrity fairness and in an ethical manner ethical leadership The Ethics of Educational Leadership provides a basis for the developmentation of many ethical principles while also focusing on the work of important philosophers their methodology and their method of analysis Within the text two philosophers from the classical period are presented as well as six from the modern period the 17 th and early 20 th centuries and fifteen from the contemporary period According to the author these philosophers were chosen because of their ideas and how they are relevant to the American ethos as well as to the practice of educational leadershipThe text focuses on all aspects of education leadership including ethics in administration fundamental principles endemic to being an ethical person who is also an educational leader the ethical practice of educational leadership practice of centraloffice and schoolbuilding administration equity and educational leadership social justice in educational leadership and how public discourse can contribute to the development of educational administration policies Part 1 of this text concentrates on Standard Five of Interstate School Leaders Licensure Consortium ISLLC Standards for School Leaders These standards are the product of the Council of Chief State School Officers Rebore describes that the standards were drafted by professionals from twentyfour state education agencies and representatives from professional associations It should also be noted that the standards are compatible with the new National Council for the Accreditation of Teacher Education NCATE curriculum guidelines for school administration httpwwwncateorg This is the model being used by many states to assess candidates seeking licensure as school administrators Rebore addresses various aspects of all the dimensions set forth by the ISLLC except for the Knowledge section in which he does not address the philosophy and history of education sections He notes this in his book so that the reader knows it was deliberately excluded from the text Also in Chapter 1 the author addresses the classical beginnings of ethical consideration that are found in Platos account of Socrates trial Socrates was accused of disturbing the social order because he went about Athens asking citizens their opinions concerning the ultimate meaning of human existence At his trial he accepted the death penalty by drinking hemlock rather than give up his search for truth Socrates features prominently in many texts on ethics in educational leadership Strike 2007 states that Socrates lived in a society that like ours was increasingly multicultural increasingly aware that human beings answer lifes persistent questions in quite different ways and increasingly insecure about its own commitments p 29 Beckner 2004 states that Socrates Plato and Aristotle must be given credit for long ago developing most of what is called the ethics of aspiration and which we have discussed under the label p 144 The questions that Socrates asked were not merely academic questions but rather were among the fundamental questions of human life What is See Answer

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