Specifically, the course provides education and training in leader development, the spirit of the honor code, ethical reasoning, substance abuse, human dignity, sexual harassment/sexual assault, and the career search.
Ethical leadership encompasses many things but ultimately boils down to these six main elements.Honesty. Honesty makes ethical leaders worthy of the trust others place in them. ... Justice. ... Respect. ... Integrity. ... Responsibility. ... Transparency.Apr 9, 2021
Principles of ethical leadership. Practitioners and scholars of ethical leadership point to five key principles of ethical leadership: honesty, justice, respect, community and integrity.Sep 8, 2021
Ethical leadership is defined as “leadership demonstrating and promoting 'normatively appropriate conduct through personal actions and interpersonal relations'.” When you boil it down, this really means that ethical leadership is defined as putting people into management and leadership positions who will promote and be ...Jan 30, 2020
Introduction to Ethics. Course description and objectives: This course is an introduction to the philosophical study of morality, including the theory of right and wrong behavior, the theory of value (goodness and badness), and the theory of virtue and vice.
The four V's stand for Values, Vision, Voice and Virtue, the characteristics that help create a strong ethical leader.Sep 10, 2021
The ethical principles that nurses must adhere to are the principles of justice, beneficence, nonmaleficence, accountability, fidelity, autonomy, and veracity. Ethics are a system of moral principles and a branch of philosophy which defines what is good for individuals and society.
Two key principles of ethical leadership include integrity and respect.
6 days agoHolding respect for others and equally around the team and company is another example of ethical leadership. Egalitarian treatment of their peers is key, there is no favoritism being played out and no ill treatment of any member of staff through any form of discrimination.Oct 1, 2021
Ethical leadership can promote employee engagement, increase productivity and enhance brand reputation. Organizations that engage in ethical behavior can attract customer loyalty by staying true to their mission statements and organizational values.Nov 11, 2020
In ethics classes, children develop skills in:listening to each other.taking turns to speak.building on others' ideas.respectfully disagreeing.evaluating evidence, giving reasons for their opinions.carefully considering views that are different to their own.respectfully challenging each others' thinking.More items...
Central to ethics education is teaching kids the skills to make sound decisions: to search for and evaluate their assumptions, to excavate the reasons behind those assumptions, to examine without prejudice another's opinion and to make a thoughtful decision with confidence.May 24, 2019
The course discusses the context and principles of ethical behavior in modern society at the level of individual, society, and in interaction with the environment and other shared resources.
The purpose of the paper is to synthesize the various elements covered in the course in order to form a set of principles that could be used in the candidate’s specific leadership role. The candidate will submit the preliminary outline of the paper. Both the outline and the paper must be in current APA style.
Theory to Practice Exam. The Theory to Practice Exam is an essay assessment ; this requires the candidate to recall content knowledge learned in coursework and to apply it in a narrative form. The ELCC Theory to Practice Exam addresses ELCC Standards 1.1, 2.1, 3.3, 3.4, 4.2, 4.3, and 5.2, and 5.3.
Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions: 1 Late assignments submitted within one week after the due date will receive up to a 10% deduction. 2 Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction. 3 Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor. 4 Group projects, including group discussion threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
EDUC 740 teaches both of these fundamentals as they are inspired by the Bible, making it a foundational course in the Educational Leadership Doctorate program.
The minimum required number of hours for building-level school administration is 30 hours ; for district-level/superintendent candidates, it is 50 hours. During this course, the candidate will complete practicum hours in an accredited school. The majority of the hours must be completed while school is in session and students are present. Before beginning the practicum, the candidate will submit the School Administration Practicum for Licensure Candidates: Proposal Assignment for approval.
Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” ( Failure for Non-Attendance ). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.
The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.
grade; the midterm exam = 20 percent of the final grade; and the final exam (that will only cover the 2nd half of the course) = 20 percent of the final grade. With a potential of earning a total of 1,000 points in the course, the following point ranges (and accompanying grades) will be used. Point Range. Grade.
The midterm exam will be worth 200 points and the final exam (only covering the second half of the course) will be worth 200 points. For each assessment, students will take a timed (randomly generated) online test on the major concepts in the course. Make-Up Work Policies.
The BIC requires from all students to act honestly in their academic tasks (do not copy in exams or papers, bibliographical or internet sources must be properly quoted, etc.)
Students are allowed THREE absences throughout the semester without penalty. Starting with the fourth absence, the student’s FINAL GRADE will be lowered by a fraction of a letter (1/3 of a letter grade). For example, if a student has 4 absences and a final grade of B+, the grade will be lowered to a B, if 5 absences the grade is lowered to B-.
(Armstrong, 1993, and Bernardi, 1994) In the CMT, Kohlberg (1969) identified three major levels of moral judgment in children: pre-conventional, conventional, and post-conventional. In the pre-conventional level, a child has not yet become aware of social conventions. In the conventional level, children no longer perceive individuals such as parents as authority but instead view social groups as authority. In the post-conventional level, a child’s morality goes beyond the frame of reference of any one particular society (Dubuc, 2002). For each level, Kohlberg proposed two stages of moral development as follows: pre-conventional stage - (1) punishment and obedience and (2) instrumental exchange; conventional stage - (3) interpersonal conformity and (4) law and order; post-conventional stage - (5) prior rights and social contract and (6) universal moral principles (Jacobs, 2008).
The U Score represents the degree of match between items endorsed as most important and the action choice taken on that story. A high U score represents consistency between item endorsement and action choice; a low score represents a lack of consistency.
The HUMLIB score is simply an indicator of how close a participant came to answering questions exactly like the “professionals.” Score s range from 0 to 6 matches.
This score, the P score, represents the proportion of items selected that appeal to Stage 5 and Stage 6 thinkers. Stage 5 focuses on organizing a society by appealing to consensus-producing procedures. Stage 6 focuses on organizing social relationships in terms of intuitively appealing ideals. The P Score is calculated by adding each participant’s scores from Stages 5 and 6. The percentage P Score can range from 0 to 95 and is interpreted as the extent to which the participant prefers post-conventional moral thinking.