La. Admin. Code tit. 28 § CXXXVII-311

Current through Register Vol. 50, No. 11, November 20, 2024

Section CXXXVII-311 - Performance Expectation 5

A. Ethics and Integrity

1. Education leaders ensure the success of all students by being ethical and acting with integrity.

a. Dispositions Exemplified in Expectation 5. The education leader believes in, values, and is committed to:

i. the common good over personal interests;

ii. taking responsibility for actions;

iii. ethical principles in all relationships and decisions;

iv. modeling high expectations;

v. continuously improving knowledge and skills.

B. Narrative

1. Local and state education agencies and professional organizations hold educators to codes of ethics, with attention to personal conduct, fiscal responsibilities, and other types of ethical requirements. The performance expectations build on concepts of professional ethics and integrity and add an emphasis on responsibilities of leaders for educational equity and social justice in a democratic society. Education is the primary socializing institution, conferring unique benefits or deficits across diverse constituents.

2. Leaders recognize that there are existing inequities in current distribution of high-quality educational resources among students. Leaders remove barriers to high-quality education that derive from economic, social, cultural, linguistic, physical, gender, or other sources of discrimination and disadvantage. They hold high expectations of every student and assure that all students have what they need to learn what is expected. Further, leaders are responsible for distributing the unique benefits of education more equitably, expanding future opportunities of less-advantaged students and families and increasing social justice across a highly diverse population.

3. Current policy environments with high-stakes accountability in education require that leaders are responsible for positive and negative consequences of their interpretations and implementation of policies as they affect students, educators, communities, and their own positions. Politically skilled, well-informed leaders understand and negotiate complex policies (such as high-stakes accountability), avoiding potential harm to students, educators, or communities that result from ineffective or insufficient approaches.

4. Ethics and integrity mean leading from a position of caring, modeling care and belonging in educational settings, personally in their behavior and professionally in concern about students, their learning, and their lives. Leaders demonstrate and sustain a culture of trust, openness, and reflection about values and beliefs in education. They model openness about how to improve learning of every student. They engage others to share decisions and monitor consequences of decisions and actions on students, educators, and communities.

C. Element A-Ethical and Legal Standards. Leaders demonstrate appropriate ethical and legal behavior expected by the profession.

1. Indicators. A leader:

a. models personal and professional ethics, integrity, justice, and fairness and expects the same of others;

b. protects the rights and appropriate confidentiality of students and staff;

c. behaves in a trustworthy manner, using professional influence and authority to enhance education and the common good.

D. Element B-Examining Personal Values and Beliefs. Leaders demonstrate their commitment to examine personal assumptions, values, beliefs, and practices in service of a shared vision and goals for student learning.

1. Indicators. A leader:

a. d emonstrates respect for the inherent dignity and worth of each individual;

b. models respect for diverse community stakeholders and treats them equitably;

c. demonstrates respect for diversity by developing cultural competency skills and equitable practices;

d. assesses own personal assumptions, values, beliefs, and practices that guide improvement of student learning;

e. uses a variety of strategies to lead others in safely examining deeply held assumptions and beliefs that may conflict with vision and goals;

f. respectfully challenges and works to change assumptions and beliefs that negatively affect students, educational environments, and every student learning.

E. Element C-Maintaining High Standards for Self and Others. Leaders perform the work required for high levels of personal and organizational performance, including acquiring new capacities needed to fulfill responsibilities, particularly for high-stakes accountability.

1. Indicators. A leader:

a. reflects on own work, analyzes strengths and weaknesses, and establishes goals for professional growth;

b. models lifelong learning by continually deepening understanding and practice related to content, standards, assessment, data, teacher support, evaluation, and professional development strategies;

c. develops and uses understanding of educational policies such as accountability to avoid expedient, inequitable, or unproven approaches that meet short-term goals (such as raising test scores);

d. helps educators and the community understand and focus on vision and goals for students within political conflicts over educational purposes and methods;

e. sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others.

La. Admin. Code tit. 28, § CXXXVII-311

Promulgated by the Board of Elementary and Secondary Education, LR 33:1337 (July 2007), repromulgated LR 37:865 (March 2011).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17 and R.S.17:6(A)(10).