ELCC Standard 5.

0: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success oI all students by acting with integrity, Iairly,
and in an ethical manner.
For this discussion, locate the campus or district's Educator Code oI Conduct and using the
Wilmore text as a reIerence, "ReIlect on and explain the importance oI all educators displaying
the highest standards oI integrity, Iairness, and ethics" (Wilmore, 2002, p. 91).
For your initial post to this discussion, respond to the Iollowing:
O ow does this standard relate to school improvement?
School leaders create an environment that Iacilitates change. Administrators who exhibit
legal and ethical behavior have a greater chance oI convincing staII and other
stakeholders to participate in activities that promote the school vision. A vision statement
assists stakeholders with outlining a plan to accomplish the school`s mission. Institutions
should use a collaborative process to apply data based decision making when school staII,
Iamilies, and community members create a school vision (Wilmore, 2002, p. 21). The
leadership style creates a Ioundation that enables change. School leaders with high
morals and elite values expect the best Irom their staII. igh expectations have a positive
inIluence on student perIormance (Sorenson, Goldsmith, Mendez & Maxwell, 2011).
Improvement is likely to occur when stakeholders agree on the vision that an
administrator stewards.
O What are the implications Ior students, staII, and the school community iI a leader
demonstrates unethical practices?
The school leader serves as a Iacilitator to implement change. Partnerships with parents
and other members oI the community are valuable resources Ior a school. Stakeholders
should participate in the process oI developing and implementing strategies to enhance
student achievement. When developing a strategy to improve instruction and student
learning, the school leader should consider staII interactions and methods to maintain a
team concept. Teamwork should Iocus on meeting the academic and social needs oI all
students. Relationships among administrators, educators, students, and community
members are constantly changing. Teams can collaborate to develop problem-solving
strategies. Learners will be engaged in exploring ideas that incorporate students` culture,
experiences, and knowledge. Teachers will be encouraged to design authentic learning
tasks (Firestone, 2009).
II a school leader demonstrates unethical practices, morale and respect Ior the learning
environment could decrease. Students and staII might have trouble Iollowing a leader
who has participated in an unethical activity. Community members and local
organizations are likely to become skeptical about supporting the school. Poor decision-
making Irom an administrator could establish a negative reputation Ior a school or a
school district.

O escribe a recent observation you have made at your campus regarding leadership and
ELCC Standard 5.0.
uring the administration oI state assessments, our school leader Iaced a dilemma. One
oI the testing sites was the media center. Computer based assessment was occurring in
the computer lab and in the large reading area. The school counselor only assigned one
monitor to the media center. The principal decided that the computer lab was a separate
room and delayed testing until another monitor arrived. This decision caused
assessments to extend an additional day. Teachers and other school staII adjusted their
schedules to accommodate the change. The principal decided to do what was right
instead oI doing what was convenient.
ReIerences
Firestone, W.A. (2009). Accountability nudges districts into changes in culture. Phi Delta
Kappan, (90)9, 670-676.
Sorenson, R. ., Goldsmith, L. M., Mendez, Z. Y., & Maxwell, K. T. (2011). The principals
guide to curriculum leadership. Thousand Oaks, CA: Corwin Press.
Wilmore, E. L. (2002). Principal leadership. applying the new educational leadership
constituent council (ELCC) standards. Thousand Oaks, CA: Corwin Press.