OneNote for a Quick Reference

One of the greatest learning curves I've had throughout this Master's has been in the area of technology. While I've known for years about the exciting things that can be done in the world of the Cloud - sharing working documents among colleagues and editing from any device, anywhere - I haven't actually been confident with doing those things until now. It's so empowering! For a long time I would always resort to asking my nerdy husband (and more recently, similarly nerdy son) how to do things. Now, I feel confident that if I don't know how to do it already, I can find out! Typing in a Google search for exactly what I want to find out - and finding the answers! - has opened my horizons. 

It was just such a Google search that led me to use OneNote for a recent assignment. Our culminating task in this Human Resources class was to create a usable Administrator's Quick Reference Guide to help us have important information at our fingertips. There are an incredible number of Acts that dictate what the various levels of the school district can do in any given situation, and sometimes we need to be able to nail down our rights and responsibilities quickly. Hence, my Administrator's Handbook on OneNote! 

Our school district has recently moved to using Office 365, and I have slowly (reluctantly at first...I've been a Google girl for some time) been learning the ways of Microsoft. When we first were given this assignment, I assumed I would simply do a Word document, including links to the various Acts along with whatever relevant information I could find. A friend in my Master's class suggested the use of OneNote, and my world shifted. A quick Google search: "how to use onenote" - and organizational vistas opened before me. It is easy to add tabs, and even easier to see at a glance where to find information. No more scrolling through pages to find my section on the School Act. And the coolest part? With the OneNote app on my phone, I can easily access the same information anywhere - even if I'm on the playground at school and need to quickly check what the School Act says about parents' rights. So handy! 

It's been exciting to learn how to use another resource. Success really does breed success in learning, and now I'm exploring all the other apps Office 365 has to offer. Forms and flowcharts? Yes, please! 

The Right Seat on the Bus

Over the years I have learned a great deal about Human Resources from my mom, who (although retired now) had her Chartered Professional of Human Resources certification and worked in the field of HR in a variety of settings. I certainly heard the good and the bad, and as an employee myself, it was always interesting to hear her perspective as management. More recently, I've heard much about HR from my husband, who is part of the senior management team at his company. They have spent the last few years engaging in corporate coaching, working to build a strong culture filled with enthusiastic and skilled staff. Being interested, I've followed along with their process, reading the books he brought home, and debating with him the differences between the choices management can make in a union versus a non-union environment.

Good to Great by Jim Collins has become a must-read for companies large and small striving to rise above mediocrity. I enjoyed reading it with my "administrator" lens, looking to see which elements are applicable to a school district setting. Collins talks about the crucial importance of getting the right people in the right seat on the bus - and maybe your "bus" isn't the right one for them at all, in which case a leader must be rigorous in getting them off the bus. Well, in the school setting we are significantly more limited in our ability to determine who stays on or gets off the bus - due to the union presence - but as a leader I can work very hard to ensure that the people on my bus - the teachers, EAs, Youth Care Workers, Counselors, clerical staff, etc. - are all working together to develop the skills and values to do our best work for kids. According to Collins, the way to do this is to be a Level 5 Leader, who demonstrates the paradoxical traits of personal humility and professional will. When I think of the great leaders I've worked with, I know what he means: administrators who embrace the "servant leader" mentality and will always think of what's best for students first, and who will stick to doing what they know is right, even in the face of harsh opposition. These are the kinds of leaders that Collins tells us help make an organization great, as they face the hard truths, make wise decisions based on facts, and lead with passion.

A second must-read that I've come across is a new book by local author Trevor Throness: The Power of People Skills: How to Eliminate 90% of Your HR Problems and Dramatically Increase Team and Company Morale and Performance. The book highlights the fact that anyone leading a company (or a school!) is in the people business above all else. Building on Collins' Good to Great research, Throness states that a leader of an organization has three top priorities:

• Find the best possible players for your team.
• Tell them clearly what they need to do in order to win in their role.
• Let them know how they're doing and coach them on a regular basis.

While we in the education business often say that we aren't able to have a say in who gets placed in our buildings, these three priorities sound a great deal like the imperative for a school principal to demonstrate effective supervision of instruction and guide the development of staff professional growth plans! Throughout the book, Throness talks about creating a culture of "star" players. How does one determine who is a star player? By using the Star Chart, of course. By plotting each employee's attitudes and effectiveness - including those of the admin team - an administrator can determine who is on the right "seat" and who may need some guidance. Determining strengths and areas of weakness in this manner provides an excellent starting place for professional growth plans. If we approach all students with a growth mindset - he can't do it yet - then we should certainly do the same for all staff members. Remember Throness' key priorities: tell them clearly what they need to do, and then provide the coaching to help them get there! 

There are many more excellent concepts to be gleaned from these great books. Both authors stress the notion that any organization can only be great if its people strive for greatness. I believe that we all will work to do the best we can, if we know what we are working toward and coached in how to get there. In a school, the leader with "personal humility and a professional will" can inspire such greatness, and everyone in the community will benefit. 

Teacher Proficiencies

Just as we know that students need to be aware of exactly what is expected and then given the coaching to reach their goals, so too do employees need to know clearly what is expected in the workplace. Many teachers feel that their work is more of a calling than simply a job (and I agree), but the reality remains that there are standards we must meet in order to ensure that we are giving students the best possible chances of success as they move through our school system. 

Abbotsford has created a set of Teacher Proficiencies which clearly show the essential skills that teachers must demonstrate. It's like having Learning Targets for eight areas of growth, and each level outlines the basic proficiency skills as well as those demonstrating "distinguished performance." While as adults we tend to chaff at the idea of being evaluated - it makes us feel anxious and insecure in a way we'd rather avoid - these proficiencies can give us a method of self-assessment very similar to the one we are working to instill in our students! In fact, we can change the wording of these proficiencies into "I can" statements, and we have our very own set of competencies. It is my hope that just as teachers are becoming more comfortable all the time with a curriculum that focuses on assessment of the big ideas for the whole student, so too will we all become comfortable with assessing our own performance based on the proficiencies that focus on the best we can be as educators. 

Ethical Decision-Making in Practice

As I've read and learned more about the process of making ethical decisions - both as a leader and personally - I've heard the concept likened to that of physical fitness. We don't suddenly decide one day to run a marathon or compete in a basketball tournament with no prior training (or if we do, we find ourselves in a lot of pain!). We need to build up the endurance, flexibility, and muscle memory to handle the physical stress. Similarly, being thrust into a situation requiring ethical fitness with no prior training can result in a situation that is painful not only for myself, but for those affected by my decisions. I need to build up that ethical "muscle memory" beforehand so that when the occasions arise, I already know what my values are and how I'm likely to react.

In my blog post on October 28th I outlined the paradigms Rushmore Kidder suggests that we use to view ethical dilemmas. But what we also need is a consistent training regimen that we follow when making decisions, to help us get into shape - ethically speaking!

One of the ways that we can do this is through having a regular decision-making process to help us make sure we've made every effort to think of all angles. The Institute of Global Ethics has created the Nine Checkpoints for Ethical Decision Making which provides steps for anyone to use when confronting ethical issues, large or small. Practicing this on a daily basis with the smaller issues would be a fabulous way to build up the "muscle memory" so that when the big issues hit, we are prepared to handle them with ethical strength.

Step 1: Awareness

• Recognize there is a moral issue

Step 2: Actor(s)

• Whose dilemma is this?

Step 3: What happened?

• Gather all the facts for the situation.

Step 4: Is it Right versus Wrong?

• Apply the five tests
• is it legal?
• does it meet professional standards?
• does it feel right in my gut?
• would it be okay to see on the front page of the newspaper?
• would my role model do it?
• If you answer yes to most of the above, it is a right versus right dilemma - go to step 5

Step 5: Is it Right versus Right?

• What are the two rights?
• It is right to (send a student out of class for being rude) because (that is the stated classroom rule); but it is also right to (show mercy and work hard to build rapport) because (the student has a difficult home life and needs a safe space).
• which kind of dilemma is it?
• truth versus loyalty
• justice versus mercy
• short term versus long term
• self versus community

Step 6: Resolution

• Apply the three decision principles:
• ends-based principle - which decision will result in the greatest good for the greatest number?
• rule-based principle - what is the highest principle that could become the rule here? Would you want this principle applied in every situation, everywhere?
• care-based principle - if you put yourself in the position of others, what would you do?

Step 7: Ask - Is there a third way out?

Step 8: Decision - Decide what to do

Step 9: Reflection - Revisit the decision later; was it the best decision?

Learn from this for the next time!

From the Institute for Global Ethics, Preparing for the Challenges of the 21st Century.

Examining Ethics through a 4Fold

Along with our class discussions and debates about ethics scenarios, we have also been exposed to a fabulous format for reviewing articles, books, and research. It's called the 4Fold, and our instructor was astonished that we hadn't had the opportunity to use it before now. Below I've included two article reviews. I can tell that I will be using this format in the future as a way to keep track of my thoughts as I peruse various media.

Uncovering Our Universal Values - Rushmore Kidder 4Fold by: Kari Petzold
Problems posed in the article: There is a recognition around the world that the common code of ethics is deteriorating, at a time when those ethical underpinnings are more important than at any time in history How do we determine these common values in a time when many feel that being values neutral is the way to respect diversity? Purpose of the Article: To encourage readers to think about which common values - if any - underpin society and why embracing those values collectively is imperative for the survival of our global community.	Beliefs held by the author: Ethical wisdom is needed in a world that is vastly different from past generations regarding worldshrink, technobulge, and the need for consensus building. Despite the widespread belief that there is no global common code of values, there is! And it is imperative that we work to embrace it on a global scale in order to overcome the tremendous challenges presented by our interconnectedness and diversity.
Main Ideas	Examples/personal reflections
Around the world, people are concerned about the ethical climate they see around them. There is a general feeling of separation from others; unwillingness to confront evil The world is in a “long, slow drift toward moral recession” The consequences of the ethical barometer falling will be grave	Just like any time the societal pendulum swings, it seems like it has taken people a long time to recognize this “drift toward moral recession.” In the schools, we lament how the family systems seem broken and kids are left to raise themselves while their parents work or are preoccupied dealing with their own issues (mental health, relationships, etc.). I feel like these issues are closely related: if there are no longer family discussions of right and wrong occurring around the dinner table, how are children to acquire this knowledge? Various media possibilities are only too happy to fill the gap, but their messages are ambiguous at best, and most usually negative. Once ingrained, these messages of serving self-interest and a disregard for the well-being of others are hard to eradicate in one’s mind. Thus, a values neutral ethical framework is born.
There is an underlying moral presence shared by all humanity permeates all human activity there are certain absolute norms and a common ground of ethics this global code of ethics is apparent regardless of country, religion, ethnicity, or language what we agree on is far more vast than what we disagree on	I love that comment explaining that what we agree on far outweighs the little that we might disagree on; and that little is usually just based in semantics. This is the case in so many areas, such as religion, but how do we bridge that gap? This reminds me of a concept we’ve learned in other classes in this Master’s, where we learned about Appreciative Inquiry: focus on what is going well, on the shared ground that contributed to success. This mindset means that no matter the situation, you look for the positive contributions of all members. I feel that this is something that collectively we need to do, in order to overcome the negative messages perpetuated through the media and from some global leaders.
The few areas of disagreement within the moral code give rise to the assumption that there actually is no core of common values - this is untrue! this leads to the question: Whose ethics will you teach? Or more grandly: What values will you live by?	It is so easy for some people to get caught up in listening to the doom and gloom messages that we are all alone and heading for societal destruction. I’m hopeful that as we focus more on teaching children critical thinking skills they will be able to recognize hype from reality; furthermore, with creative thinking strategies they will be able to come up with solutions for change, rather than buying into the fear-mongering which leaves them helpless.
The question of which moral values we espouse transcends the halls of the school we cannot avoid the responsibility for the moral atmosphere in which we choose to settle through our actions and decisions we educate the next generation’s moral values - for better or worse	I think about this daily, as I am both a mother and a teacher. Far more of my values are conveyed through my actions than through my words, and I have striven for many years to think carefully about the messages I am sending to my son and my students. It is my sincere hope that I am educating them to be honest, caring for the welfare of others, careful of preserving nature’s resources, and to find joy in everyday life.
There are three central trends that will make the future different from the past Worldshrink the level of global interdependence today was unimaginable in years past this continuation of global interconnectedness will lead to the building of a common ground between countries and cultures; this requires a shared ethic, as without common values a community cannot coexist our ability to survive this time will depend on our ability to come together around a core of common values Technobulge the world is shrinking but the reach of technology - its power - is expanding the advent of the atom bomb ushered in a whole new era of ethical considerations for world leadership these dilemmas pale in comparison to those required by the Human Genome Project and the possibilities of affecting the weather - good for some, terrible for others Consensus Building We need problem solving - on a global scale - like never before; it is essential to our survival in the past our isolation and diversity ensured that the inner turmoil and moral collapse of one nation would not affect all the others; this is no longer the case real problem solving is only possible with a common framework of values	Worldshrink is something I have personally experienced, having lived in Africa (Nigeria and Kenya) and traveled to many other countries. It is something I view as a gift and privilege, but also something I feel to be a responsibility. Having traveled this way, I feel it is important that I share what I have seen and work to dispel assumptions or prejudices that others may display - assumptions that have usually been developed through media consumption. My voice can go a long way toward challenging preconceptions borne of ignorance. With every new advancement comes a new set of responsibilities, and I worry because one of the hallmarks of our current society is a general eschewing of all forms of responsibility. People tend to want the rights, but don’t feel that any form of responsibility is owed in return. While I can remain positive about many aspects of our future, this particular area causes me great concern, for I have no answer regarding how to encourage people to want to be responsible! When I think of consensus building, I am reminded of what I learned in psychology about perspective taking. As young children, we are only able to see our own perspective, and are baffled when others are insulted or uninterested by our choices. It seems that as a society we are stuck in this selfish developmental stage, unable (or simply unwilling?) to see and value the perspective of others. Without this ability, I fear consensus building on a global scale is merely a dream.
There is a widespread belief that there are no commonly shared values throughout the world; this belief is perpetuated by the media because of this belief, some maintain that ethics are merely situational, and there is no absolute measure of right or wrong values the task of the 21st century is to discover the common ethic that binds us all together while recognizing the beauty in our diversity Kidder believes there is just such a moral code	While there are some elements of ethical dilemmas that are more difficult in some situations versus others, right and wrong do not change. I’m reminded of a quote in The Two Towers (I am a huge Tolkien fan) when Eomer asks Aragorn how he is to figure out right from wrong in such changeable times. Eomer: How shall a man judge what to do in such times? Aragorn: As he has ever judged...Good and ill have not changed since yesteryear; nor are they one thing among Elves and Dwarves and another among Men. It is a man’s part to discern them, as much in the Golden Wood as in his own house.
	Summary The world is changing quickly, and the incredible advancements in the areas of technological communication and travel mean that our world has shrunk. We now have the opportunity to build a vast global community, if we can but put aside our few differences and instead focus on the many key values we share. Around the world there is a fear that our ethical barometer is falling, but there is still hope that together we can find that common core of values and build upon that foundation, all the while honoring our global diversity.

There’s Only Ethics - Rushmore Kidder 4Fold by: Kari Petzold
Problems posed in the article: ethics is essential to our survival; without a common set of ethics, the technological challenges of the 21st century will lead to destruction a “values neutral” approach over the past 30 years has led to a societal lack of ethics Purpose of the Article: Ethics must be taught and modeled; educators must take a stand on fundamental moral principles	Beliefs held by the author: Ethics is “obedience to the unenforceable” Ethical dilemmas are the battle of right vs right There is common ethical ground to be found; it is lacking in society, but must be taught to survive the challenges of the 21st century
Main Ideas	Examples/personal reflections
Ethical override in Chernobyl engineers lack of knowledge was not was led to the catastrophe; it was lack of ethics	I find this to be an incredibly frightening thought, because it means that nothing is off limits or predictable any longer. At one time the moral code promoted by Christianity was considered a societal norm, but since WWII, with more families requiring both parents to be working (and us women wanting jobs outside the home!) the nucleus of family as teacher of all things moral has eroded. I remember reading in psychology that for a time organizations like Girl Guides and church groups filled that void, but more and more it is falling on schools now. And without a clear mandate, educators are not teaching ethical boundaries.
The scale of our systems in the 21st century means demands on ethics of those in charge is tremendous we will not survive if we continue to use the ethics of the 20th century; ethical sophistication must be adequate to handle the responsibility significant change is necessary in society’s ethics	The sheer scope of influence for those making decisions is astounding, when we consider the reach of technology. Hackers can do so much more than cause mischief: lives can be lost or endangered if there is no internal ethical code that stops them from interfering with air traffic controls, or traffic lights, or hospital electronics. While Kidder comments that “one or two decision makers” can have this influence, I think it is far more frightening to realize that anyone with a computer and the desire to harm others can have this power.
3.  Society is not in a good position to promote the necessary change in ethics increasing interest in the question of ethics and of wanting stronger ethics but lack of evidence that as a society we are doing anything about it lots of evidence in educational institutions of a willingness to be unethical many students feel that there is no authority for truth beyond themselves	Oftentimes it seems like societal change does not happen until it becomes critical; until damage has already occurred and we finally recognize the need. Of course, early adopters see the need for this much sooner, but being able to convince those around us of the need is incredibly difficult. Kidder is working to show others the need for change before great damage is done. I feel like the hesitation on the part of adults to share an authority for truth comes from an insecurity within themselves as to whether or not they are “allowed” to impart such truths. What is it about our society that has created such fearful, insecure citizens? Is it a pendulum swing away from the more dogmatic, authoritarian approach of the Church in the past? My sincere hope with the new BC curriculum and its focus on critical thinking is that the next generation of students will develop the ability to determine what they feel to be truths, and defend those beliefs regardless of disagreement.
4.   The challenge is that society has embraced ethical relativism a feeling that there are no absolutes, no common values, no core set of moral ideas to share as a society; ethics are fluid just as there are absolutes in the physical world, so too are there absolutes in the ethical world (stealing, for example, is considered wrong around the world)	I have noticed this fluidity in terms of religious beliefs as well (as far as I have read in psychology). It seems that often people will choose a combination of beliefs; whatever seems best to fit what they want a religion or code of conduct to look like. If there’s something they don’t really like about it, they just simply ignore that part and feel no qualms about its dismissal. The misinterpretation of Einstein’s comments on relativity hurts me as an educator! Firstly, it shows a complete lack of understanding of physics and Einstein’s work; secondly, it shows that someone was unable or unwilling to think critically about what the concept of relativity actually means, physically and socially.
5.  Values neutral education over the last 30 years has taken the stance that it is not correct for educators to teach fundamental moral principles promotes students “clarifying” their own values without exploring a widely held set of accepted standards	This idea of everyone clarifying for themselves what truth and values are makes me think of the isolationist, individualistic worldview of the West. I’m allowed to create my own truth because my well being is ultimately what is most important. It doesn’t matter what others think or feel, or how my “truth” impacts them, because they are unimportant to my worldview. Now, clearly I disagree with this way of thinking, but I feel that it provides much of the foundation for the lack of ethical reasoning we are seeing in all facets of society.
6.  As a society we need a core set of values that can and must be taught the “golden rule” appears to be universal	I really loved all the examples in the article showing how different faiths and ethnic groups phrase the same “golden rule.” I have this belief regarding many of the religious beliefs shared by faiths as well; deep down, we all value the same things, though we may phrase them differently. There IS a common truth, and there IS a common set of ethical beliefs to be found worldwide. Focusing on our similarities - as opposed to fixating on our differences - can make the societal change possible...albeit slowly!
	Summary Kidder asserts that the most difficult decisions we face are those of “right versus right.” In essence, ethics is “obedience to the unenforceable”: what do we do when no one is watching, and no one is making us do it? Unfortunately, over the past 30 years there has been a societal shift toward ethical relativism, and the education system has adopted a values neutral approach. In fact, it is uncommon in society for us to openly pass judgement on others for displaying a different set of ethical standards from our own. This is clearly not working for us, and the consequences of retaining this values neutrality is that we will not survive the 21st century. Change is happening at an incredible rate, and the possibilities for those with moral and ethical ambiguities to cause great havoc are tremendous. Together as a society we must realize that there ARE ethical absolutes that we can all embrace, and it is imperative that we educate our children to understand and appreciate these moral boundaries - for the good of all human kind.