CSLE Journal:
Values And Ethics in Educational Administration (VEEA)

Editor: Paul T. Begley, Nipissing University.

Editorial Board
Derek Allison, University of Western Ontario, Canada; Paul Bredeson, University of Wisconsin-Madison, USA; Elizabeth Campbell, OISE/UT, Canada; Margaret Grogan, University of Missouri-Columbia, USA; Olof Johansson, Umea University, Sweden; Kenneth Leithwood, OISE/UT, Canada; Pauline Leonard, Louisiana Tech, USA; James Ryan, OISE/UT, Canada; Jacqueline Stefkovich, Pennsylvania State University, USA; Allan Walker, Chinese University of Hong Kong, SAR China.

Editorial Objectives
Values and Ethics in Educational Administration is dedicated to promoting and disseminating a broad range of scholarly inquiry relating to the areas of values and ethics, and their relationship to theory and practice in educational administration. The editor believes that the areas of values and ethics represent a promising direction for research into the practice of educational administration, and is prepared to consider a wide range of disciplined empirical and conceptual works of interest to both scholars in the field as well as practicing administrators.

Submission Information
All articles will be reviewed by the editor to determine their suitability for this publication. In addition, at least two additional reviewers will conduct blind reviews of the article.

Manuscript Requirements
Three copies of the manuscript should be submitted. Manuscripts should be double spaced and leave wide margins. Manuscripts should not identify the author(s) of the work. A separate page should be included which provides the author(s)' details, including contact information (address and e-mail). In addition, an abstract of 100-150 words should be included, as well as up to six keywords which identify the central subjects addressed in the manuscript. Diagrams, tables, and figures should be kept at a minimum, appear in black and white, and follow the manuscript in numbered order corresponding to numbered placeholders in the text. Footnotes and Endnotes should be avoided whenever possible. References should appear in the following format: Stanley, R. J. & Hollander, M. P. (1992). Beyond the boundaries: The quest for knowledge. Administrative Life, 2(3), 36-49. References and citations should be in alphabetical order, and chronological within alphabetical order. The editor reserves the right to make changes to the manuscript to ensure that it conforms with the house style. Generally, manuscripts should be between 2,500 and 5,000 words in length. Prospective author(s) must include a statement which indicates they agree to the submission of the manuscript, and that the manuscript has not been published, and is not under consideration for publication, in part or in substance, elsewhere. Authors of accepted manuscripts will be required to provide a final version of the text on a clearly labeled 3.5" diskette in a PC compatible format.

Publication Details
Values and Ethics in Educational Administration is an independently published quarterly publication of the UCEA Center for the Study of Leadership and Ethics at Pennsylvania State University.

Editorial Contact Information
Address all papers, editorial correspondence, and subscription information requests to: Professor Paul T. Begley, Department of Education Policy Studies, 207B Rackley Hall, Pennsylvania State University, University Park, PA 16802 USA.

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School Leadership in Canada
4th Edition, 2008
Editor  Paul T. Begley, Penn State University
9 Teanaustaye Drive, Hillsdale Ontario L0L 1V0  Canada
Tel. 705-835-2666    E-mail:
$20.00 CDN, plus shipping and handling

Introduction to the Fourth Edition

The original edition of the School Leadership in Canada profile was published in 1993 by a writing team composed of 15 individuals - thirteen school administrators representing five Ontario school districts, one professor of educational administration, and one research officer. They met in a series of six full-day sessions to reflect on and analyse school leadership practices. The outcome of their deliberations was a multi-level and multi-dimensional profile of contemporary school leadership practices. This publication is now in its fourth edition. Over twelve thousand copies are now in circulation in Canada, the United States, Barbados, Sweden, Malaysia, and Hong Kong.

            Fifteen years have now passed since the publication of the original first edition profile, and the nature of school leadership has continued to evolve rapidly in response to a number of social trends and changing expectations for school leadership. Over that time the leadership profile has been reviewed and updated three times to reflect the new realities of educational administration in Canadian schools. The latest profile writing team was convened in 2005, including several representatives from the original profiling group, to review and update the profile document. As a result of their deliberations several new sub-dimensions of effective school leadership were incorporated into this fourth edition. The lowest levels of competent practice within several of the leadership dimensions were also rewritten to reflect new minimum expectations associated with the role. Similarly the ideal levels of practice were adjusted in several areas to reflect newly emerging standards of ideal practice. The vocabulary of school leadership practices in Canada has also evolved and this is reflected in this document. We are confident that this profile accurately reflects current social expectations for the role in Canada as well as current professional notions of what constitutes exemplary practice.

Table of Contents

Section 1: Making the Case for Purpose-Driven Educational Leadership. 7

Educational Leadership is Special 9
The Meta-Values of School Leadership. 10
The Purposes of Educational Leadership. 11
Why Purpose-Driven School Leadership?. 12
What Does Purpose – Driven Leadership Look Like?. 13

Section 2: A Profile of Canadian School Leadership Practices. 15

What’s a Profile?. 17
The Key Dimensions of School Leadership. 18
Dimensions and Sub-dimensions of School Leadership (2008) 19
Illustrating Growth within Sub-dimensions of the Profile. 21
Moving Beyond Prescriptive Guides to Leadership. 22
How to Use the Dimension Pages. 23
Organizational Management 24
Planning and Instructional Leadership . . . 26
Planning and Instructional Leadership cont'd... 28
School-Community Relationships... 30
Visionary Leadership and Setting Directions... 32
Ethical Leadership ... 34

Section 3: Resources for Developing a Professional Growth Plan.. 37

Activity #1: Developing a Personal Development Plan. 38
Activity #2: Profile Data Interpretation Activity. 40
Activity #3: Identifying Personal Development Objectives. 41
Activity #4: Personal Development Objectives. 42
Activity #5: Professional Development Project 43
Suggested Readings on School Leadership

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Ethics Matters: New Expectations for Democratic Educational Leadership
in a Global Community
Paul T. Begley

This two page article was published and distributed by the Rock Ethics Institute in February, 2005.

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The Ethical Dimensions of School Leadership
Paul T. Begley and Olof Johansson, Editors

TABLE OF CONTENTS

Introduction:
New expectations for democratic school leadership in a
global community (Paul Begley and Olof Johansson)

Part 1: Explaining the Ethical Dimensions of School Leadership
1. In pursuit of authentic school leadership practices (Paul Begley)
2. Democratic leadership theory in late modernity: An oxymoron or
ironic possibility? (Robert J. Starratt)
3. Persistent difficulties with values in educational administration:
Mapping the terrain (Malcolm Richmon)
4. Reflective practice: Picturing ourselves (Cyril Coombs)

Part 2: Concepts of School Community and Collaboration
5. Community, coherence, and inclusiveness (Kenneth A. Strike)
6. Deconstructing communities: Educational leaders and their ethical
decision-making processes (Jacqueline A. Stefkovich and Joan Poliner
Shapiro)
7. Let right be done: Trying to put ethical standards into practice
(Elizabeth Campbell)
8. Valuing schools as professional communities: Assessing the collaborative
 prescription (Lawrence J. Leonard and Pauline Leonard)

Part 3: Cross-Cultural Perspectives on Educational Communities
9. Developing cross-cultural perspectives on education and community
 (Allan Walker)
10. School organizational values:The driving force for effectiveness and change
(Isaac A. Friedman)
11. The relationship of gender and context to leadership in Australian schools
(John L. Collard)
12. School leadership as a democratic arena (Olof Johansson)
13. Conclusion: Tomorrow, and tomorrow, and tomorrow:  A Post-postmodern
purview (Christopher Hodgkinson)

Published by Kluwer Academic Publishers.

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Values and Educational Leadership
Paul T. Begley, Editor

Order Online!

Values and Educational Leadership extends beyond the presentation of expert opinion to blend theory, research, and practice for a comprehensive examination of values in educational leadership.  It analyzes personal values manifested by individuals, professional values exhibited by groups, societies, and organizations.  The book merges the collective wisdom of some of the best known and most respected philosophers, theorists, and researchers currently working in the field, including:  Derek J. Allison, Paul T. Begley, Paul V. Bredeson, Elizabeth Campbell, Daniel L. Duke, Frederick S. Ellett Jr., Colin Evers, William Foster, Margaret Grogan, Christopher Hodgkinson, Olof Johansson, Gabriele Lakomski, Kenneth Leithwood, Pauline Leonard, Kevin Roche, James Ryan, Don Shakotko, Fancie Smith, Keith Walker, and Donald J. Willower.

Published by SUNY Press.

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The Values of Educational Administration
Paul T. Begley & Pauline Leonard, Editors

Order Online!

Values and ethics have traditionally been considered an important influence on administrative practices, and are typically included as a component of core courses in departments of educational administration in the US, Canada, and Australia.  The recent resurgence of interest among practitioners in the topic of values and ethics as a guide to action increases the importance and appeal of this book of readings.  This comprehensive book extends beyond the presentation of "expert opinion" and appeals to an audience of academics and practitioners working at the policy level of educational organisations.  Theory building, policy applications, and praxis are addressed in this highly adoptable book by leading scholars in the field.  Contributors include Christopher Hodgkinson, Colin Evers, Gabriele Lakomski, Clay Lafleur, Peter Ribbins, Bernard Harrison, Jerry Starratt, and Ken Leithwood.

Published by Falmer Press.

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School Leadership in Hong Kong
Allan Walker, Paul Begley, and Clive Dimmock, Editors

A group of professional educators met in May 1999 to reflect on and to analyze school leadership practices in Hong Kong.  The group's brief was to consider school leadership specifically within the Hong Kong context and to identify and describe the key functions of the principal's role in Hong Kong schools.  Although informed by literature from other contexts, the driving belief behind the exercise was that the profile was best developed by Hong Kong principals, for Hong Kong principals and should not rely simply on "imported" profiles or competency lists.  The outcome of their deliberations is the present document;  a multi-level and multi-dimensional profile of contemporary school leadership practices in Hong Kong.  The profile development meetings took place from May 1999 through March 2000.  Following the initial draft of the profile, the writing team took various drafts of the profile to their colleagues for discussion, comment and validation.  This "rolling" process was designed to inform the shape, content and utility of the profile through consultation with as many Hong Kong principals as possible.  Feedback gained from principals over a ten month period was used to further refine the profile prior to its distribution.  The profile is not presented as a definitive description of school leadership in Hong Kong, nor is everyone expected to embrace it as a professional tool.  Rather, the intent is that principals will use the profile as a resource when considering their key roles in school -  and that through reading and reflecting upon the profile they will think more deeply about their own and others' roles in furthering the quality of education offered to Hong Kong students.

Copies of this publication can be obtained by contacting:
Allan Walker, Associate Professor
The Chinese University of Hong Kong
adwalker@cuhk.edu.hk

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