Running Head: ACTIVITY 5 ANALYSIS

Activity 5 Analysis:
Ethics and Interpersonal Relationships
Ben Thayer
Central Michigan University

ACTIVITY 5 ANALYSIS

Activity 5 Educational Leadership Constituent Council (ELCC) Standards:

ELCC 1.1: Candidates understand and can collaboratively develop, articulate, implement, and
steward a shared vision of learning for a school.
ELCC 2.1: Candidates understand and can sustain a school culture and instructional program
conducive to student learning through collaboration, trust, and a personalized learning
environment with high expectations for students.
ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school
system of accountability for every students academic and social success.
ELCC 5.2: Candidates understand and can model principles of self-awareness, reflective
practice, transparency, and ethical behavior as related to their roles within the school.
ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and
diversity within the school.
ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences
of decision making in the school.
ELCC 5.5: Candidates understand and can promote social justice within the school to ensure
that individual student needs inform all aspects of schooling.
ELCC 6.1: Candidates understand and can advocate for school students, families, and
caregivers.
Activity Synopsis
Ethics and Interpersonal relationships was the theme for the subsequent field experiences
during this stretch of the internship. The first goal was to promote and environment of fairness,
integrity, and openness among students. The second goal was to gain further insight into
administrative ethical decision making. The field experiences that I took place in included:

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conversing with school counselor regarding Nowackis Notes, facilitating a fair, testing
environment for students, monitoring the LINKS graduation ceremony, discussing ethics with
front office staff, and taking part in a conversation on a faculty issue with administration.
First, in order to gain further insight into how students are feeling at our school I had a
sit-down conversation with one of our school counselors, Mary Martin. We discussed
Nowackis Notes (NN), which is an anonymous paper comment slip for students to share their
thoughts and concerns regarding any issue they may have in school (see Appendix A for NN
artifact). This program is an effort to promote openness among students and encourage
reflective practice among staff members. Ideally, NN gives a voice to social justice issues that
may otherwise go unspoken. In another experience, I had the chance to demonstrate our schools
system of accountability through supervising make-up NWEA tests with students (see Appendix
B for artifact). I had the unique opportunity to witness students taking ownership and
completing their tests they had previously missed due to an absence. I too, had to be accountable
in my role as test proctor in ensuring each student had a fair chance in completing their test.
Also, I had the exclusive privilege of helping supervise a student with special needs during our
schools special education graduation ceremony. The graduation ceremony was hosted in the
cafeteria for special needs 8th-graders with their families, teachers, and LINK friends. While
helping to watch my student, I observed as each 8th grade student received his/her diploma,
picture with their LINK, and special recognition from the audience. A celebration followed the
ceremony in the courtyard where students ate ice cream and played games. It was truly a heartwarming experience to partake in.
In an effort to recognize the ethics of working as a school administrator I spent some time
in the front office having discussions with the main office secretary, Jill Morrison, and our

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administrative assistant, Ann Weiczorek. We discussed some of the Derby Dos (see
Appendix D artifact list). Specifically, our conversation had much to do with the philosophy on
cell phones and student drop offs. Office staff shared their disdain on the ways parents chose to
raise their children or the importance of following through on cell phone violations in the office
despite the pleading for leniency from a student. However, each office member was very
professional in their remarks and never shared any specific student names or spoke negatively
about a specific parent. Finally, I was able to sit down with our Principal, Celeste Nowacki, and
the chair of our Faculty Advisory Committee (FAC), Anne Wind, to discuss a then current,
school issue regarding the Honors Assembly. It was an exceptional experience to partake in a
democratic conversation on a student/faculty issue with my colleagues as I witnessed how both
parties maintained their composure and spoke with such respect and eloquence. There were
many concerns regarding the assembly, especially legal ramifications involving attendance
capacity. In the end, a decision was made that included students and parents in attendance.
Reflection
An educational leader promotes the success of every student by acting with integrity and
fairness and in an ethical matter (Martin, Danzig, Wright, Flanary & Brown, 2013, p. 63).
When I truly reflect on my conversations and experiences regarding ethics and integrity I think
about the big picture. I have come to learn to think not just about the moments right in front of
me when considering consequences to my decision making, rather to consider the ramifications
for tomorrow and next week for that matter. A school leader must be sensitive yet stern and
passionate yet control their emotions in the heat of the moment. A leader needs to be transparent
and model the principles they wish others to demonstrate as well. Management and leadership
roles exist in building leaders job descriptions and there has to be a balance to be an effective

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leader. I have faced challenges in the past as a teacher dealing with parents who wish to avoid
direct communication. But, I have also grown to encourage open communication and proactive
decision making. I have improved my interpersonal relationships that I maintain at school.
Someday, I hope to be a leader that acts with integrity and promotes equity and diversity
throughout school.

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References

Martin, G. E., Danzig, A. B., Wright, W. F., Flanary, R. A., & Brown, F. (2013). School leader
internship: Developing, monitoring, and evaluating your leadership experience (3rd ed.).
New York, NY: Routledge.
National Policy Board for Education Administration. (2011). Educational leadership program
recognition standards. Retrieved from http://www.npbea.org/wp/wpcontent/uploads/2015/06/ELCC-Building-Level-Standards-2011.pdf

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Appendix A
Nowackis Notes artifact

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Appendix B
NWEA Testing Roles artifact

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Appendix C
LINKS Program artifact
What is the LINKS Program?

The LINKS Program is a peer to peer support program in which general education
students interact with students with special needs to promote positive peer interactions.
What are the LINKS volunteers responsibilities?
Responsibilities include: providing a positive peer to peer social experience during
structured and unstructured times, helping students with special needs navigate and access their
environment as independently as possible, and demonstrate and model age-appropriate
communication, behavior, and problem-solving skills.
How do students with special needs benefit from LINKS?
Students with special needs enrolled in the LINKS program work collaboratively with
peers. The LINKS program focuses on the development of reciprocal social experiences. Students
with disabilities learn best in integrated settings with positive peers modeling desirable social
behaviors and independent living skills. Opportunities for relationship building, self-advocacy,
and positive behavior are supported in the school setting.
How does the LINKS program benefit the General Education Students?
The LINKS program helps teach the general education students about disabilities. The
program aligns with the district Character Education Program. The program helps develop
tolerance and acceptance within the general education population. Leadership skills, respect,
responsibility, compassion, and positive attitudes are emphasized throughout the program.

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Appendix D
Derby Policy artifact

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Appendix E
FAC Team artifact

FAC 2016-2017
FAC Chair
Anne Wind
(w/ help from Adrienne Gilmore)

6th Grade Core

7th Grade Core

Ann Cole
Kathy Westerlund

Tom Warnica
Colleen Verch

8th Grade Core

Encore

Adrienne Gilmore
Ben Thayer

Ken Wilson
Caela McGrath

LRC/ASD

Student Services

Lee Jensen-Muir
Ryan Pemberton

Karen Lynch
Sarah Sindelar