Initiatives

 

Consortium for the Study of Leadership and Ethics in Education (CSLEE)

 

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About the Center:         

The Consortium for the Study of Leadership and Ethics in Education (CSLEE) was established as a University Council for Educational Administration (UCEA) Program Center in June 1996 by Paul Begley (OISE / University of Toronto) and Margaret Grogan (University of Virginia). The original name of the program center was the Center for the Study of Leadership and Ethics (CSLE). Twenty years later this UCEA program center continues its work and remains devoted to the support, promotion and dissemination of theory and research on values and leadership.

The CSLEE is a consortium of faculty and research associates representing eight international university-based centers and institutes. The CSLEE now operates under its own constitution as well as having been a recognized program center of the UCEA since 1996.

The executive of the CSLEE is composed of 18 directors –an elected executive director and an elected associate director, two appointed representatives from each of the eight member organizations. The executive and associate directors of the CSLEE are:

            Heather Rintoul, Executive Director
            Consortium for the Study of Leadership and Ethics in Education
            Associate Professor
            Schulich School of Education
            heatherr@nipissingu.ca Tel. 705-474-7947
 
 
            Elan Paulson, PhD, Associate Director
            Consortium for the Study of Leadership and Ethics in Education
            Director, Doctor of Education (EdD) in Educational Leadership Program
            Primary Investigator, CPED
            Faculty of Education, Western University
            elan.paulson@uwo.ca Tel. 519-661-2111 x88591

 

Organizational Affiliation

            Australian Catholic University
            Charles Burford (Charles.Burford@acu.edu.au)
            Scott Eacott  (Scott.Eacott@acu.edu.au)
 
            (The Hong Kong Institute of Education)
            Allan Walker (adwalker@ied.edu.hk)
            Haiyan Qian (hqian@ied.edu.hk)
 
            Center for Principal Development
            (Umea University, Sweden)
            Olof Johansson (olof.johansson@pol.umu.se)
            Katarina Norberg (katarina.norberg@pedag.umu.se)
 
            Pamela Bishop (pbishop@uwo.ca )
            Elan Paulson(elan.paulson@uwo.ca)
 
            (Nipissing University)
            Contacts: Heather Rintoul (heatherrintoul@sympatico.ca)
            Sharon Rich (sharonr@nipissingu.ca)
 
            The New DEEL Center
            (Temple University)
            Steve Gross (sgross02@temple.edu);
            Joan Shapiro (joan.shapiro@temple.edu)
 
            Center for Leadership Ethics and Change
            (University of Oklahoma, Jeannine Rainbolt College of Education)
            William C. Frick (frick@ou.edu)
            John F. Covaleski (jcovales@ou.edu)
            Susan Laird (laird@ou.edu)
 

Current CSLEE Headquarters

Since May 2014 the headquarters of the CSLEE has been located at the Rock Ethics Institute at The Pennsylvania State University. The program center’s original headquarters was at OISE / University of Toronto from 1996 through 2003. During that time the center was jointly operated by OISE/UT and the University of Virginia. From 2003 through 2009 the headquarters shifted to Penn State University and the University of Virginia ceased its affiliation. From 2009 through 2011the headquarters moved to Nipissing         University in Ontario, Canada. From 2011 through 2014 the headquarters was re-located to the University of Waikato in New Zealand.

CSLEE Goals, Purposes and Objectives

The mission of the Center is to advance the understanding, appreciation, and practice of moral leadership in schooling. The Center is devoted to the support, promotion and dissemination of theory and research on values and leadership. Specific objectives include:
  •  To foster a high standard in the practice and study of ethical educational administration and leadership at all levels. 
  • To foster close links among those concerned with studying the role played by values and ethics in the improvement of educational administration and leadership in the United States of America and internationally.
  • To facilitate the accumulation and dissemination of knowledge about research and practice in values and ethics in educational administration and leadership.
  • To foster high standards in the preparation and continuing education of educational leaders.
  • To encourage the establishment of national and international research partnerships among those universities concerned with the practice and improvement of ethical educational administration and leadership. 
  • To foster the annual international conference and signature events, which highlight and promote the study of values and ethics in educational administration and leadership.
  • To promote inter-institutional exchange of teachers, students and practitioners of educational administration and leadership.
  •  To recognize outstanding competence in, and signal service to, high standards in the study and practice of values and ethics in educational administration and leadership at all levels.
  • To undertake any other activities which from time to time are seen by the Consortium to be in the interests of the Consortium and ethical educational administration and leadership.

Program Center Activities and Publications

Annual Conference

The annual conference sponsored by the CSLEE stands out as the most tangible evidence of our scholarship and creative professional work in this field since 1996. Since the summer of 1996 a considerable amount of intellectual momentum has developed in the field of values and ethics within Canada, the United States and world-wide. We think our Center can justifiably claim some credit for this phenomenon. Consider that in the twenty years the center has existed it has annually hosted successful conferences. These conferences have been delivered at center affiliated university locations such as Toronto (Ontario), Charlottesville (Virginia), State College (PA), Umea (Sweden), Brisbane (Queensland), Oklahoma City, and Huntsville (Ontario). The conference has also been delivered twice in Bridgetown (Barbados), and three times in Victoria (British Columbia). Average attendance has been about 100 participants, although in recent years the conference has consistently attracted more than130 attendees each year. Typically 75 or more individual presentations are delivered at the most recent conferences. This annual conference has become an institution.

Representative Sample of Other Activities and Outcomes (2012-2014)

  •  sustained collaboration with faculty at eight university based centers world-wide
  • two (2) refereed journals published quarterly: VEEA and JALE
  • 22 graduate level and 1 under graduate level courses related to the center mandate
  • 19 short conferences, colloquia, institutes, pre-service & in-service projects
  • 51 refereed journal articles published by center associates from 2012 to 2014
  • 8 edited academic books by center associates on values themes 2012 to 2015
  • 18 books and chapters in books on values themes from 2012 to 2014
  • 2 professional publications and one video on values and ethics from 2012 to 2014
  • 75refereed conference papers from 2012 to 2014
  • 11 research projects related to values and leadership from 2012 to 2014

The Two Refereed Journals of the CSLEE:

Values and Ethics in Educational Administration (VEEA)

VEEA is a fully refereed journal of the UCEA Consortium for the Study of Leadership and Ethics in Education (CSLEE). The journal was established in September, 2002. This journal is published quarterly, both in traditional paper format, as well as online. VEEA is a project operated by The Consortium for the Study of Leadership and Ethics in Education of UCEA, which was established as a University Council for Educational Administration (UCEA) Program Centre in June 1996. The current editor is Professor William Frick of the University of Oklahoma.

Editorial Objectives: The Values and Ethics in Educational Administration (VEEA) journal 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.

Journal of Authentic Leadership in Education (JALE)

The Journal of Authentic Leadership in Education (JALE) is a refereed journal established in January 2010. This journal is published quarterly, online. JALE is a project operated by Nipissing University Centre for the Study of Leadership and Ethics of UCEA, which was established in 2009. The journal is housed in the Schulich School of Education, Nipissing University, Ontario, Canada under the editorship of Heather Rintoul.

Editorial Objectives: The Journal of Authentic Leadership in Education 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 remain a critically important 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.

In recent years such scholarship has increasingly been referred to as authentic leadership. Authentic leadership is a metaphor for professionally effective, ethically sound, and consciously reflective practices in educational administration. This is leadership that is knowledge-based, values informed, and skillfully executed. Leadership by definition refers to practices that extend beyond the usual procedural context of organizational management. Authentic leadership implies a genuine kind of leadership – a hopeful, open-ended, visionary and creative response to social circumstances, as opposed to the more traditional dualistic portrayal of management and leadership practices characteristic of now obsolete research literature on effective principal practices (Begley 2001).

Annually Presented CSLEE Awards to Recognize Excellence

One of the ways the CSLEE carries out its mandate is by annually recognizing scholars who have demonstrated excellence in an area which we regard important.  We have three awards presented annually.

Willower Award of Excellence: The first award is called the Willower Award of Excellence in honour of Don Willower from Penn State who was one of the earliest participants and sponsors of the center’s work.  This award is given for significant scholarly achievement. The list of recipients since 1996 includes many world class scholars. The awards presented for the years 2012 through 2014:

Paul Begley Award: The second award is the Paul Begley Award for graduate student research on the values and ethics of educational leadership. This award was established in 2012 and there have been two awards given during the period 2012 – 2104.

CSLEE Authentic Leadership Award: The third award is the CSLEE Authentic Leadership Award for service to the field. This award was established in 2014. There has been one award given during the period 2012 – 2014.

How the reports, publications and other products associated with the work of the CSLEE address the three strategic goals of UCEA:

We summarize the relevance of the work of the CSLEE to the mandate of the UCEA with the following.

The UCEA’s strategic goals are listed as:

  1. Promoting, sponsoring and disseminating research on essential problems of practice.
  2. Improving the preparation and professional development of school leaders and professors.
  3. Influencing policy and practice through establishing and fostering collaborative relationships.

Essentially, the UCEA’s strategic goals relate to educational leadership. On the other hand, the goals of the CSLEE focus on the values and ethics of educational leadership. We consider this an important and even essential aspect of educational leadership studies.

Valuation processes address notions of purpose, critical inquiry, due process and justice. This is more than just a grand statement. Over the twenty years that the CLEC has existed, we have conceptualized these notions and demonstrated their application in the practical setting of schools and universities with increasing precision.   A brief explanation follows.

We have found it useful to conceptualize leadership as comprised of three key elements or components –purposes, goals and/or objectives; relevant knowledge and processes; and context. The study of values and ethics most obviously relates to the first component of leadership –purposes, goals and objectives. Topics like the ethics of leadership, the purposes of education, core values and first principles are good examples. And yet other topics that the CSLEE often considers – like moral literacy, ethical analysis, and ethical problem solving also can be seen to relate to the second element of leadership we term the knowledge and processes of leadership. So that too is an important part of our mandate and one that is particularly appealing to practitioners. And finally, recognizing that any ethical position must be assessed from within a particular context, the third component of leadership is also relevant to our work. In short, the work of the CSLEE is focused by a scholarly perspective highly relevant to the goals of the UCEA.

Fall Values and Leadership Conference (October 5-7, 2017)

22nd Annual Values & Leadership Conference

Date: October 5-7th, 2017
Conference: Los Angeles Hotel
Location: Los Angeles, California, USA

The theme of this international boutique conference is Standing Up, Speaking Out: The Place of Values,Ethics, and Leadership. We propose that ethical and moral educational leadership plays an even more heightened role in supporting civil societies following the recent turmoil and turbulence in the uncertain times in America and throughout the world. Conference Registration is $US 300.00. Submit a proposal by June 30, 2017 to: Ruben Caputo: rubencaputo@gmail.com. Please click here for more information on the conference site.

Values and Ethics in Educational Administration (VEEA) Journal

A Fully Refereed Journal of the UCEA Consortium for the Study of Leadership and Ethics in Education

Values and Ethics in Educational Administration is a refereed journal established in September, 2002. This journal is published quarterly, both in traditional paper format, as well as online. VEEA is a project operated by The Centre for the Study of Leadership and Ethics of UCEA, which was established as a University Council for Educational Administration (UCEA) Program Centre in June 1996. In 2003, the Rock Ethics Institute at The Pennsylvania State University became affiliated with the journal. The journal is currently under the editorship of William C. Frick.

EDITORIAL OBJECTIVES: The Values and Ethics in Educational Administration (VEEA) journal 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.

Click on the issue number below to view the article. To download the article file in Adobe PDF format, right click on the issue number link and select “Save Target As . . . “. Choose a location on your computer to save the file.
Current Issue  

Volume 12, Number 3
(September 2016)

FROM THE ERADICATION OF TOLERANCE TO THE RESTORATION OF SCHOOL COMMUNITY: EXPLORING RESTORATIVE PRACTICES AS A REFORM FRAMEWORK FOR ETHICAL SCHOOL DISCIPLINE
Daniel Buckmaster
University of Oklahoma

ARCHIVED ISSUES  
Volume 12, Number 2
(April 2016)

MORAL VISION IN A WORLD OF DIVERSITY
John F. Covaleskie
University of Oklahoma

Volume 12, Number 1
(January 2016)

UNDERSTANDING THE VALUES IN THE CHINESE HIGHER EDUCATION ACT: A POLICY ANALYSIS ON EDUCATIONAL PURPOSES
Xiaobin Li
Brock University

Volume 11, Number 4
(August 2015)

TELLING TALES OUT OF SCHOOL: A RELATIONAL APPROACH TO AUTHENTIC LEADERSHIP
Rita A. Gardiner
The University of Western Ontario

Volume 11, Number 3
(January 2015)

GENERAL AND SPECIAL EDUCATION HIGH SCHOOL TEACHERS’ PERSPECTIVES OF FULL MEMBERSHIP FOR STUDENTS WITH DISABILITIES
Pamela S. Morgan
Louisiana Tech University

Volume 11, Number 2
(September 2014)

AT THE CROSSROAD: VENTURE PHILANTHROPY OR A DEMOCRATIC ETHICAL VISION FOR EDUCATIONAL LEADERSHIP?
Steven Jay Gross, Temple University
Joan Poliner Shapiro, Temple University

Volume 11 Number 1
(March 2014)

ETHICAL LEADERSHIP: A TEXAS SCHOOL DISTRICT’S EFFORTS TOWARD CULTURAL PROFICIENCY
Miriam Ezzani

Volume 10 Number 2
(June 2012)

A SECOND LOOK AT AN ONTARIO PROVINCIAL STUDENT SUCCESS INITIATIVE: AN EMERGENT ETHIC OF CARE
Carmen Shields and Ron Wideman

Volume 10, Number 1
(March 2012)

LEADING WITH HEARTS AND MINDS: ETHICAL ORIENTATIONS OF EDUCATIONAL LEADERSHIP DOCTORAL STUDENTS
Linda R. Vogel

Volume 9, Number 1
(November 2010)

Towards the Cultivation of Full Membership in Schools
William R. Black and Leonard C. Burrello

Volume 8, Number 4
(July 2010)

The Translation of Ethics for the Teaching Profession into Vice Principal Leadership Practice
Heather M. Rintoul and Linda Goulais

Volume 8, Number 3
(May 2010)
The Place of Personal Values in Educational Leadership in Pakistan
Sharifullah Baig
Volume 8, Number 2
(January 2010)

Formalizing Thinking for Morally Responsive Administration
Paul Wagner

Volume 8, Number 1
(Fall 2009)

School Leadership for Diversity and Inclusion—Meeting the Multicultural Challenge in Sweden
Katarina Norberg

Volume 7, Number 4
(Summer 2009)

Strategies, Accountability and Democratic Values: A Successful Principal in a Swedish School
Monika Törnsén

Volume 7, Number 3
(Spring 2009)

Aboriginal “Ways of Being”: Educational Leaders, Students and Traditional Aboriginal Knowledge
Wanda Cassidy and Davita Marsden

Volume 7, Number 2
(Winter 2009)

Promoting Moral Literacy Teaching Competency
Deborah Hollimon, Dawn Basinger, Rebecca G. Smith, and Pauline Leonard

Volume 7, Number 1
(Fall 2008)

In School Communication: Developing A Pedagogically Focussed School Culture
Helene Ärlestig

Volume 6, Number 4
(Summer 2008)

Examining the Spiritual Dimension of Educational Leadership
Omar Riaz & Anthony Normore

Volume 6, Number 3
(Spring 2008)

From Disposition To Action: Bridging Moral/ Ethical Reasoning And Social Justice Leader hip
Benjamin H. Dotger & George T. Theoharis

Volume 6, Number 2
(Winter 2008)

Searching For Truth, Beauty, And Goodness In Educational Research
Eric Bredo

Volume 6, Number 1
(Fall 2007)

Empirical Verifications Of Normative Ethical Postures And Valuation Processes In Educational Leadership
William C. Frick

Volume 5, Number 4
(Summer 2007)

Recentering American Education on the Student: Personalization of Learning
Valerie Storey

Volume 5, Number 3
(Spring 2007)

School Leadership for Social Justice: A Critique of Starratt’s Tripartite Model
Martin Scanlan

Volume 5, Number 2
(Winter 2007)

Using Moral And Ethical Frameworks As Instructional Tools In High School Senior English Classes
David Jagger

Volume 5, Number 1
(Fall 2006)

A Critique of Zero Tolerance Policies: An Issue of Justice and Caring
Carlos McCray and Floyd D. Beachum

Volume 4, Number 4
(Summer 2006)

Beyond Authenticity: Contemporary Leadership from a Worldview Perspective
Christopher Branson

Volume 4, Number 3
(Spring 2006)

Measuring the Instructional Leadership Values and Beliefs of School Leaders
Leslie Hazle Bussey

Volume 4, Number 2
(Winter 2006)

Ethical Decision Making in Turbulent Times: Bridging Theory with Practice to Prepare Authentic Educational Leaders
Joan Poliner Shapiro

Volume 4, Number 1
(Fall 2005)

Building Capacity in Schools: Some Ethical Considerations for Authentic Learning and Leadership
Paul Bredeson

Volume 3, Number 4
(Summer 2005)

The Ethics of Practice: Navigating the Road of Authenticity: Journey Interrupted
Pauline Leonard

Volume 3, Number 3
(Spring 2005)

Choosing our Legacy: Overcoming Value Conflicts that Frustrate Society’s Efforts to Deal with Environmental Challenges
Gord Miller

Volume 3, Number 2
(Winter 2005)

An Aristotelian Framework for the Development of Ethical Leadership
Jeffrey Brooks and Anthony Normore

Volume 3, Number 1
(Fall 2004)

Constructing Moral Pathways in the Transition from Teaching to Administration
Denise Armstrong

Volume 2, Number 4
(Summer 2004)

The Inefficiency of the “Cult of Efficiency”: Implications for Public Schooling and Education
Lucille L. T. Eckrich

Volume 2, Number 3
(Spring 2004)

Turbulent Policy Demands and Ethical Dilemmas: The Impact of Federal Education Policies on Special Education Programs and Services
Susan C. Faircloth

Volume 2, Number 2
(Winter 2004)

Ethics and Values in Leadership Preparation Programs: Finding the North Star in the Dust Storm
Anthony H. Normore

Volume 2, Number 1
(Fall 2003)

Moral Leadership and the Ethic of Community
Gail Furman
Volume 1, Number 4
(August 2003)

Developing Reflective Habits of Mind
Cyril P. Coombs

Volume 1, Number 3
(May 2003)

Constitutive Values and Daily Practice in a Swedish School
Katarina Norberg

Volume 1, Number 2
(December 2002)

Victoria’s Secret: A Rejoinder and an Agenda
Christopher Hodgkinson

Volume 1, Number 1
(September 2002)

Hodgkinson’s Paradoxical Paradigm
Derek J. Allison

The archived issues of Values and Ethics in Educational Administration are provided here in Adobe Acrobat Portable Document Format (pdf). The files can be read using Adobe Acrobat Reader. You may download a free copy of Acrobat Reader here.

 

Past Awardees for Willower Award of Excellence and Authentic Leadership 2009 – 2015

Willower Award of Excellence

1996 Chris Hodgkinson, University of Victoria

1997 Margaret Grogan, University of Missouri

1998 Paul Begley, Penn State University

1999 Cyril Coombs, OISE / UT

2000 Donald J. Willower, Penn StateUniversity

2001 Joan Poliner Shapiro, Temple University

2001 Jacqueline Stefkovich, Penn State University

2002 William Foster

2003 Gail Furman, Washing State University

2004 William Greenfield

2005 Robert, J. Starratt, Boston College

2006 Pauline Leonard

2007 Nancy Tuana, Rock Ethics Institute, Penn State Univ.

2008 Charles Burford, Australian Catholic University

2009 William Lloyd Boyd, Penn State University

2010 Olof Johansson, Umea University.

2011 Michelle Young, UCEA

2012 Steven Gross, Temple University

2013 Hollie Mackey, Oklahoma University

2014 Christopher Branson, University of Waikato

2015 Tony Normore

Authentic Leadership Award 2014-2015

2014 Ron Wildman, Nipissing University

2015 Michael Bezzina Australian Catholic University

 JALE Journal

The Journal of Authentic Leadership in Education (JALE) is a refereed journal established in January 2010. This journal is published quarterly, online. JALE is a project operated by Nipissing University Centre for the Study of Leadership and Ethics of UCEA, which was established in 2009. The journal is housed in the Schulich School of Education, Nipissing University, Ontario, Canada under the editorship of Heather Rintoul.

Editorial Objectives: The Journal of Authentic Leadership in Education 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 remain a critically important 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.

 Archived Issues of JALE

Archived PDF issues of JALE can be accessed at the following link.   
http://csle.nipissingu.ca/archived.html