2 Responses

1. Ethical Dilemma – Staffing:

   The ethical dilemma I am exploring relates to a staffing situation involving a leadership role in our school.

   Due to a change in circumstances, a staff member who had indicated she was leaving is now staying. In the meantime, another staff member had already been appointed to the role through a formal process. This has resulted in two experienced people in what was originally one position.

   The dilemma sits in balancing fairness to both individuals, maintaining the integrity of the appointment process, and making a decision that is in the best interests of students.

   What makes this a dilemma?

   There is no simple right answer. One staff member was appointed through a clear and fair process, which should be respected. The other brings experience, established relationships, and strong knowledge of our learners.

   At the same time, this is an area of the school where additional capacity would benefit students.

   This reflects the idea in “What is Ethical Leadership and Why is it Important?” that ethical dilemmas often involve competing “right” choices rather than a clear right and wrong.

   Perspectives and considerations:

   Using “A Framework for Ethical Decision-Making in Schools”, I have considered key stakeholders and possible impacts.

   The newly appointed staff member may feel unsettled or disappointed
   The returning staff member may feel uncertain about her role
   Staff will be watching for fairness and consistency
   Students are likely to benefit from increased support

   My approach:

   I have moved towards a co-leadership model for 2026, as this best supports student needs while retaining the strengths of both individuals.

   This reflects the “weighing up options and consequences” stage of the decision-making model.

   My focus now is on:

   Clarity – clearly defined roles and responsibilities
   Communication – being open about the decision and reasoning
   Relationships – supporting both individuals to work effectively together
   Fairness going forward – ensuring future opportunities are transparent

   This approach is also informed by Tū Rangatira, particularly the importance of manaakitanga and maintaining the mana of all involved, as well as Simon Sinek’s Golden Circle, being clear that the purpose of the decision is to best support students.

   Reflection:

   This situation has challenged my thinking about fairness. It is not always about treating people the same, but about making decisions that are transparent, justifiable, and centred on students.

   It also reinforced that ethical leadership is about both the decision and how it is carried out. This aligns with the final reflection stage of the ethical decision-making model.

   Ultimately, I have come back to our belief of “kids first”. With the right structure and support, this has the potential to strengthen our school rather than create division.

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2. Module 2 Reflection – Analysis of an ethical dilemma and reflection on the application of ethical principles.

   ​​The Dilemma – Balancing the duty of care for a struggling staff member (Mana Tangata) against the duty of progress for the students (Mana Mokopuna).
   Scenario – An experienced teacher at school is set in her ways. She is a well-meaning person, but is easily overwhelmed by new current teaching instruction. While she is comfortable with the way she has always done it (The What), her slow adoption of change is starting to create an achievement gap for her students compared to other classes in her year group. I need to decide how to move her forward without causing a mental health issue or a breakdown in our professional relationship.

   Analysis of Perspectives and Principles
   – Simon Sinek: The Golden Circle
   The problem is a focus on the ‘What’ (daily tasks), which feels like a threat. I need to help her find her ‘Why’ again, reminding her that explicit instruction is an equity tool ensuring learning is accessible to every child.
   – Ann Rhoades: Values-Based Culture
   Rhoades argues that high-performance cultures require living the school’s values. If we value excellence for every child, adopting proven methods is a behavioural requirement. Is it ethical to lower the bar for her because she is overwhelmed, or is that a disservice to the 27 children in her room?
   – Tū Rangatira: Leadership Roles.
   Mana Tangata (Relationships) – Protecting her mana through kindness and approachability.
   He Kaiwhakarite (Manager) – Responsibility for the efficient management of people to transform learning.
   He Kaitiaki (Guardian) – Leading from a position of aroha and manaaki to protect her well-being.

   Proposed Approach and Consultation
   Instead of a formal meeting, I would use a coaching model that would allow me to work alongside her to build collective capability where she has ownership.
   Together, we will generate options, for example:
   – Providing extra release to observe other classes.
   – I model a 15-minute Explicit Instruction segment while she observes me.
   – A peer observation swap with a trusted teacher to build a collective spirit.
   – Focusing on one small, manageable step at a time to prevent her from becoming overwhelmed.

   – Consult with the Senior Leadership Team about providing an extra release day so she feels supported as she makes this shift in her teaching.
   – Celebrate the small steps achieved.

   I will approach this through the lens of Kaitiaki. Recognising that she is overwhelmed, I will temporarily reduce the number of new initiatives she is expected to adopt to focus on the ‘why’ of improving student engagement and achievement. Drawing on Ann Rhoades, I will emphasise the value of Whanaungatanga by working alongside her to identify strengths and make adjustments that benefit learner development. This ensures she feels supported while still being held accountable to the high standards we owe our learners.

   How do we stay true to our ‘Why’ of equity for students when the ‘How’ of supporting a struggling teacher feels like it might slow down that progress?

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