Ethical Leadership: Facilitator's Guide

National Training Library
Ethical
Leadership
Facilitator’s Guide
Copyright, National PTA, 2009
National PTA Training Department

Rev 30 SEP 2009 Copyright, National PTA, 2009 -2-
Background
Total Time 1.0 Hours (60 Minutes)
LEARNING OBJECTIVES
After completing this course participants will have:
1. Viewed the current National PTA mission and purposes; vision; values; National PTA
Basic Policies; and a generic PTA "Code of Ethics."
2. Explored ethical dilemmas that might present in their involvement with PTA using the
"case study" method and identified an ethical course of action in each.
COURSE CONCEPTUAL FRAMEWORK
The following discussion is to help you, the Facilitator, understand the broad context of this
course and its overall conceptual framework.
The concept behind the creation of this course was "To prevent people from doing something
stupid." While preventing all possible forms of stupidity is obviously beyond the scope of this
or any course, this course attempts to help PTA officers and members avoid doing anything
that would get them into legal trouble, or impair pursuit of the PTA Mission and Purposes.
This course breaks into two parts and has the following "flow:"
Part 1: Foundation — What Is Ethics?

• Ethics is "What Ought To Be Done"
• What ought to be done is to treat others as we would like to be treated
• To know what this means in the PTA context, we apply the "PTA Triple Filter"
o Is it legal?
o Does it follow PTA policies?
o Does it advance PTA’s Mission and Purposes?
Part 2: Practice — Case Studies in Ethical Decision-Making

Here the participants apply what they learned in Part 1 using cases developed using
anecdotal information from "real life" scenarios.

Preparation
YOU CAN’T PHONE IT IN
There is no substitute for actually setting up and practicing with this material, no matter how
experienced a Facilitator you are. If you skimp on preparation, you will cheat your
participants and make yourself, your local and state units, and the National PTA look bad.
Take the time to prepare to teach this class by thoroughly familiarizing yourself with this
facilitator’s guide, the participant manual, the Ethical Leadership Presentation, and the case
studies including the case study outcomes.
FACILITATOR • This Facilitator’s Guide

SUPPLIES • Easel Pad Stand (flipchart) with a full pad of flipchart paper
• Masking tape
• Colored markers
• Pens/pencils
• Name tags/name tents for participants
• A computer with Adobe Flash, Adobe Reader, and Microsoft
Word installed
• Ethical Leadership Presentation (the FG_EthicalLeadership.exe
file downloadable from the National PTA TCBI Wiki)
• Spare lamp for projector (good to have, but optional considering
how expensive lamps can be, and not much use unless you're
confident in your ability to actually change the lamp if necessary)

• Projection screen or white/light-colored surface onto which to
project
• All necessary cables and connectors to connect projector and
computer
• Extension cord(s) as required for computer and projector
PARTICIPANT • The Participant’s Manual (it’s up to you whether you simply have
MATERIALS these handouts copied and stapled together, or in a ring-binder or
(ONE COPY PER bound in some other manner)
EACH • Case Study Outcomes handout. This contains the three
PARTICIPANT, outcomes that correspond to the three choices proposed for each
PLUS A of the case studies you will cover in class. Do not distribute this
RECOMMENDED handout until after you cover the case studies.
THREE EXTRAS).
PREPARATION This workshop is designed to be 60 minutes in length. If you do not
have 60 minutes, use your discretion to shorten the workshop to fit
the time you have.
To make the course fit the 60-minute time frame you will cover only
two of the seven case studies found in the E-Learning version of the
course. Encourage the participants to complete the E-Learning
version of the course when they get home. This way they will cover
the remaining five cases, as well as qualify to receive a course
Certificate of Completion.
To make the course fit the 60-minute time frame you will need to
decide how to summarize each slide in your own words. A number of
the slides in the front part of the course are "text intensive" as they
are intended to present the participant with what are the actual PTA
policies, bylaws, mission and purposes, etc. The participants receive
a copy of the slides in their Participant’s Guide so it is neither
necessary nor desirable for you to read these slides to them.
Encourage them to read over the materials after class, and to go to
the E-Learning section of www.pta.org to take the course, chase
down all the hyperlinks to review source materials, and carefully
reflect on the content presented.
Rehearse your presentation of the workshop at least twice the night

before the training session, and perhaps once just before the
session, if time allows. Review the Facilitator’s Guide, the
Participant’s Manual, and the Ethical Leadership Presentation so you
are familiar with all aspects of the workshop.

Practice using the actual equipment you will use in the training
session.
Arrive early at the training site to familiarize yourself with the site,
and all the equipment. Check to make sure the equipment is working
correctly.
ETHICAL Unlike some other training programs with which you may be familiar,
LEADERSHIP the visual aid for this program is a standalone file. Simply download
PRESENTATION this file from the TCBI Wiki to somewhere you can easily locate it like
your computer’s desktop, just as you would a PowerPoint file.
To download the file from the TCBI Wiki

1. Sign in to the TCBI Wiki
2. Navigate to the Downloads and Resources Page
3. Locate the Ethical Leadership materials
4. Click the Ethical Leadership Presentation link
5. After you click the Ethical Leadership Presentation link, a File

Download dialog will appear, click .

6. When the Save As dialog appears, navigate to a convenient place
to save the file, then click Save.
You may find it convenient to save the Ethical Leadership

Presentation to your desktop. Wherever you save it, however, be
sure to make a note to remember where it is so you will have it
available for the course presentation.
To open the file and start the Ethical Leadership Presentation,

double-click the FG_EthicalLeadership.exe file.
It will look just like the E-Learning version of the course. In fact, it is
essentially the E-Learning version of the course, only repurposed for
use as a teaching aid in this course. There are three advantages to
developing the course this way:
• Allows rapid development
• Synchronizes the content with the E-Learning
• Allows retention of animations, hyperlinks, and other course
features that would be either very time-consuming or
impossible to recreate using a conventional PowerPoint
presentation

For the Ethical Leadership Presentation itself to be fully functional,
you must have Adobe Flash installed on the computer you will be
using for the training.
The quickest way to tell whether or not you have Flash installed on
the computer you’ll be using for the presentation is after you have
downloaded the Ethical Leadership Presentation file to that
computer, double-click it to start it running. If Flash is installed, it will
run OK. If Flash is not installed, you will get a warning that looks
something like:
To install the free Flash player, go to
http://get.adobe.com/flashplayer/?promoid=BUIGP
Follow the directions to download and install the Flash player on

your computer.
While the Ethical Leadership Presentation will still work (sort of)
without Flash, the animated sequences contained in it will not, and
the presentation’s performance may be erratic.

For certain of the links contained within the Ethical Leadership
Presentation to work, you need to have installed on your computer
either the free Adobe Reader or Microsoft Word (not free, but it is the
format of certain documents on www.pta.org).
To get the free Adobe Reader, go to:
http://get.adobe.com/reader/?promoid=BUIGO
For additional information on Microsoft Word, go to:
http://office.microsoft.com/en-us/suites/default.aspx
SECRET In addition to navigating through the Ethical Leadership Presentation
SHORTCUTS using mouse clicks, some "secret" keystroke "shortcuts" have been
built in as shown below.
These give you, the Facilitator, extra control of what slide you are
going to jump to after the slide you are currently viewing.
Practice using these keys to navigate the Ethical Leadership

Presentation as part of your preparation to teach the class.
Press this key To Go To

Home First slide of the course
End Last slide of the course
Right Arrow Next slide of the course
Left Arrow Previous slide of the course
CTL+M Course Map
CTL+End Jump to Conclusion slide
SLIDE NUMBERING The slides of the Ethical Leadership Presentation are numbered, and
you (and maybe a participant) may notice that toward the end of the
course the slides do not seem to be in numerical order. The reason
for this is because this course does not follow a strictly linear, A-to-Z
path. It presents some background material, and then presents case
studies. The slide numbers are "identification numbers" not
"sequence" numbers. Nothing is "missing." Notice that the page
numbers at the lower right corner of the Facilitator’s Guide,
Participant’s Manual, and Case Study Outcomes handout are
sequential.

COURSE MAP
The Course Map lets you navigate to any main slide in the course.
To make the course map appear, either click the course map button
at the bottom of most slides, or press the key combination CTL+M.
The Course Map is provided for the convenience of the Facilitator,
and is not included in the Participant’s Manual.
HYPERLINKS Hyperlinks appear throughout the Ethical Leadership Presentation.
You may click on links as they appear and the page to which they
are linked will open in a new window. Close or minimize the new
window to continue with the presentation.
In the online version of this course, the hyperlinks connect to source

material, and material for additional study. In this version, they link to
excerpts and snapshots of these materials.
This was done to allow this version of the course to be presented

without a live Internet connection.
Regrettably it is highly unlikely that you will have time in class to

chase down more than one or two of the hyperlinks.

Course Presentation
Introduction Time: 5 Minutes
SLIDE
WELCOME Welcome the participants to the course by reading the full course
title and subtitle on Slide1.
EXPLAIN Tell the participants that you are proud to present this workshop on
behalf of your State and National PTA.
THANK Thank the participants for volunteering for PTA, for coming to the
workshop, and for giving you the opportunity to offer it to them.
INTRODUCE Introduce yourself. Tell the participants your role in PTA.
DISTRIBUTE Pass out the Participant’s Manual at the beginning of the class as
the participants will likely want to have copies of the slides in front of
them to read and take notes as the class progresses.

SLIDE
SUMMARIZE Summarize the learning objectives with the participants.
A student may ask "If this course is online, why am I taking it here
instead of just going online when I get home." There are a variety of
reasonable answers to this question, one of them being "Because
the sponsors wanted to use this occasion as a way to publicize the
course and give all of you the opportunity to experience it in a group
setting."

What Is Time: 20 Minutes
Ethics?
SLIDE
EXPLAIN Describe in your own words that the foundational premise of this
course is that Ethics addresses the question "What Ought To Be
Done?"
Note: The underlined text is a hyperlink that connects to the actual

relevant quote from Aristotle’s Nichomachean Ethics.

SLIDE
CLICK Click a name, read the quote. You could build class participation by
asking "Who do we want to do first?" then clicking that name, and so
on instead of taking the quotes in top-to-bottom order.
Recommendation: Because of your limited time, just click two or

three names, encourage the participants to complete the E-Learning
version of the course to see what the remaining persons have to say.
Note: The quotes chosen are ones that turned up in a series of

searches on keyword phrases like +ethics +"ought to be done".
An Internet search on the question "What Is Ethics" drew an even 40

million hits.
Clearly we had to narrow it down. The quotes chosen for this slide
were ones that supported the conceptual framework of this E-
Learning program which is "Ethics deals with the question ‘What

Ought To Be Done?’"
This slide illustrates that a number of people with fairly diverse

worldviews see Ethics as addressing the question "What Ought To
Be Done?"
These particular sources were chosen solely because they fell out of
the above described search. No preference toward these sources, or
against any other source is either implied or intended.
SLIDE
CLICK Each line is a hyperlink to a "snapshot" clipping of the actual story.

The links in the online version of this course take the participant to
the actual story on the Internet. Click one or two links to show the
story snapshot.

EXPLAIN A search on the term +pta +theft (September 28, 2009) returns tens
of thousands of results.
Clearly there is a problem.

SLIDE
Note: This slide is essentially just some visual humor, inserted to let
the course "breathe" a little. Let the animation run for a few seconds
and in your own words say something like "OK, now let’s learn some
ways to avoid the potholes."
The animation repeats on roughly a 5 second cycle.

SLIDE
EXPLAIN in your
own words.
If "There are many potholes on the road to ethical decisions" the

Golden Rule/Ethic of Reciprocity gives us a centerline to follow to
help keep us out of the ditches on either side.
Time Saver – Page 10 of the Participant’s Manual contains a print

copy of many formulations of the Golden Rule/Ethic of Reciprocity
(included on the next page of this Facilitator’s Manual). Let the first
few seconds of the animation play then move to the next slide.
Explain to the participant’s that their Participant’s Manual contains
the complete text of the animation.
The animation repeats on roughly a 90 second cycle.

[Note: This page is included on Page 10 of the Participant’s Manual]
The Golden Rule/Ethic Of Reciprocity
Ancient Egyptian Jainism
Do for one who may do for you, that you may cause him thus to do. One should treat all creatures in the world
The Tale of the Eloquent Peasant, 109 — 110 as one would like to be treated.
Translated by R.B. Parkinson. Mahavira, Sutrakritanga 1.11.33
Ancient Greek Philosophy Judaism

Pittacus — Do not to your neighbor what you would take ill from him. What is hateful to you, do not do to your neighbour. This is the whole
Thales — Avoid doing what you would blame others for doing. Torah; all the rest is commentary. Go and learn it.
Isocrates — Do not do to others what would anger you Hillel, Talmud, Shabbath 31a
if done to you by others.
Epictetus — What thou avoidest suffering thyself seek Native American Spirituality
not to impose on others. We are as much alive as we keep the earth alive.
Chief Dan George
Bahá'í Faith
Lay not on any soul a load that you would not wish to be laid upon Sikhism
you, and desire not for anyone the things I am a stranger to no one; and no one is a stranger to me.
you would not desire for yourself. Indeed, I am a friend to all.
Bahá'u'lláh, Gleanings Guru Granth Sahib, p.1299
Buddhism Taoism
Treat not others in ways that you yourself would find hurtful. Regard your neighbour's gain as your own gain
The Buddha, Udana-Varga 5.18 and your neighbour's loss as your own loss.
Lao Tzu, T'ai Shang Kan Ying P'ien, 213-218
Christianity
In everything, do to others as you would have them do to you; Unitarianism
for this is the law and the prophets. We affirm and promote respect for the interdependent web
Jesus of Nazareth, Matthew 7:12 of all existence of which we are a part.
Unitarian principle
Confucianism
One word which sums up the basis of all good conduct....loving- Universal Declaration of Human Rights
kindness. Do not do to others what you do not want done to yourself. All human beings are born free and equal in dignity and rights.
Confucius, Analects 15.23 They are endowed with reason and conscience and should act
towards one another in a spirit of brotherhood.
Global Ethic United Nations General Assembly
The Declaration Toward a Global Ethic from the Parliament of the
World’s Religions (1993) proclaimed the Golden Rule Wicca
(both in negative and positive form) An it harm no one, do what thou wilt
as the common principle for many religions. The Wiccan Rede
Hinduism Yoruba Proverb (Nigeria)

This is the sum of duty: do not do to others what would cause pain One going to take a pointed stick to pinch a baby bird should first try
if done to you. it on himself to feel how it hurts.
Mahabharata 5:1517
Zoroastrianism
Humanism Do not do unto others whatever is injurious to yourself.
Don't do things you wouldn't want to have done to you Shayast-na-Shayast 13.29
British Humanist Society.
Combined from the following sources
Islam http://www.scarboromissions.ca/Golden_rule/sacred_texts.php
Not one of you truly believes until you wish for others http://en.wikipedia.org/wiki/Ethic_of_reciprocity
what you wish for yourself. http://www.interfaithdialoguebasics.be/golden%20rule%20and%20gl
The Prophet Muhammad, Hadith obal%20ethic.htm
http://www.religioustolerance.org/reciproc.htm
http://www.un.org/en/documents/udhr/index.shtml

SLIDE
EXPLAIN The idea of a "triple filter," "three-way test," etc. has been around a
long time. It is used here as a rule of thumb to be applied to making
a decision to determine whether or not it is ethical within the PTA
context. The idea being if an action is legal, follows PTA Policies,
and advances PTA’s Mission and Purposes, we can have a high
degree of confidence that the action will one that can be considered
ethical within the PTA context.

SLIDE
EXPLAIN in your
own words.
"The First Filter"
Joke (optional): "This course is neither a lawyer, nor does it play one
on television"
Definition (optional): Although it is not necessary for you take the

time to define the terms in class, should someone ask for definitions
of compounding and misprision:
• COMPOUNDING A FELONY - The act of a party immediately

aggrieved, who agrees with a thief or other felon that he will
not prosecute him on condition that he return to him the goods
stolen or who takes a reward not to prosecute.
• MISPRISION OF FELONY - Whoever, having knowledge of
the actual commission of a felony cognizable by a court of the
U.S., conceals and does not as soon as possible make known
the same to some judge or other person in civil or military
authority under the U.S. 18 USC. Misprision of felony is the
like concealment of felony, without giving any degree of
maintenance to the felon for if any aid be given him, the party
becomes an accessory after the fact.
Definitions are from www.lectlaw.com

SLIDE
EXPLAIN in your
own words.
"The Second
Filter"
SLIDE
EXPLAIN in your
own words.
Note: These are the actual National PTA Basic policies from the
actual National PTA Bylaws, Article III.

SLIDE
EXPLAIN in your
own words.

SLIDE
EXPLAIN in your
own words.
A natural question is "Does National PTA have an 'official' code of

ethics as part of its policies?"
While the National PTA does not have an "official" code of ethics, a
number of state and local PTAs do.
Time Saver – Page 17 of the Participant’s Manual contains a print

copy of "A PTA Code Of Ethics" (included on the next page of this
Facilitator’s guide). Point this out to the participants and let them
read it on their own.

[Note: This page is included on Page 17 of the Participant’s Manual]
A PTA Code Of Ethics
Adapted from the Wisconsin PTA website, author unknown
• As a PTA volunteer, I realize that I am subject to a code of ethics similar to that

which binds the professional in the field in which I work. Like them, I assume certain
responsibilities and expect to account for what I do in terms of what I am expected to
do:
• I will keep confidential matters confidential.
• I interpret "volunteer" to mean that I have agreed to work without compensation in
money, but having been accepted as a worker, I expect to do my work according to
standards, as the paid staff expect to do their work.
• I promise to take to my work an attitude of open-mindedness; to be willing to be
trained for it; to bring to it interest and attention.
• I realize that I may have assets that my co-volunteers may not have and that I shall
use these to enrich the project at which we are working together.
• I realize also that I may lack assets that my co-volunteers have, but I will not let this
make me feel inadequate but endeavor to assist in developing teamwork.
• I plan to find out how I can best serve the activity for which I have volunteered, and
to offer as much as I am sure I can give, but no more.
• I realize that I must live up to my promise and therefore, will be careful that my
agreement is so simple and clear that it cannot be misunderstood.
• I believe that my attitude toward volunteer work should be professional. I believe that
I have an obligation to my work, to those who direct it, to my colleagues, to those
whom it is done, and to the public.
Adapted from:
http://www.wisconsinpta.org/pages/Codeofethics.cfm

SLIDE
EXPLAIN in your
own words.
"The Third and

Final Filter"
SLIDE
EXPLAIN in your
own words.

SLIDE
EXPLAIN in your
own words.
SLIDE
EXPLAIN in your
own words.

SLIDE
EXPLAIN in your
own words.
SLIDE
EXPLAIN in your
own words.

CASE Time: 20 Minutes
STUDIES
SLIDE
EXPLAIN in your
own words.

SLIDE
CASE STUDY This is the case study "dashboard." You can navigate to either of the
NOTES two case studies on the top row. The others are "grayed out" and are
included just to show the titles of the cases that are covered in the
online version of this course.
You may process the two case studies on the top row in any order
you choose.
After you process both case studies, you are automatically

transferred to Conclusion, Slide 29. You are also transferred to
Conclusion, Slide 29 if you click Go To Conclusion in the lower
right, or press CTL+END.
Processing The Case Studies
The Participant’s Manual has a print version of both of the two

cases, but it does not contain the discussion attached to each of the
three outcomes proposed for each case. The discussion of each
outcome is contained in this Facilitator’s Guide, and the Case Study
Outcomes handout. Outcomes can also be reviewed by going
through the online version of this course.

You may use your judgment as to how you would like to process the
cases. Here are two options:
Option 1: Work As A Group (Takes less time than Option 2)

• Quickly read out the case titles then ask the group "OK, Which
Case Do We Work on First"
• Click the title of the case the most participants want to start with.
• Click case selected, and then read it when it appears. You may
want to ask for a volunteer to read the case. If nobody volunteers
(many people are uncomfortable with reading in public), you will
have to do it.
• After reading the case, remind the participants about the "Triple
Filter"
o Is it legal?
o Does it follow PTA policies?
o Does it advance PTA’s Mission and Purposes?
• Ask the group for a consensus of which of the three proposed
outcomes to take, and then click the link for that outcome. If the
group selects the recommended outcome, you will be able to
proceed back to this slide, and select another case. If the group
does not select the recommended outcome, you will be recycled
to the case page to try again.
• Facilitate the group talking about their thoughts on the case and
the outcomes selected.
• After you complete your first case, go on to complete the
remaining one.

Option 2: Team Presentations (Takes more time than Option 1)
• Divide the class into two teams (note, if there are more than 10-
to-12 people in the class do not use this option as groups of more
than 5-6 persons will be too large for everyone to have a chance
to participate thereby defeating the purpose of working the case
as a team)
• Assign a case to each team; give them 5 minutes to decide as a
team which of the three outcomes proposed for each case their
team would select and their rationale for selecting their chosen
outcome.
• When five minutes is up, call the class back to order.
• Volunteer a team to make the first presentation. Click the team’s
case to project the case situation.
• Have the team quickly summarize the case, then state their
chosen outcome and rationale.
• Click the outcome selected by the team. Review the discussion of
the outcome. If the group selected the recommended outcome,
you will be able to proceed back to the case study selection slide,
and select the other case. If the group does not select the
recommended outcome, you will be recycled to the case page to
select another outcome. If this happens, ask the group to select
another outcome.
Whichever option you choose, or if you use a method of your

own invention, be sure to leave yourself 10 minutes to wrap up
the session.
Following below, each case scenario is reproduced, and grouped

with the three outcomes proposed for each case. Remember, the
only thing provided to the participants in their Participant’s Manual
are the case scenarios themselves, the participants are not provided
with the write-up for the proposed outcomes until after you process
each case, at which time you should hand out the Case Study
Outcomes handout.
It is highly unlikely that you will have time to chase down each
outcome for each case. That is why you should distribute the Case
Study Outcomes handout after working the two cases.

SLIDE
This slide IS
reproduced in the
Participant’s
Manual

SLIDE
SLIDE
This is the
recommended
response.

SLIDE
SLIDE
This slide IS
reproduced in the
Participant’s
Manual

SLIDE
This is the
recommended
response.

SLIDE
Note: This case is the only case with a "surprise" follow-on to the
selected answer. It has been included:
• To "break the pattern" and lend a little variety and interest to the
course
• To reinforce that sometimes doing the right thing does have a
little extra reward

SLIDE
SLIDE

DISTRIBUTE After working both of the cases pass out the Case Study Outcomes
handout and explain that this contains the write-up of each of the
three outcomes for both of the cases covered in class.

CONCLUSION Time: 10 Minutes
SLIDE
READ Read the slide to the participants.

SLIDE
EXPLAIN in your
own words.

SLIDE
EXPLAIN in your
own words.
Note: Preventing Theft In Your PTA is available both online, and in a

classroom version presented by a Training Capacity Building
Initiative (TCBI) Facilitator.

SLIDE
EXPLAIN in your
own words.

THANK Thank the participants for coming and volunteering their time to be at
this training session.
Encourage the participants to go to www.pta.org and take the E-

Learning version of this course to see the remaining five case
studies, and to obtain a Certificate of Completion for the course.
COURSE • Draw the participant’s attention to the course evaluation at the
EVALUATION back of their Participant’s Manual.
• Request that the participants complete and turn in the course
evaluation.
• Collect and mail the completed and Participant’s course
evaluations to:
Course Evaluations
Training Department
National PTA
541 N. Fairbanks Ct., Suite 1300
Chicago, IL 60611
• Please let us know how you think the course went, and provide
any feedback you'd like to share, by completing an online
Facilitator’s evaluation at
https://ptaspeakers.wufoo.com/forms/ethical-leadership-
facilitator-feedback/


Ethical Leadership: Facilitator's Guide

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ethical Leadership: Facilitator's Guide

Uploaded by

Copyright:

Available Formats

National Training Library

National PTA Training Department

After completing this course participants will have:

COURSE CONCEPTUAL FRAMEWORK

Part 1: Foundation — What Is Ethics?

Part 2: Practice — Case Studies in Ethical Decision-Making

National PTA Training Department

YOU CAN’T PHONE IT IN

FACILITATOR • This Facilitator’s Guide

National PTA Training Department

Rehearse your presentation of the workshop at least twice the night

National PTA Training Department

To download the file from the TCBI Wiki

5. After you click the Ethical Leadership Presentation link, a File

National PTA Training Department

You may find it convenient to save the Ethical Leadership

To open the file and start the Ethical Leadership Presentation,

National PTA Training Department

To install the free Flash player, go to

Follow the directions to download and install the Flash player on

National PTA Training Department

To get the free Adobe Reader, go to:

For additional information on Microsoft Word, go to:

Practice using these keys to navigate the Ethical Leadership

Press this key To Go To

National PTA Training Department

In the online version of this course, the hyperlinks connect to source

This was done to allow this version of the course to be presented

Regrettably it is highly unlikely that you will have time in class to

National PTA Training Department

National PTA Training Department

SUMMARIZE Summarize the learning objectives with the participants.

National PTA Training Department

Note: The underlined text is a hyperlink that connects to the actual

National PTA Training Department

Recommendation: Because of your limited time, just click two or

Note: The quotes chosen are ones that turned up in a series of

An Internet search on the question "What Is Ethics" drew an even 40

National PTA Training Department

This slide illustrates that a number of people with fairly diverse

CLICK Each line is a hyperlink to a "snapshot" clipping of the actual story.

National PTA Training Department

Clearly there is a problem.

The animation repeats on roughly a 5 second cycle.

National PTA Training Department

If "There are many potholes on the road to ethical decisions" the

Time Saver – Page 10 of the Participant’s Manual contains a print

The animation repeats on roughly a 90 second cycle.

National PTA Training Department

Ancient Greek Philosophy Judaism

Hinduism Yoruba Proverb (Nigeria)

National PTA Training Department

National PTA Training Department

"The First Filter"

Definition (optional): Although it is not necessary for you take the

• COMPOUNDING A FELONY - The act of a party immediately

Definitions are from www.lectlaw.com

National PTA Training Department

National PTA Training Department

National PTA Training Department

A natural question is "Does National PTA have an 'official' code of

Time Saver – Page 17 of the Participant’s Manual contains a print