The Center for Leadership and Ethics

The Center for Leadership and Ethics is founded on the principle that character development is a process and that character is manifest in our decisions and actions. People and organizations of character will seek to discover the truth, decide what is right,* and demonstrate the courage and commitment to act accordingly.

*(A “right” decision will be efficient, effective, and ethical)

The process of character development includes education, practice, assessment, and leadership. These four elements, blended together in a systematic and continuous program will inform, inspire, and foster character in individuals and organizations. It is a proven method, endemic to the leader development systems in place at our Federal Service Academies whose vision, mission, and goals include the development of both character and competence - in concert with each other.

Developmental Concept

Instruction-Study-Reflection >>> Knowledge & Understanding

Practicum >>> Adherence & Discipline

Assessment >>> Confidence & Belief

Experience >>> Leadership & Wisdom

These are the activities that develop both competence and character – simultaneously.

In order to help foster the growth of character in individuals and for organizations, academic institutions, and corporations, the Center for Leadership and Ethics applies the principles of systems engineering. These include:

Research and assessment in order to evaluate organizational attitudes, policies, and practices.

Identification of the values and attributes that define vision, goals, ethos, culture, and traditions.

Analysis of alternatives and "courses of action" available in order to effect transformational change and to sustain and nurture ethical practices.

Program design based on vision, mission, standards, and resources - bridging the difference between what is desired and what is observed.

Planning and assisting with implementation for transformational change.

Assessment of results.

At each stage of the process, the Center for Leadership and Ethics works directly with the appropriate leaders and staff in order to ensure that all efforts are properly structured to meet the needs of the clients. The specifics of each support agreement will reflect the goals of the client.

CLE in Education

The CLE Mission:

To develop character in people and institutions, building a foundation of trust, through education and teamwork, in pursuit of life's goals.

The CLE transformational process provides the motivation and ability to develop students, faculty, and administration in both competence and character. The method is adapted from the Cadet Leader Development System in place at the United States Military Academy, West Point, New York.

The purpose of the USMA is to develop “Leaders of Character who serve the common defense.” Thus, its developmental programs are designed to provide for the competencies required of a leader and, simultaneously, the ethical qualities of an honorable person.

In like manner, our schools and universities exist to provide their communities and our society with trustworthy citizens of competence and character. Young people must be educated and inspired to accept the responsibilities of citizenship, fulfilling those obligations with competence and due regard for law and the rights of all people to life, liberty, and pursuit of happiness.

In order to achieve these essential complementary goals of competence and character, policies, programs, course-work, and extra-curricular activities must be designed such that each informs and emphasizes ethical principles, decisions, and actions. By taking this approach, the goal (Students of Competence and Character) is attained at no additional costs to the school or its district. No additional time, personnel, or materials are required.

The method proceeds from the basic learning-model employed at each school:

Instruction, Study, and Reflection which provide for knowledge and understanding.

Practice (e.g., homework, projects, reports, etc.) and Practicum (e.g., Service Learning) which enable adherence and discipline.

Assessment (e.g., examinations) supporting belief and confidence -- as the efficacy of what has been learned is demonstrated.

Experience (e.g, internships, work-study, competition, athletics, drama, volunteer service, etc.) which develops Citizenship, Leadership & Wisdom.

These complementary elements of the developmental process are symbiotic and synergistic. The programs whereby they are implemented must be coordinated, integrated, sequential, and progressive throughout the duration of the academic curriculum (e.g., pre-K through 12 and on into post-secondary education). The intent is to develop the student intellectually, physically, socially, ethically, and in the domain of the human-spirit.

This proven, universally employed method supporting learning in classrooms, on athletic fields, and in the arts is the only effective opportunity for the development of character. Character denotes our true nature (e.g., values, virtues, ethics, mores, sense of purpose/identity, aesthetics, etc.). The degree to which we are trustworthy; that is our competence and our character are revealed in our decisions and actions. Thus, the basic decision-making paradigm is a key to addressing the challenge of developing competence and character concomitantly, without budget modifications.

Arguably, making-decisions is the most important challenge that we face. Our decisions precede our actions, shaping and defining our quality of life and our relationships. Yet in our developmental academic and social life, we are rarely exposed to the factors that should be considered, carefully, when we are faced with important choices. In our education system, we are most often asked to demonstrate our ability to solve problems (e.g., mathematics, science, humanities, etc.). We are given assignments (e.g., tests, homework, projects) where the requirement is defined and we are challenged to complete the task. This approach is “transactional.” However, in life, we are rarely given the problem to be solved. We must determine what is to be resolved before we can begin the solution process. It is in redressing this condition that the greatest gains can be made in preparing students for citizenship, as we prepare them to contribute their talents to the benefit of society.

We offer, as an axiom, that trust is the foundation for success in all endeavors. Trust is not sufficient to guarantee success, but without it all relationships are less efficient and will be less effective. Trust is defined as confidence in the competency and character of an institution, organization, group, or individual to fulfill obligations and commitments AND to do so in a “Good Way.” A person, group, or organization that is trustworthy will seek to discover the truth, decide what is right, and demonstrate the ability, courage, and commitment to act accordingly. Thus, in order to be worthy of trust, we must possess both competence and character. In effect, we must be able to make good decisions and be able to plan and act in order to effect desired results (outcomes).

In order to be trustworthy we must consistently demonstrate both competence and character. Yet, within our academic curricula the focus is routinely on developing student competency; character is often ignored or it is addressed separately, outside the normal academic schedule. However, it is desirable for every teacher to take advantage of the opportunity within the classroom setting to develop the ability of the student to make ethical decisions and to act accordingly.

When CLE works with students, faculty, and the school administration, we focus on the methodology for developing character commensurate with the traditional approach that develops competency. By incorporating this methodology, the teacher will motivate the student to understand the nature of critical-thinking, moral-reasoning, and values-based decision-making.

The decision process must be introduced, practiced, assessed, and implemented for students within academics and extracurricular activity, as illustrated below:

Develop a shared understanding of that which is desired (Vision, Purpose, Mission, Goals)

Develop Situational Awareness - Seek to Discover the Truth (i.e., employ critical thinking).

The difference between what is desired and what exists is the problem – that which must be resolved through transformation and transition.

Reaffirm, Recommit to Values - Those concepts and principles that are always important; these will all be honored in the development of the final plan and throughout its implementation.

Through creative-thinking, identify options and alternatives, rejecting any that would violate Values.

Analyze options and alternatives, using measures of efficiency and effectiveness.

Recommend or Decide - Select a "Right" course of action that is considered to be the “best” solution.

Plan for Implementation – coordinate, allocate resources, assign responsibility and authority.

Implement – act with competence, commitment, and character (e.g., integrity and courage).

Assess - continuously seeking the truth (situational awareness).

Adjust – Re-Enter the Decision Cycle.

This approach will develop both the competency and the character of all and effect the desired transition from where we begin to where we want to be.

The values or principles that will influence decisions and actions (in the method described) must be determined by the schools/districts in conjunction with the parents (PTA) and the students. Typical values that are consistent with our national ethos and culture include those that are stated in the Declaration of Independence and the Preamble to the Constitution of the United States of America. Examples are cited below:

Values that Frame the Nation

•Integrity - Decision-Making and Actions that are legal and based on ethical principles.

•Respect - Recognition of the intrinsic dignity and worth of all people and the sanctity of property.

•Service - Contribution on behalf of others (family, friends, community, enterprise).

•Justice & Mercy - Giving to each that which is due (fairness, empathy, forgiveness and compassion).

•Citizenship - Fulfilling the responsibilities of a member of society (e.g., obeying the law, voting, paying taxes, honoring customs and traditions).

•Honesty - Being truthful and seeking to discover the truth.

•Humility - Accepting one's finite, human limitations; recognizing one's dependence on others and society for peace, security, and happiness.

•Courage - Doing what is right despite fear, uncertainty, and risk.

•Responsibility - Fulfilling one's commitments and obligations, accepting the consequences of one's decisions and actions, and striving for excellence.

•Competence - The ability to accomplish one's goals, developing one's talents and potential to be the best one can be.

These values/principles are examples of those that influenced the early settlers who emigrated from Europe beginning in the 16th Century and they are the foundation upon which the Founding Fathers declared independence and eventually agreed on a national Constitution.

In order to begin, sustain, assess, reinforce, and improve the process that imbeds Character Development within the current school competency programs three elements are essential.

First, the schools/districts must understand and commit to the goal. It is an enduring and continuous effort.

Second, appropriate documentation must be written, promulgated, and embraced.

Finally, introduction of and reinforcement of this process must be provided for the administration, faculty, extracurricular directors, parents, and students (enabling all to participate and contribute).

Critical documentation includes: a statement of purpose and mission; articulation of school/district values (principles), and policies and practices within the school environment enabling the graduation of students prepared and inspired to begin fulfilling their roles as citizens of character. Generic examples of statements of purpose and mission follow:

Purpose

This School develops graduates who are prepared to contribute as Trustworthy Citizens of Competence and Character for their communities and our society.

Mission

The School educates and inspires students so that graduates understand the responsibilities of citizenship, are motivated to continue learning, and to contribute as productive members of their communities, providing a lifetime of service to our society.

These statements of purpose ("Why does the school exist?") and mission ('What must the school do?") clearly affirm the responsibility for educating and developing students in both character and competence.

In addition to preparing the schools/districts to adopt this charter (documentation, education of staff/faculty/parents/students), it is appropriate to design a system for assessing the character of the school and its students at the initiation of the commitment. As the process moves forward, assessment of effect is essential. Assessment must include four elements.

1. Affirm the theory advancing the development of character and competence within the school environment. Is it well understood? Is it consistent with modern concepts of learning generally accepted in the academic community? Adjust, as appropriate.

2. Are programs and activities designed in a manner that reflects the theory? Modify, if necessary.

3. Is implementation of the program efficient and consistent with the theory? Improve, as required.

4. Are outcomes, as reflected in student performance, attitudes, and behaviors, consistent with expectations and standards?

The role of CLE in this effort is to provide instruction and counsel, assisting with program design, educating faculty and parents, and apprising student leaders. We also assist with assessment of present status and of future results. This relationship is continuous, by mutual consent. While the contribution of CLE will be documented by the Memorandum of Understanding/Agreement, it may be modified, continued or cancelled at the request of the school without any penalty or obligation. All findings and decisions emanating from this relationship are proprietary to the school/district. The schools/districts may continue to avail themselves of benefits from the relationship, without approval from CLE.

This innovative, transformational program, offered by CLE will be integrated within existing instructional programs, afforded to all students. However, it will greatly benefit those enrolled in advanced placement courses (emphasizing "critical thinking" and "moral reasoning" within the process of decision-making). The Program complements existing curriculum and is a major contributor to fulfilling the fundamental purpose of education: to develop and inspire the student in mind, body, and spirit enabling informed, ethical, and competent decision-making. The program provides a unique and essential focus, not typically provided in today's public schools though clearly essential. The program only requires knowledge of methods of instruction and assessment, provided by CLE, and sustainable within the schools/districts. Schools adopting this program will be very competitive for the National Schools of Character program sponsored by the Character Education Partnership (CEP).