Administrators' Perceptions of Educator Ethical Decision Making

Project Lead: 
Real name: 

Email

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Cheryl Burleigh, Ed.D.

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Dr. Cheryl Burleigh
First and Last Name: 
Cheryl Burleigh

History

Member for
3 years 4 months
Phone: 
(925) 997-0258
Current and Ongoing Research Interests: 

Using Storytelling and Role Play as a Learning Strategy with Incarcerated Women: Teaching and Learning in the Arts Research Group

School Leaders' Reflective Blogs Inspire Systemic Change: Narrative Inquiry: Teaching and Learning in the Arts Research Group

An Exploratory Phenomenology Study of Educators’ Bullying Experiences in the Workplace: Ethics in Education Research Group

Administrators’ Perceptions of Educator Ethical Decision Making

The specific topic will address what administrators observe and awareness of the processes in which faculty at their school site employ ethics in decision making throughout the school day including communication with students, parents, staff, and the school community.  The study will also explore administrators’  perceptions if an ethical climate exists within the school site, how do teachers report issues that may be of ethical concerns for possible investigation, and training and conduct-what is and is not being done at the school site or within the school district.

Conducting a preliminary literature search revealed no known research or body of evidence that directly addresses this topic. Research conducted in the area of ethics and education centered on decision making that is specific to school administrators and educators at the university level, the teaching of ethics to educators and/or students, and the ethics of school based research. The Ethics of Teaching as a Moral Profession by Elizabeth Campbell investigated the intangibles of the teaching profession, specifically morals and ethics. The Ethical Teacher by Elizabeth Campbell explored topics of ethics within the teaching profession. Of interest, learning to create an ethical culture, a chapter devoted to ethical knowledge. Additional work is available on studies such Finnish Teachers' Ethical Sensitivity which examined teacher’s perceived ethical sensitivity within the classroom based on ethical professionalism of educators. 

The proposed methodology for the study is an exploratory design. The exploratory design research methodology best suits this study since the topic is one in which there are no current studies or research available. Further research and additional studies may be forthcoming based on the outcomes of the initial study. Later investigations may be needed to gain further insight to the topic and explore the relevance of the topic in other regions of the country and demographically.

The study will take place in the San Francisco Bay Area of Northern California. Administrators from different secondary school systems including public, charter, and private secular and non-secular will be solicited to participate in the study. The purposeful sample might inform the general population and lead to further research.

The study will examine data derived from the research questions posed to administrators of four different types of secondary school systems; public, charter and private secular and non-secular. The data analysis plan is twofold. A survey will be sent to administrators of secondary schools in the San Francisco Bay Area. The surveys (n=100) will be equally distributed to each of the secondary school systems; public, charter, private secular and private non-secular. Interviews will be conducted with administrators (n= 4 to 6) who represent each of the secondary school systems.  The survey and interview questions will be the same to maintain consistency. During the interview process, participants will be able to expand the responses given that could provide additional insight to the topic and consideration of questions that may prompt future studies.  Upon receipt of the survey data, commonalities will be examined. The data derived from both the survey and interviews will be triangulated.

Capacity building and partnering will take place with the California Department of Education (CDE) and the California Private Schools Advisory Committee, Public School Districts in the San Francisco Bay Area, and California Charter Schools Association. Each of the organizations would be able to facilitate the introduction of the study and provide contact information of schools and administrators who would like to participate in the study.

An Autoethnographic Reflection-Embracing Difference: An understanding of transgender issues of a high school administrator

Abstract

As an educator and administrator, we are governed to provide all students with equal access and educational opportunities as a fundamental right under the California Constitution. Therefore, administrators are versed on education law, statutes, and policies both at the state and district level. Yet, what happens when a new situation, which has never been discussed arises; that of a transgender student. How is the student welcomed into the high school community, policy shaped, and possible fears and concerns mitigated? This autoethnographic reflection addresses this challenging, educational yet uplifting situation which arose when a new student decided in enroll in a northern California high school.

20 Years Forward: The Impact of Encouraging High School Female Students to Enroll in the Physical Sciences

A reflective look at the impact of research conducted 20 years ago with female urban high school students who were mentored by female professionals in non-traditional occupations. Where are these high school students today, did these young women take physical science classes college and did they pursue a career in the physical sciences?

Observational Studies of International Education Practices of Underprivileged Students

Current research focus of children living in areas where education is not compulsory. Questions posed during the observational study focused on how these children received a basic education, what is the curriculum provided and who develops of the curriculum for the students, what organizations or entities are responsible or involved in the process, the reaction of the local or state government,  how are funds raised to make sure the schools stay open, what are the credentials of the teachers and how is the teaching staff chosen, and the overall learning environment and educational progress of the children.

A Call for Equal Educational Opportunities in California: Retention of Effective Educators

A review of Vergara v. The State of California, the initial court ruling, and subsequent appellate court ruling of the case. The review of Vergara will be based on current public records. An autoethnographic response to the impact of the Vergara case will be presented from the perspective of a high school administrator.  Specific experiences will be shared as to the relationship between the teacher union and district, how ineffective educators are vetted, benefits of identifying ineffective educators for both the education of the students directly impacted and the school community, and building a relationship of trust between educators, school administrators, and the school district.

Publications: 
Identifying academically at-risk students within a suburban Northern California public high school professional learning community
Can the DREAM Still Exist?
The Aftermath of Trump: A challenge for education leaders and a call for youth activism
I Am What I Become – Constructing an Identity as a Lifelong Learner
A Higher Calling Awaits: The Journeys of Encore Educators
An Autoethnographic Reflection-Embracing Difference: An understanding of transgender issues of a high school administrator
Can the DREAM Still Exist?
The Aftermath of Trump: A Challenge for Education Leaders and a Call for Youth Activism
Can the DREAM Still Exist?
The Aftermath of Trump: A Challenge for Education Leaders and a Call for Youth Activism
Identifying Academically At-Risk Students within a Suburban Public High School PLC
Intersections
Healthy Leadership in the Digital Age: Posturing, Poses, and Yoga
University of Phoenix Courses: 
DOC/733
DOC/734
DOC/741
DOC/742
Professional Bio: 
Dr. Cheryl Burleigh is an advocate for educational change and awareness, empowering educators and administrators to support positive transformation within school systems. Dr. Burleigh is a Research Fellow for the Center for Professional Responsibility in Education. She has more than 25 years of experience in the field of education as a middle and high school educator and administrator both internationally and in the San Francisco Bay area. Dr. Burleigh had the privilege to serve in this capacity in public, private, and charter schools. Dr. Burleigh spent a total six years overseas as an Assistant Head of Schools at the Luanda International School, Luanda, Angola and Curriculum and IB Director for the American International School, Lagos, Nigeria. In the San Francisco Bay Area, she held various administrative positions ranging from Dean of Student Services to Dean of Academic and Faculty Affairs. For the University of Phoenix, she facilitates a variety of courses in the sciences, humanities, and education. Dr. Burleigh serves as a UoPX dissertation committee member and teaches at the doctoral level. Dr. Burleigh’s expertise is in the area of curriculum development, leadership, and educator decision-making. Her academic research interests include ethical decision making, education law, empowering females students in STEM, Next Generation Science Standards, curriculum, school leadership, education equity and LGBTQ issues, comparative education, authoethnography, and mixed methods research. Dr. Burleigh has been a presenter of science education curriculum and practices and educational leadership for school programs and administrators, state teacher associations, national and international conferences, and on behalf of NASA. She has won numerous grants and awards for curriculum and leadership development in science education including the BP A+ for Energy Award. Dr. Burleigh recently completed a series of observational studies of international education practices of underprivileged students.
Degrees Completed: 
Doctoral Degree
Education Leadership Curriculum and Instruction
University of Phoenix
2012
Masters Degree
Education, Concentration Curriculum
California State University East Bay
1996
Bachelors Degree
Chemistry/Biochemistry
University of Illinois Urbana-Champaign
1984
Bachelors Degree
History/Political Science/International Relations
University of Illinois Urbana-Champaign
1984
Academic Appointments: 
Associate Faculty Member, Dissertation Chair, Committee Member
University of Phoenix School of Advanced Studies
Duration: 
Wednesday, July 30, 2014
Associate Faculty Member
University of Phoenix College of Humanities and Sciences
Duration: 
Friday, July 25, 2008
Lead Faculty Area Chair, Mathematics and Sciences
University of Phoenix College of Humanities and Sciences
Duration: 
Thursday, October 30, 2008
Faculty Supervisor
University of Phoenix College of Education
Duration: 
Monday, January 9, 2017
University Supervisor
Brandman University School of Education
Duration: 
Thursday, August 3, 2017
Adjunct Faculty
National University Sanford College of Education, Department of Teacher Education
Duration: 
Monday, August 21, 2017
Dean of Academic and Faculty Affairs/Principal Upper School Grades 6 -12
Quarry Lane School
Academic Administrator/Vice Principal
San Francisco Flex Academy
Dean of Student Support and Services
Alameda High School
Science Educator, Special Assignment
San Ramon Valley High School
Curriculum and IB Director
American International School
Science Educator, Women's Golf Coach
Monte Vista High School
Assistant Head of School, Middle School Principal/Director, IB K-8
Luanda International School
Science Educator
Charlotte Wood Middle School
Science Educator, Softball Coach
San Lorenzo High School
STELLAR Program Program Manager K-12 Curriculum and Instruction Specialist
NASA Ames Educational Outreach
Honors and Awards: 
A+ for Energy
British Petroleum- BP
Year Awarded: 
2004
Project Name (Optional): 
Fill'er Up with Fries
Tri-Valley Educational Foundation: Science
Tri-Valley Educational Foundation
Year Awarded: 
2002
Project Name (Optional): 
Making Measurement Count
San Ramon Valley Educational Foundation: High School Science
San Ramon Valley Educational Foundation
Year Awarded: 
2005
Project Name (Optional): 
The Art of Chemistry
San Ramon Valley Educational Foundation: High School Science
San Ramon Valley Educational Foundation
Year Awarded: 
2003
Project Name (Optional): 
The Chemistry of Food
Professional Education: 
Administrative Services Cleared Tier II Credential
Brandman University
Year Awarded: 
2014
Administrative Services Credential Tier I
Chapman University
Year Awarded: 
2008
CLAD
University of San Diego
Year Awarded: 
2003
Clear Professional Single Subject Credential
California State University East Bay
Year Awarded: 
1994
Clear Professional Single Subject Credential: Physical Science
California State University East Bay
Year Awarded: 
1994
Clear Professional Single Subject Credential: Biology
California State University East Bay
Year Awarded: 
1994
Clear Professional Single Subject Credential: Introduction to Mathematics
California State University East Bay
Year Awarded: 
1994
Clear Professional Single Subject Credential: Comparative Political Systems & International Relations
California State University East Bay
Year Awarded: 
1994
Clear Professional Single Subject Credential: Social Science
California State University East Bay
Year Awarded: 
1994
Professional Suffix: 
Ed.D.
Primary College or School: 

Would a standard national educational code of ethics change educator perceptions of reporting instances in the classroom or with fellow staff members to administrators? How would a standard code of ethics affect the relationship between administration and educators? How does non-action affect administration and educators’ relations?

This qualitative exploratory design will address what administrators observe and awareness of the processes in which faculty at their school site employ ethics in decision making throughout the school day including communication with students, parents, staff, and the school community. The study will also explore administrators’ perceptions if an ethical climate exists within the school site, how do teachers report issues that may be of ethical concerns for possible investigation, conduct, and available training: what is and is not being done at the school site or within the school district. Without this data, educational leaders may not have an understanding of the role and relationship of administrators and educational staff to the importance of making sound ethical decisions for the betterment of the school community and the students they served.

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