National Training Library

National Training Library

Ethical Leadership Facilitator’s Guide

Copyright, National PTA, 2009

National PTA Rev 30 SEP 2009

Training Department 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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-3-

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 SUPPLIES

• • • • • • • • •

This Facilitator’s Guide 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)

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-4-

• • •

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 MATERIALS (ONE COPY PER EACH PARTICIPANT, PLUS A RECOMMENDED 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.

•

The Participant’s Manual (it’s up to you whether you simply have these handouts copied and stapled together, or in a ring-binder or bound in some other manner) Case Study Outcomes handout. This contains the three outcomes that correspond to the three choices proposed for each of the case studies you will cover in class. Do not distribute this handout until after you cover the case studies.

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-5-

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 LEADERSHIP PRESENTATION

Unlike some other training programs with which you may be familiar, the visual aid for this program is a standalone file. Simply download 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 .

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-6-

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 National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-7-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-8-

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 SHORTCUTS

In addition to navigating through the Ethical Leadership Presentation 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 Home End Right Arrow Left Arrow CTL+M CTL+End

SLIDE NUMBERING

To Go To First slide of the course Last slide of the course Next slide of the course Previous slide of the course Course Map Jump to Conclusion slide

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-9-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-10-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-11-

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."

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-12-

What Is Ethics?

Time: 20 Minutes

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-13-

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 ELearning program which is "Ethics deals with the question ‘What National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-14-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-15-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-16-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-17-

[Note: This page is included on Page 10 of the Participant’s Manual]

The Golden Rule/Ethic Of Reciprocity Ancient Egyptian Do for one who may do for you, that you may cause him thus to do. The Tale of the Eloquent Peasant, 109 — 110 Translated by R.B. Parkinson.

Jainism One should treat all creatures in the world as one would like to be treated. Mahavira, Sutrakritanga 1.11.33

Ancient Greek Philosophy Pittacus — Do not to your neighbor what you would take ill from him. Thales — Avoid doing what you would blame others for doing. Isocrates — Do not do to others what would anger you if done to you by others. Epictetus — What thou avoidest suffering thyself seek not to impose on others.

Judaism What is hateful to you, do not do to your neighbour. This is the whole Torah; all the rest is commentary. Go and learn it. Hillel, Talmud, Shabbath 31a

Bahá'í Faith Lay not on any soul a load that you would not wish to be laid upon you, and desire not for anyone the things you would not desire for yourself. Bahá'u'lláh, Gleanings Buddhism Treat not others in ways that you yourself would find hurtful. The Buddha, Udana-Varga 5.18 Christianity In everything, do to others as you would have them do to you; for this is the law and the prophets. Jesus of Nazareth, Matthew 7:12 Confucianism One word which sums up the basis of all good conduct....lovingkindness. Do not do to others what you do not want done to yourself. Confucius, Analects 15.23 Global Ethic The Declaration Toward a Global Ethic from the Parliament of the World’s Religions (1993) proclaimed the Golden Rule (both in negative and positive form) as the common principle for many religions. Hinduism This is the sum of duty: do not do to others what would cause pain if done to you. Mahabharata 5:1517 Humanism Don't do things you wouldn't want to have done to you British Humanist Society. Islam Not one of you truly believes until you wish for others what you wish for yourself. The Prophet Muhammad, Hadith

Native American Spirituality We are as much alive as we keep the earth alive. Chief Dan George Sikhism I am a stranger to no one; and no one is a stranger to me. Indeed, I am a friend to all. Guru Granth Sahib, p.1299 Taoism Regard your neighbour's gain as your own gain and your neighbour's loss as your own loss. Lao Tzu, T'ai Shang Kan Ying P'ien, 213-218 Unitarianism We affirm and promote respect for the interdependent web of all existence of which we are a part. Unitarian principle Universal Declaration of Human Rights All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. United Nations General Assembly Wicca An it harm no one, do what thou wilt The Wiccan Rede Yoruba Proverb (Nigeria) One going to take a pointed stick to pinch a baby bird should first try it on himself to feel how it hurts. Zoroastrianism Do not do unto others whatever is injurious to yourself. Shayast-na-Shayast 13.29 Combined from the following sources http://www.scarboromissions.ca/Golden_rule/sacred_texts.php http://en.wikipedia.org/wiki/Ethic_of_reciprocity http://www.interfaithdialoguebasics.be/golden%20rule%20and%20gl obal%20ethic.htm http://www.religioustolerance.org/reciproc.htm http://www.un.org/en/documents/udhr/index.shtml

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-18-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-19-

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

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-20-

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. National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-21-

SLIDE EXPLAIN in your own words.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-22-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-23-

[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

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-24-

SLIDE EXPLAIN in your own words. "The Third and Final Filter"

SLIDE EXPLAIN in your own words.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-25-

SLIDE EXPLAIN in your own words.

SLIDE EXPLAIN in your own words.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-26-

SLIDE EXPLAIN in your own words.

SLIDE EXPLAIN in your own words.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-27-

CASE STUDIES

Time: 20 Minutes

SLIDE EXPLAIN in your own words.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-28-

SLIDE

CASE STUDY NOTES

This is the case study "dashboard." You can navigate to either of the 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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-29-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-30-

Option 2: Team Presentations (Takes more time than Option 1) • Divide the class into two teams (note, if there are more than 10to-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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-31-

SLIDE This slide IS reproduced in the Participant’s Manual

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-32-

SLIDE

SLIDE This is the recommended response.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-33-

SLIDE

SLIDE This slide IS reproduced in the Participant’s Manual

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-34-

SLIDE This is the recommended response.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-35-

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

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-36-

SLIDE

SLIDE

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-37-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-38-

CONCLUSION Time: 10 Minutes SLIDE

READ

Read the slide to the participants.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-39-

SLIDE EXPLAIN in your own words.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-40-

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.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-41-

SLIDE EXPLAIN in your own words.

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-42-

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 ELearning version of this course to see the remaining five case studies, and to obtain a Certificate of Completion for the course.

COURSE EVALUATION

• • •

•

Draw the participant’s attention to the course evaluation at the 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-leadershipfacilitator-feedback/

National PTA Rev 30 SEP 2009

Training Department Copyright, National PTA, 2009

-43-