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Participants work through scripted, ensemble-based scenarios to explore high-stakes decision making. Compared with earlier studies, the second workshop group reports new insights into leadership style and improved ability to apply ethical frameworks. The approach highlights parallels between creative risk-taking and real leadership ambiguity among stakeholders.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/more-drama-in-school-leadership-developing-creative-and-ethical-capacities-in-the-next-generation-of-school-leaders/596549/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/more-drama-in-school-leadership-developing-creative-and-ethical-capacities-in-the-next-generation-of-school-leaders/596549.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What workshop method does the paper examine?","Question",{"text":112,"@type":113},"The paper examines an interdisciplinary workshop titled “The Drama in School Leadership” that uses applied drama processes and analysis to understand educational ethics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What benefits did participants report from the second workshop group?",{"text":117,"@type":113},"Participants reported new insights into leadership style and increased facility with applying ethical frameworks to leadership cases.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper connect applied drama to ethical decision making?",{"text":121,"@type":113},"It argues that drama helps participants develop a felt or embodied understanding of ethical decision making and better grasp complex stakeholder dynamics, even when ethical decisions involve ambiguity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596549,1792189514,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","MORE DRAMA IN SCHOOL LEADERSHIP:  \nDEVELOPING CREATIVE AND ETHICAL CAPACITIES IN THE NEXT  \nGENERATION OF SCHOOL LEADERS  \nJerome Cranston, University of Manitoba,  \nand Kristin Kusanovich, Santa Clara University  \nThis paper shares the outcomes derived from research conducted with the  \nparticipants of an interdisciplinary workshop entitled “The Drama in School Leadership” that employs applied drama processes and analysis in order to understand educational ethics. Participants explore high-stakes scenarios in school leadership by taking on roles in scripted cases with an ensemble.  \nFindings from previous research on a similar workshop had shown that these methods help develop a felt or embodied understanding of ethical decision  \nmaking. The findings generated from data generated from this second, different group of participants indicated new insights about leadership style and some increased facility with actual application of ethical frameworks to cases as a result of these methods. Participants also acknowledged the  \nparallels between creative risk-taking in applied drama and real school  \nleadership. Finally, participants articulated that while there is indeed  \nambiguity associated with ethical decision making, this approach allowed them to better understand the complex, even paradoxical dynamics between stakeholders in schools.  \nIntroduction  \nA growing body of literature suggests that school leaders need to understand how to lead from an ethical center, while keeping in mind a complex number offactors including an awareness of the viewpoints ofa multitude of stakeholders (for example, see Begley, 2010; Shapiro, Gross, & Shapiro, 2008; Shapiro & Stefkovich, 2005; Starratt, 1994; Strike, Haller, & Soltis, 2005) . To address this need, many leadership preparation programs often focus on the  \nvarious inputs to decision-making, such as the background of leader, strategies to gather information from stakeholders, and the various ethical frameworks to guide decision makers (Cooper, 1998; Greenleaf & Spears, 2002; Kouzes & Posner, 2007; Leithwood & Steinbach, 1995) . However, those very same preparation programs appear to overlook the fact that there are also negative impacts of both the decisions and the decision-making process. Branson (2010, p. 1), in fact, contends that those involved in supporting the development of school leaders “have yet to find the most effective way to help prepare current and future educational leaders for being able to confidently and effectively deal with their complex, problematic and unavoidable ethical decision making responsibilities.”  \nThough it might be assumed that ifa school leader manages the decision-making process then positive outcomes will take care of themselves, this does not seem to be the way relationships among staff play out (Kouzes & Posner, 2007) . There seems to be a taken-forgranted regard of the effects of leadership that implies that for many people leadership is viewed as being synonymous with “goodness”(Kellerman, 2004) . All too often, Palmer states, leaders are not aware that they are making a decision mired in ethical tension, nor are they necessarily prepared to meaningfully reflect on the process of deciding.  \nPalmer (1996) offers a powerful metaphor to dramatize the emotional tension that comes with ethical and unethical forms of leadership:  \nA leader is a person who has an unusual degree of power to create the conditions under which other people must live and move and have their being, conditions that can be either as illuminating as heaven or as shadowy as hell.  \nA leader must take special responsibility for what’s going on inside his or her own self, inside his or her consciousness, lest the act [emphasis added] of  \nleadership create more harm than good. (p. 200)  \nThere is indeed much more drama involved in decision making than a formula for good leadership could ever suggest (Kidder, 2009) .  \nSchool leaders, in practice, often become overwhelmed as t","cbCaif7FneeqjWbH","https://ap.wps.com/l/cbCaif7FneeqjWbH","pdf",238374,33,"English","# Introduction\n## Ethical leadership preparation and overlooked negative impacts\n## Ethical tension and metaphor for leadership\n## Drama as a method for ethical reflection\n## Workshop findings and embodied understanding","[{\"question\":\"What workshop method does the paper examine?\",\"answer\":\"The paper examines an interdisciplinary workshop titled “The Drama in School Leadership” that uses applied drama processes and analysis to understand educational ethics.\"},{\"question\":\"What benefits did participants report from the second workshop group?\",\"answer\":\"Participants reported new insights into leadership style and increased facility with applying ethical frameworks to leadership cases.\"},{\"question\":\"How does the paper connect applied drama to ethical decision making?\",\"answer\":\"It argues that drama helps participants develop a felt or embodied understanding of ethical decision making and better grasp complex stakeholder dynamics, even when ethical decisions involve ambiguity.\"}]","MORE DRAMA IN SCHOOL LEADERSHIP - DEVELOPING CREATIVE AND ETHICAL CAPACITIES IN THE NEXT GENERATION OF SCHOOL LEADERS | PDF",1792083282,83]