This article follows from a previous article where the authors offered that a single school of ethical thought is not sufficient to produce the deep understanding necessary for an administrative decision-maker to arrive at an ethical decision which supports her or his personal and public integrity. In particular, this article applies an interactive ethical matrix composed of four commitments, personal conscience, relational reciprocity, common ethical principles, and professional convictions with constraints. The authors argue that these form a multi-frame analysis, and provide the facts and decision of a Canadian legal case to demonstrate how such an ethical analysis is best suited for the attainment of personal and professional integrity amongst educational decision-makers
