This question asks you to write an analysis, drawing on your expertise in Ethical Leadership.

When writing your response, draw appropriately from the scholarly literature discussed in the course. You need not incorporate every article you read, though you do need to demonstrate facility with the knowledge base in the field. You need not research additional material, but you may include perspectives from courses beyond the ethics course.

Write clear and grammatically correct sentences and logical paragraphs. Use appropriate headings and subheadings throughout the papers. Charts and diagrams are always useful in illustrating complex relationships. Use a standard 12-point font, double-spaced, with numbered pages.

Provide references to original sources (e.g., books, book chapters, and journal articles) for any statement that refers to ideas, perspectives, or research findings of another person. Provide a list of works cited at the end of your response. Format the paper and citations according to APA 7.

Your response should be between 2500 and 3000 words (approximately 10 pages); do not exceed 3000 words. The word count does not include figures or the list of works cited.

· This school year opens with critical issues impacting students, staff members, parents, and community. Schools are once again at the center of political debates that are part of a larger national movement. The forces that worked toward school privatization have now combined with those seeking to control local and state politics by forcing school superintendents and boards to publicly take sides of issues of controversy. Florida has acted to limit the rights of schools in supporting students who may identify as LGBTQ. Other states including Pennsylvania are targeting the rights of people who are or have transitioned genders. Multiple states are limiting teacher and school districts rights in determining curriculum content and some states have asserted that teachers must “teach both sides” of issues of great consequence like our legacy of enslaving people, our legacy of racially biased laws and regulations and the teaching of the Holocaust. These actions are not limited to state level politics. As recently as last week, the Central Bucks School District, the fifth largest district in the state acted to create a “citizens committee” charged with removing books from school libraries. This removes the authority vested in the superintendent and the committee of librarians who had always decided what books belong in school libraries. It is also worth noting that Bucks County has seen a large number of superintendents leave unexpectedly to be replaced often by local people who are seen as more conservative and more accountable to the board on management decisions that have long been the prerogative of the superintendent. These conditions have immediate consequences for the children entrusted to our care, the individuals leading districts; there are long-term organizational consequences as power for the day to day moves to board members. This is the most difficult of situations where ethical leaders are choosing options from an array of less harmful paths with no one decision being the right answer or even the best answer. With the politics of power, the politics of race, the limitation on the rights of LGBTQ students and the limitations being placed on teachers and school leaders as context for your analysis:

· Describe your general considerations for school and school district leadership at this time and for your school or school organization by applying the multiple ethical paradigms of justice, critique, care, and the profession as you as a school or school district leader make decisions or recommendations for how school should open and what core messages are communicated to faculty, parents and students.

· Identify other ethical considerations for leading in these turbulent times that you will incorporate from two additional sources.

· Further analyze your considerations (addressed above) using the multiple ethical paradigms of justice, critique, care, and the profession as they are, may, or would be viewed by each of the following constituency groups:

· Members of the School Board

· Parents and Parents of Children who may identify as LGBTQ

· Principals and Other Administrators

· Teachers

· Discuss the extent to which there may be agreement across roles in your ethical analysis and where common ground exists amongst the interests of these groups. Discuss where conflict exists across the interests of these groups. Do this by using external resources and citations that support your analysis of the position of each of these groups — use at least two citations supporting the positions from the group reports of last summer.

· Design a graphic organizer to illustrate areas of commonality and conflict that may surround constituent groups in your district. Provide a thorough explanation of what must be considered as a leader when discussing these in a public meeting or briefing the school board using the multiple ethical paradigms.

· Discuss the manner in which the analysis above affirms bullet one or suggest changes to your original consideration in bullet one, by again applying the four ethical paradigms of justice, critique, care, and the profession.

· Relying on and revisiting in detail what you have learned from Schultz’s book, Distrust and Educational Change, discuss how your plan of engagement as a leader may be received and will have an impact relative to the level of organizational trust within your school community today and what additional outreach or engagement or strategies will be needed in working with:

· Members of the School Board

· Parents and Parents of children or students that may identify as LGBTQ

· Principals and Other Administrators

· Teachers

· Conclude your paper by looking to the long-term implications for school and school district leaders to lead work effectively within the school or school organization where boards and citizens have moved to more activist status.

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