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Imagine a business, where the C.E.O. (Chief Operating Officer), was constantly being arrested for actions there were illegal or harmful to him or others. Do you think that this business would be very successful? What would the image and perception of that business be? Would people want to be associated with them or that C.E.O. specifically? Educational leaders and school administrators are viewed as C.E.O.'s of their workplace. As such, it is crucial that they remain mindful of this and conduct themselves in very professional and ethical ways. This is very easy for some, and very difficult for others. Although public education in the United States is state controlled, it is for the most part locally administered (McCarthy, p.4). No two school districts are exactly the same. In larger urban areas, you make have dozens of high schools in the same area, but each one of them is their own individual and unique situation. Leaders must be aware of this and celebrate this. It is ok to be unique. Each school staff and C.E.O. (administrator) creates a culture that is unique to that building or school. Celebrate this; it is part of the process that creates a better learning environment. The key is to have teachers and administration model a behavior that students want to follow. Peer review and PLC's (Professional Learning Communities) are ways that educators can become better professionals. In dialogue with other stakeholders that are invested in the same vision, a sense of responsibility grows. As this feeling of responsibility grows, a sense of purpose and pride also grows. The snow ball continues to grow as staff become more inspired and more concerned about the outcome. Staff will be more ethical and resilient in the face of all of these challenges. Administrators cannot stifle student individuality and expression, unless there is a clear disruption of student learning. The Supreme Court has ruled in a variety of ways that schools can

maintain a safe learning environment while still being fair and respectful of students. Administrators cannot deny student organizations such as G.S.A. (Gay-Straight Alliance) any more than they can deny S.A.D.D (Students Against Destructive Decisions). While one of these organizations may be more mainstream accepted, they are both legitimate and must be seen as a valuable part of the school. It is up to the administration to show a respect for diversity and to protect this diversity. It is up to the administration to make sure that all staff also share this respect for diversity and do not take actions that may hinder diversity or be negative to the actions of the district or the building. In some instances, districts may be more liberal or conservative by nature. This is usually a reflection of the values of the community and especially a reflection of the school board and school leadership. Strong school leaders can't be afraid to stand up for what is right for the students and the staff, even if that means rocking the boat some. School boards may eliminate instructional materials considered educationally unsuitable if objective procedures are followed in making such determinations (McCarthy, p.92). Too many times, leaders won't work to stand up for what's right. It's too easy to conform to the accepted norms of the district or even easier to just move away and find a place more suitable to your comfort zone. This is not ethical or professional. Ethics are defined as the morals or principles that govern a persons or groups behavior. Ethics are what guide us when we are looking for a direction to travel. An educational leader is the person who must base their leadership on what they believe and the principles that guide their decisions. The decision of whether or not to change a curriculum simply because its easier to keep it the same, or use research based information and push forward to make changes that will have a positive impact on student learning. Its the same principles that guide a leader when he

has to choose to give some latitude to one staff member for an emergency and then not give latitude to another staff member for a different emergency. There must be a consistent process that the administrator follows and this must be a fundamental part of their beliefs and morals. Leaders cannot hide. They are in front for everyone to see. They must lead by example and the example must be ethical and moral every time. I am very aware of doing what is right and following the rules. It is so much easier and so much more conducive to productivity if a person is able to fulfill their duties quickly and accurately. I am not referring to blindly following marching orders, but simply doing what's right. If it's the best for students and student success, even if I don't agree, I will put forth my best effort and work towards a positive end. I will need to do a better job of persuading my fellow educators to feel the same way. It is human nature at times to avoid conflict and take the easy way out. It's much simpler to worry about myself and let others take care of their own actions. I can't continue to think this way. I must be willing to stand up for what's right and best for students, even if that means challenging my fellow professionals. As an administrator, I can't turn away from unethical actions of teachers and staff. As the leader of the building, it is my ultimate responsibility to act as a professional and do what is necessary to help students be successful. This may involve putting a struggling teacher on a plan of assistance. This is not enjoyable, but it is the right thing to do, and it is only fair to both the teacher and the students. It's not fair to let a struggling teacher continue to struggle and not feel fulfilled. It's not fair to the students to have them continue their education with a teacher who isn't giving their best or who isn't helping them grow. It's the professional duty of a school leader to help students be successful, even if it's having the hard conversations. That's what school leaders (C.E.O.'s) are responsible for doing.

References:
McCarthy, Martha M., Nelda H. Cambron-McCabe, and Suzanne Eckes. Public School Law: Teachers' and Students' Rights. Boston: Pearson, 2014. Print.