Going Public: Leading for Equity in Polarized Times

In this fictional case, Superintendent Peter Scott leads a suburban district deeply committed to equity. As part of this work, the district is preparing to participate in a statewide school choice program that will bring students from nearby urban centers into the schools. This new program is part of a long line of initiatives dedicated to promoting inclusion and belonging for all students in the district.

However, the school choice program may not pass at the next school board meeting—not because the district has lost their commitment to equity work but because community members believe that perhaps the district isn’t ready to adequately support students from local urban centers. However, Peter believes these concerns are unfounded; community members are simply unaware of all that’s been happening. He acknowledges that his own recent silence about the district’s equity work, silence brought about by some vocal pushback culminating in an ongoing lawsuit, is likely contributing to the community’s hesitation. Should he push for the board to pass the new choice program or delay to address the community concerns?

This case explores the challenges of leading with values in polarized times. What does it mean to do equity work when the term itself has become divisive? Must districts publicly name their initiatives as driven by equity in order for the work to support that value? How should leaders decide when to speak out—and when to deploy silence as a strategic tool? 

• EdEthics has created a series of expert video commentaries on values-driven leadership from school and district leaders, researchers, and leadership coaches. Click here to access all the videos in our Values-Driven Leadership playlist. 
• This episode of the Harvard EdCast podcast explores the unique challenges of the superintendent role, particularly in times of polarization and heightened media scrutiny.