Ill-Structured Problem-case study
Characteristics Of The Case Study Demonstrating That This Is An Ill-Structured Problem
The case study presented is a perfect definition of an ill-structured problem. First, kids of colour or the minority were never offered equal opportunities to register in the Pre-Advanced Placement Classes. From the statistical information, it was evident that it was actually true that children of colour and minorities never had such an opportunity, and it occurred in many schools. Stader (2013) states that educators even confirmed that the learners who were of colour or minorities lacked the training or study abilities to become successful in the course.
Applicable ISLLC Standards And Justification Using The Text
Several ISLLC standards apply to the case study because they highlight what true educational frontrunners should do for their learners and the program. However, those with the highest relation are standard five, which states that an educating leader should promote the success of every student by acting with integrity, fairness, and ethics. This standard underscores how an educating leader should enhance learners’ success and conduct themselves. The other standard is standard four, which states, “An education leader promotes the success of every lesson by collaborating with faculty and community members, responding to diverse community needs and interests, and mobilizing community resources.” The other one is standard 6, which states, “An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.” All these standards apply to the case study because school leaders are expected to make sensible choices and guard them depending on ethical and legal principles (Stader, 2013). A leader’s obligation is to create social fairness, morals, and a just setting for all kids to succeed.
Responding Professionally
Responding To The Minority Parents Who Feel Their Children Have Been Denied Access
Acknowledging an issue is vital to avoid adding fuel to the fire. Exhibiting keen listening skills and showing empathy will help parents feel valued and understood and see that a resolution is being created. Therefore, my response to the marginalized parents who feel their kids are denied admission will involve being positive and considerate of their concerns and having time to listen and discuss their issues. Secondly, I will offer opportunities for minorities and children of colour to take AP classes and find a solution to this ongoing issue. This will be achievable by conducting all teachers, superintendents, staff, and policyholders’ meetings and designing an effective plan to support the minority parents’ kids by following the equity and ethical education policies and standards. These standards are often used as a guideline and must be followed for the advantage of staff, the program, plus all learners (Stader, 2013).
Responding To Principals Who Feel Students Of Color Lack Proper Study Skills
First, I would challenge the principals to provide backup information to support their claims and show or justify using data from one student that students of colour lack proper study skills. It is wrong to assume that minority children lack such skills, but they should provide valid proof. Suppose the principals fail to provide justifiable documentation that the students do not lack proper study skills. They will be forced to allow minority learners to demonstrate that they possess the skills to access AP lessons by allowing them to enrol and amending the rules that bar them from enrolling in the course (Thompson & Crockett, 2022).
References
Stader, D. L. (2013). Law and ethics in educational leadership.
Thompson, C., & Crockett, F. (2022). Race, Repair, and Youth Participatory Action Research in One Rural School. The Rural Educator, 43(1), 1-12.
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Question 
After reviewing Chapter 1, the ISLLC Standards, and the above case study, Discrimination or Background Knowledge, Part 1, respond to the following questions:
Ill-Structured Problem-case study
What characteristics of the case study demonstrate that this is an ill-structured problem?
What ISLLC standards apply to this case study, and how would you justify your explanation using the text?
Acknowledging the legal and ethical issues surrounding this case, how would you professionally respond to the following groups to begin to uncover a solution without adding “fuel to the fire”?
How might you respond to the minority parents who feel their children have been denied access?
How would you respond to the principals who feel students of colour do not have proper study skills?