Abstract
Against the backdrop of the debate around exclusionary discipline practices, this case study asks readers to consider how leaders must balance autonomy with concerns about accountability and equity. In this case, a traditional public school principal in search of more autonomy accepts a principalship at a charter school, but as she attempts to change the school’s approach to student discipline, she discovers she may not have as much autonomy as she anticipated. This case can be used to help students unpack issues of autonomy for school leaders and grapple with the controversy surrounding exclusionary discipline.
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