William Allan Kritsonis, Christine Lewis, Creativity, Strategic Plans, Plans for Public Schools, Educational Leadership, Administration, Supervision

Strategic planning is a process of defining schools strategy, or direction, and making decisions on allocating its resources. Strategic planning is the formal consideration of a school’s future. Strategic planning deals with at least one of three key questions:

 ”What do we do?”

“For whom do we do it?” “How do we excel?”

 The basic aim of strategic planning is to actively determine the nature or character of the school and to guide its direction

The need for effective strategic planning is very important to the success of our schools. The general operation of schools comes with many challenges. These challenges require educational leaders to develop plans to adjust their practices to meet the academic and behavioral needs of all students. The need for effective strategic planning has intensified because of the constraints in resources and increased expectations for accountability from external agencies such as state governments (Welsh, 2005).

Educational leaders need to effectively meet these challenges.  They must interpret the regulations and policies and then develop system-wide action plans to effectively put these strategies into practice. Solutions now require detailed blueprints for systemic change that identify strategic performance indicators and benchmarks. These plans require that educational leaders, teachers, counselors and other related professionals work collaboratively to identify and improve positive academic and behavioral supports across the curriculum.  This must be done with simplicity and commitment within the organization. Professional collaboration is critical for the learning and performance of the highly diverse students that comprise today’s classrooms. Incorporating the Ways of Knowing Through the Realms of Meaning, 2007)can create better strategic plans.

The purpose of this article is to discuss ways our educational leaders in public schools can incorporate the Ways of Knowing Through the Realms of Meaning, 2007) to improve schooling. Strategic planning must move from modernism to postmodernism in order to improve education.

            Educational leaders can change the way they develop strategic plans for public schools  by creating  plans using  postmodernist  thinking.   Postmodernism can be the new and improve way to achieve success for our highly diverse student population. Educational leaders have to think outside of the box to create working strategic plans that will help students to be highly successful.  Schools can close the achievement gap that our nation’s public schools are facing. Educational leaders can create a working strategic plan by incorporating the Ways of Knowing Through the Realms of Meaning 2007).  If we do not know what we want to achieve, we cannot make decisions about how you are going to get there.  The six realms of meaning can put schools on the path to success.

One of the key attributes of successful schools is that they have a well articulated vision and mission that all members of the school community believe. It is worthwhile spending time to get the vision and mission articulated because all other strategic planning decisions depend on whether or not the schools actions are consistent with the vision and mission.

The first realm of meaning is symbolics which includes speech, symbol and gesture. Educational leaders must establish ordinary language as part of a well planned strategic plan which is well written. The language in the strategic plan must be understood by staff, students, parents and stakeholders. The language should be precise and have a clear message. It should be specific, measurable, achievable, realistic and time-limited. Specific means the language should be clear and understood by all, including those not involved in the process. Measurable means the plan should articulate the desired outcome, not the specific strategies. The meaning of terms should be explained for all to understand.

Symbols used in the strategic plan should be universal and express ordinary language in a clear manner that can be understood by all stakeholders. Feelings, values, and emotions can be expressed using nondiscursive symbolic forms. Educational leaders should make symbolics the foundation on which they develop their strategic plan. Implementing symbolics is the first of the six realms of meaning which will take the school system from the modernism age to the postmodernism age.

Educational leaders are changing the style of the strategic plan and utilizing the second realm of meaning which is empirics. Empirics requires ordinary language and mathematics for its expression.  Empirics deal with the sciences. Kritsonis emphasizes, “To know a science is to be able to formulate valid general description of the matters of fact” (2007, p. 175).  Sciences are important to the educational leader in creating a strategic plan. The educator has to think of how students learn, why learning takes place, and how to measure learning outcomes.  The educational leader needs to understand student behavior as well.

The educational leader has to analyze the internal and external environment of the school. The external environment normally focuses on the students. Management should be visionary in formulating strategies and should do so by thinking about the diversity of the schools. In order to determine where the school is going, the leader needs to know exactly where the school stands, then determine where it wants to go and how it will get there. The resulting document is called the “strategic plan” which is detailed and factual. According to (2003), the dominoes of educational administration begin  with the idea of a  scientific  field as a  metadiscourse.   It is true  that strategic planning is the tool for effectively implementing the direction of a school, but educational leaders must have an empirical measurement of the future of the school.

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Achievable means that the goal should be rigorous and cause stretching but it also should be possible to reach. People will soon lose interest in a goal they can never attain. Realistic is similar to achievable. A modernism strategic plan would imply that all students will receive one hundred percent on benchmark tests when clearly the only way this can be achieved is by creating a test so simple that anyone could pass. The postmodernism strategic plan will be realistic and it will encourage good teaching and learning. All goals need to yield some results by the end of the strategic planning period, and preferably there should also be some short-term goals leading towards higher achievement.

            Esthetics is the third realm of meaning which educational leaders can incorporate into the school’s strategic plan to make it more workable at the end and achieved goals. Postmodernism strategic planning theory in schools has moved away from the traditional business model to a ‘strategic thinking’ approach. This is a strategy that is less a fixed design and is more flexible in the learning process that relies on school educational leaders constantly listening and synthesizing what they hear and learn from all sources.

This does not necessarily rule out a formal strategic planning process, but it assumes that the formal plan is open to change and refinement so educational leaders are always open to responding to rapid change. Teachers allow their students to spend large amounts of time developing their talents. “Teachers encourage student’s expressiveness in order that they may gain confidence and appreciation” (Kritsonis, 2007, p. 290).A plan will not work if people are not out there making it happen. People will not work with any enthusiasm on a plan they do not ‘own’. The more members of the school community are involved in the development of the plan, the more people will buy into the plan, and the more people will be motivated to make the plan work. Educational leaders should include teachers, school staff, students, and  parents in some  stage of the development of the strategic plan. Educational leaders may also consider involving local business people, the local community, scholars, and any other relevant people.

The strategic plan arises from pragmatic, flexible strategic thinking that relies on judgment as much as on spelling out action steps and the measurement of benchmarks. The ‘strategic plan’ should concentrate on very few targets over a relatively short period of time.

The other critical element is that the educational leader must get all stakeholders aboard. A postmodernism educational leader will work on one goal within a specific time period. A modernism educational leader will take on the entire strategic plan all at once and will not involve other members of the school.

            Synnoetics is the realm of engagement.  It deals with the personal knowledge of the educational  leader.  The educational  leader can  empower  all that are involved with the school.  The leader must get the staff to buy into the vision and mission. The educational leader has to work his or her magic to get everyone involved to see the strategic plan as their own.  They must see that the plan is all about the success of the students in our care.

The educational leader has to be subjective when developing a strategic plan.  The educational leader must use personal ideas and experiences. Educational leaders must see their school as the best school. They need to believe that all students can achieve. They have to think they are the one who is going to close the achievement gap between Caucasian students and African American students if that is the problem their school faces.

The postmodern educational leader works to empower their staff to move away from the modernist thinking that some students just cannot learn. The educational leader will find creative ways to help teachers to think outside the box and to develop new ways of helping weak students to get stronger. The postmodern educational leader makes regular workshops a part of the strategic plan for the improvement of the teachers and staff. The postmodern educational leader leaves his or her office and walks the school daily, meets with parents and students, and talks with teachers and staff.

Honesty is the educational leader’s motto. Ethics can keep the educational leader on the right path.  The educational leader must be fair to all teachers, staff, students and parents regardless of race, age, or religion. The educational leader will not write goals into the strategic plan that they know they can not achieved during the time they commit. Educational leaders do not make promises that they know they can not fulfill. They ask for help as needed. Educational leaders have moral values and live by them when working with teachers, staff, parents, students and stakeholders.

 Synoptics is the sixth realm of meaning. Educational leaders can use synoptics to summarize goals and objectives.

History is very important to a school.  It tells how much the school has grown and reveals the schools successes over the years. A vision statementoutlines what the organization wants to be. It concentrates on the future. It is a source of inspiration. It provides clear decision-making criteria. A school vision statement must become assimilated into the school’s culture. Educational leaders have the responsibility of communicating the vision regularly.

Incorporating synoptics in the development of the strategic plan can help the educational leader keep record of the changes in the student body.  Educational leaders can display student achievement in the past, the present, and the future. Student progress has to be factual so educational leaders can make changes for improvement and track students.  Utilizing the realm of synoptics will help leaders in the selection of qualified and capable teachers.  Synoptics helps the educational leaders to develop strategic plans that will be detailed with timelines.

In conclusion, the purpose of this article was to discuss ways our educational leaders in public schools can incorporate the Ways of Knowing Through the Realms of Meaning( 2007) to take strategic planningfrom modernism to the postmodernism age to improve our nation’s educational system. Describing what strategic planning is can also provide an understanding of what it is not. Strategic planning involves anticipating the future environment, but those decisions are made in the present.

Educational leaders must stay abreast of changes in order to make the best decisions at any given point. Educational leaders must move away from modernism’s way of management and become more postmodernism. The Ways of Knowing Through the Realms of Meaning ( 2007)can help create a well written and detailed strategic plan.  Educational leaders need to incorporate Ways of Knowing Through the Realms of Meaning ( 2007)in the development ofstrategic plan for their schools. The six realms of meaning will assist in a creative strategic planning process, and the fresh insight  today might very well alter the decision making for tomorrow.

(2003). The postmodern challenge to the theory and practice of

educational administration. Springfield, IL: Charles C. Thomas.

(2002). William Kritsonis, PhD on SCHOOLING. Mansfield, OH: Book Masters, Incorporated.

(2007).Ways of knowing through the realms of meaning: A philosophy for selecting the curriculum for general education. Houston, TX: National FORUM Journals.

Michael, A., & Jude, K. (2005). Strategic planning for nonprofit organizations. Manhattan, NJ: John Wiley and Sons.

Wiles, J., & Bondi, J. (2002). Curriculum development: A guide to practice. Manhattan, NJ: Bembo Carlisle Communications, Ltd.

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Successful operation of an educational institution

Successful operation of an educational institution requires competent administrators. Education administrators provide instructional leadership and manage the day-to-day activities in schools, preschools, day care centers, and colleges and universities. They also direct the educational programs of businesses, correctional institutions, museums, and job training and community service organizations. (College presidents and school superintendents are covered in the Handbook statement on general managers sssssEducation administrators set educational standards and goals and establish the policies and procedures to achieve them. They also supervise managers, support staff, teachers, counselors, librarians, coaches, and other employees. They develop academic programs, monitor students’ educational progress, train and motivate teachers and other staff, manage career counseling and other student services, administer recordkeeping, prepare budgets, and perform many other duties. They also handle relations with parents, prospective and current students, employers, and the community. In an organization such as a small day care center, one administrator may handle all these functions. In universities or large school systems, responsibilities are divided among many administrators, each with a specific function.

Educational administrators who manage elementary, middle, and secondary schools are called principals. They set the academic tone and actively work with teachers to develop and maintain high curriculum standards, develop mission statements, and set performance goals and objectives. Principals confer with staff to advise, explain, or answer procedural questions. They hire, evaluate, and help improve the skills of teachers and other staff. They visit classrooms, observe teaching methods, review instructional objectives, and examine learning materials. Principals must use clear, objective guidelines for teacher appraisals, because pay often is based on performance ratings.

Principals also meet and interact with other administrators, students, parents, and representatives of community organizations. Decision-making authority has increasingly shifted from school district central offices to individual schools. School principals have greater flexibility in setting school policies and goals, but when making administrative decisions they must pay attention to the concerns of parents, teachers, and other members of the community.

Preparing budgets and reports on various subjects, including finances and attendance, and overseeing the requisition and allocation of supplies also is an important responsibility of principals. As school budgets become tighter, many principals have become more involved in public relations and fundraising to secure financial support for their schools from local businesses and the community.

Principals must take an active role to ensure that students meet national, State, and local academic standards. Many principals develop partnerships with local businesses and school-to-work transition programs for students. Increasingly, principals must be sensitive to the needs of the rising number of non-English speaking and culturally diverse student body. In some areas, growing enrollments also are a cause for concern because they lead to overcrowding at many schools. When addressing problems of inadequate resources, administrators serve as advocates for the building of new schools or the repair of existing ones. During summer months, principals are responsible for planning for the upcoming year, overseeing summer school, participating in workshops for teachers and administrators, supervising building repairs and improvements, and working to make sure the school has adequate staff for the school year.

Schools continue to be involved with students’ emotional welfare as well as their academic achievement. As a result, principals face responsibilities outside the academic realm. For example, many schools have growing numbers of students from dual-income and single-parent families or students who are themselves teenage parents. To support these students and their families, some schools have established before- and after-school childcare programs or family resource centers, which also may offer parenting classes and social service referrals. With the help of community organizations, some principals have established programs to combat increases in crime, drug and alcohol abuse, and sexually transmitted diseases among students.

Assistant principals aid the principal in the overall administration of the school. Some assistant principals hold this position for several years, during which time they prepare for advancement to principal; others are assistant principals throughout their careers. They are primarily responsible for scheduling student classes, ordering textbooks and supplies, and coordinating transportation, custodial, cafeteria, and other support services. They usually handle student discipline and attendance problems, social and recreational programs, and health and safety matters. They also may counsel students on personal, educational, or vocational matters. With the advent of site-based management, assistant principals are playing a greater role in ensuring the academic success of students by helping to develop new curriculums, evaluating teachers, and dealing with school-community relations—responsibilities previously assumed solely by the principal. The number of assistant principals that a school employs may vary, depending on the number of students.

Administrators in school district central offices oversee public schools under their jurisdiction. This group includes those who direct subject-area programs such as English, music, vocational education, special education, and mathematics. They supervise instructional coordinators and curriculum specialists, and work with them to evaluate curriculums and teaching techniques and improve them.  are covered elsewhere in the Handbook.) Administrators also may oversee career counseling programs and testing that measures students’ abilities and helps to place them in appropriate classes. Others may also direct programs such as school psychology, athletics, curriculum and instruction, and professional development. With site-based management, administrators have transferred primary responsibility for many of these programs to the principals, assistant principals, teachers, instructional coordinators, and other staff in the schools.

In preschools and childcare centers, which are usually much smaller than other educational institutions, the director or supervisor of the school or center often serves as the sole administrator. Their job is similar to that of other school administrators in that they oversee daily activities and operation of the schools, hire and develop staff, and make sure that the school meets required regulations and educational standards.

In colleges and universities, provosts, also known as chief academic officers, assist presidents, make faculty appointments and tenure decisions, develop budgets, and establish academic policies and programs. With the assistance of academic deans and deans of faculty, they also direct and coordinate the activities of deans of individual colleges and chairpersons of academic departments. Fundraising is the chief responsibility of the director of development and also is becoming an essential part of the job for all administrators.

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College or university department heads or chairpersons are in charge of departments that specialize in particular fields of study, such as English, biological science, or mathematics. In addition to teaching, they coordinate schedules of classes and teaching assignments; propose budgets; recruit, interview, and hire applicants for teaching positions; evaluate faculty members; encourage faculty development; serve on committees; and perform other administrative duties. In overseeing their departments, chairpersons must consider and balance the concerns of faculty, administrators, and students.

Higher education administrators also direct and coordinate the provision of student services. Vice presidents of student affairs or student life, deans of students, and directors of student services may direct and coordinate admissions, foreign student services, health and counseling services, career services, financial aid, and housing and residential life, as well as social, recreational, and related programs. In small colleges, they may counsel students. In larger colleges and universities, separate administrators may handle each of these services. Registrars are custodians of students’ records. They register students, record grades, prepare student transcripts, evaluate academic records, assess and collect tuition and fees, plan and implement commencement, oversee the preparation of college catalogs and schedules of classes, and analyze enrollment and demographic statistics. Directors of admissions manage the process of recruiting, evaluating, and admitting students, and work closely with financial aid directors, who oversee scholarship, fellowship, and loan programs. Registrars and admissions officers at most institutions need computer skills because they use electronic student information systems. For example, for those whose institutions present college catalogs, schedules, and other information on the Internet, knowledge of online resources, imaging, and other computer skills is important. Athletic directors plan and direct intramural and intercollegiate athletic activities, seeing to publicity for athletic events, preparation of budgets, and supervision of coaches. Other increasingly important administrators direct public relations, distance learning, and technology.

Education administrators hold leadership positions with significant responsibility. Most find working with students extremely rewarding, but as the responsibilities of administrators have increased in recent years, so has the stress. Coordinating and interacting with faculty, parents, students, community members, business leaders, and State and local policymakers can be fast-paced and stimulating, but also stressful and demanding. Principals and assistant principals, whose varied duties include discipline, may find working with difficult students to be challenging. They are also increasingly being held accountable for ensuring that their schools meet recently imposed State and Federal guidelines for student performance and teacher qualifications.

About 1 in 3 education administrators work more than 40 hours a week and often supervise school activities at night and on weekends. Most administrators work year round, although some work only during the academic year.

Most education administrators begin their careers as teachers and prepare for advancement into education administration by completing a master’s or doctoral degree. Because of the diversity of duties and levels of responsibility, educational backgrounds and experience vary considerably among these workers.

Principals, assistant principals, central office administrators, academic deans, and preschool directors usually have held teaching positions before moving into administration. Some teachers move directly into principal positions; others first become assistant principals, or gain experience in other administrative jobs at either the school or district level in positions such as department head, curriculum specialist, or subject matter advisor. In some cases, administrators move up from related staff jobs such as recruiter, school counselor, librarian, residence hall director, or financial aid or admissions counselor.

In most public schools, principals, assistant principals, and school district administrators need a master’s degree in education administration or educational leadership. Some principals and central office administrators have a doctorate or specialized degree in education administration. In private schools, some principals and assistant principals hold only a bachelor’s degree, but the majority have a master’s or doctoral degree.

Educational requirements for administrators of preschools and childcare centers vary depending on the setting of the program and the State of employment. Administrators who oversee preschool programs in public schools are often required to have at least a bachelor’s degree. Child care directors who supervise private programs are usually not required to have a degree; however, most States require a preschool education credential, which often includes some postsecondary coursework.

College and university academic deans and chairpersons usually advance from professorships in their departments, for which they need a master’s or doctoral degree; further education is not typically necessary. Admissions, student affairs, and financial aid directors and registrars sometimes start in related staff jobs with bachelor’s degrees—any field usually is acceptable—and obtain advanced degrees in college student affairs, counseling, or higher education administration. A Ph.D. or Ed.D. usually is necessary for top student affairs positions. Computer literacy and a background in accounting or statistics may be assets in admissions, records, and financial work.

Advanced degrees in higher education administration, educational leadership, and college student affairs are offered in many colleges and universities. Education administration degree programs include courses in school leadership, school law, school finance and budgeting, curriculum development and evaluation, research design and data analysis, community relations, politics in education, and counseling. The National Council for Accreditation of Teacher Education (NCATE) and the Educational Leadership Constituent Council (ELCC) accredit programs designed for elementary and secondary school administrators. Although completion of an accredited program is not required, it may assist in fulfilling licensure requirements.

Most States require principals to be licensed as school administrators. License requirements vary by State, but nearly all States require either a master’s degree or some other graduate-level training. Some States also require candidates for licensure to pass a test. On-the-job training, often with a mentor, is increasingly required or recommended for new school leaders. Some States require administrators to take continuing education courses to keep their license, thus ensuring that administrators have the most up-to-date skills. The number and types of courses required to maintain licensure vary by State. Principals in private schools are not subject to State licensure requirements.

Nearly all States require child care and preschool center directors to be licensed. Licensing usually requires a number of years of experience or hours of coursework or both. Sometimes, it requires a college degree. Often, directors are also required to earn a general preschool education credential, such as the Child Development Associate credential (CDA) sponsored by the Council for Professional Recognition, or some other credential designed specifically for directors.

One credential specifically for directors is the National Administration Credential, offered by the National Child Care Association. The credential requires experience and training in child care center management.

There are usually no licensing requirements for administrators at postsecondary institutions.

To be considered for education administrator positions, workers must first prove themselves in their current jobs. In evaluating candidates, supervisors look for leadership, determination, confidence, innovativeness, and motivation. The ability to make sound decisions and to organize and coordinate work efficiently is essential. Because much of an administrator’s job involves interacting with others—such as students, parents, teachers, and the community—a person in such a position must have strong interpersonal skills and be an effective communicator and motivator. Knowledge of leadership principles and practices, gained through work experience and formal education, is important. A familiarity with computer technology is a necessity for principals, who are required to gather information and coordinate technical resources for their students, teachers, and classrooms.

Education administrators advance through promotion to higher level administrative positions or by transferring to comparable positions at larger schools or systems. They also may become superintendents of school systems or presidents of educational institutions.

Education administrators held about 443,000 jobs in 2006. Of these, 56,000 were preschool or child care administrators, 226,000 were elementary or secondary school administrators, and 131,000 were postsecondary administrators. The great majority—over 80 percent—worked in public or private educational institutions. Most of the remainder worked in child daycare centers, religious organizations, job training centers, and businesses and other organizations that provided training for their employees.

Employment of education administrators is projected to grow about as fast as average, as education and training take on greater importance in everyone’s lives. Job opportunities for many of these positions should be excellent because a large proportion of education administrators are expected to retire over the next 10 years.

Employment of education administrators is expected to grow by 12 percent between 2006 and 2016,  for all occupations, primarily due to growth in enrollments of school-age children. Enrollment of students in elementary and secondary schools is expected to grow slowly over the next decade, which will limit the growth of principals and other administrators in these schools. However, the number of administrative positions will continue to increase as more administrative responsibilities are placed on individual schools, particularly related to monitoring student achievement. Preschool and childcare center administrators are expected to experience substantial growth due to increasing enrollments in formal child care programs as fewer young children are cared for in private homes. Additionally, as more States implement or expand public preschool programs, more preschool directors will be needed.

The number of students at the postsecondary level is projected to grow more rapidly than other student populations, creating significant demand for administrators at that level. A significant portion of the growth will occur in the private and for-profit segments of higher education. Many of these schools cater to working adults who might not ordinarily participate in postsecondary education. These schools allow students to earn a degree, receive job-specific training, or update their skills in a convenient manner, such as through part-time programs or distance learning. As the number of these schools continues to grow, more administrators will be needed to oversee them.

Principals and assistant principals should have very favorable job prospects. A sharp increase in responsibilities in recent years has made the job more stressful and has discouraged some teachers from taking positions in administration. Principals are now being held more accountable for the performance of students and teachers, while at the same time they are required to adhere to a growing number of government regulations. In addition, overcrowded classrooms, safety issues, budgetary concerns, and teacher shortages in some areas all are creating additional stress for administrators. Many teachers feel that the increase in pay for becoming an administrator is not high enough to compensate for the greater responsibilities.

Opportunities may vary by region of the country. Enrollments are expected to increase the fastest in the West and South, where the population is growing faster, and to decline or remain stable in the Northeast and the Midwest. School administrators also are in greater demand in rural and urban areas, where pay is generally lower than in the suburbs.

Although competition among faculty for prestigious positions as academic deans and department heads is likely to remain keen, fewer applicants are expected for nonacademic administrative jobs, such as director of admissions or student affairs. Furthermore, many people are discouraged from seeking administrator jobs by the requirement that they have a master’s or doctoral degree in education administration—as well as by the opportunity to earn higher salaries in other occupations.

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