The document discusses strategic planning in schools and how educational leaders can improve it. It proposes incorporating the six realms of meaning from Kritsonis (2007) into strategic planning: symbolics, empirics, esthetics, synnoetics, ethics, and synoptics. Doing so could help move strategic planning from a modern to postmodern approach and improve schools by creating detailed, collaborative plans focused on student success.

1. CHRISTINE LEWIS and WILLIAM ALLAN KRITSONIS
Introduction
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:
1. "What do we do?"
2. "For whom do we do it?"
3. "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
(Kritsonis, 2007) can create better strategic plans.
Purpose of the Article
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
(Kritsonis, 2007) to improve schooling. Strategic planning must move from
modernism to postmodernism in order to improve education.
Incorporating the Ways of Knowing Through the Realms of Meaning to
Improved Strategic Planning for Successful Schools
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
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2. CHRISTINE LEWIS and WILLIAM ALLAN KRITSONIS
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
(Kritsonis, 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.
Symbolics
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.
Empirics
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 English (2003), the dominoes of educational
administration begin with the idea of a scientific field as a metadiscourse. It is true
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3. CHRISTINE LEWIS and WILLIAM ALLAN KRITSONIS
that strategic planning is the tool for effectively plotting the direction of a school, but
educational leaders must have an empirical measurement of the future of the school.
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
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
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
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4. CHRISTINE LEWIS and WILLIAM ALLAN KRITSONIS
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.
Ethics
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
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 statement outlines 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.
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5. CHRISTINE LEWIS and WILLIAM ALLAN KRITSONIS
Concluding Remarks
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 (Kritsonis, 2007) to take strategic planning from 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 (Kritsonis, 2007) can help create a well written and
detailed strategic plan. Educational leaders need to incorporate Ways of Knowing
Through the Realms of Meaning (Kritsonis, 2007) in the development of a strategic
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.
REFERENCES
English, F.W. (2003). The postmodern challenge to the theory and practice of
educational administration. Springfield, IL: Charles C. Thomas.
Kritsonis, W.A (2002). William Kritsonis, PhD on SCHOOLING. Mansfield, OH:
Book Masters, Incorporated.
Kritsonis, W.A (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.
National FORUM Journals
On the leading edge of academic excellence
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