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DEMETRIA DIGGS and WILLIAM ALLAN KRITSONIS

Establishing Postmodern Belief Statements using the Realm of Ethics/Synnoetics in Urban Schools

Belief statements are assertions within strategic planning by those within anorganization. Belief statements invite productive relationships within the organizationthrough common language. Persons in relation are responsibly concerned for others,seeking their well-being, living to serve, to heal, to teach, and to strengthen them inevery possible way that does not contradict their freedom (Kritsonis, 2007 p. 394).They posit and energy of positivism to what the organization deems is of value. Anorganization may value cultural differences, diverse perspectives or diverse truths.Freedom means the power to be and to become through relationships in which theintegrity and worth of each person are responsibly affirmed by the others with whomhe is associated (Kritsonis, 2007, p. 395). When considering the establishment of

belief statements, the school community must embark on this endeavor with an openmind. They also require a high level of optimism. The belief of a more favorableside has to be ingrained in the developers of the statement. Finally, these statementsrequire a heart that is open and respectful toward diverse cultures of learners. We canno longer ill afford to tailor our educational endeavors toward one dominant culture.If statements are to be believed, there must be threads embedded within them thatsatisfy the idiosyncrasies of several groups. Statements of belief answer thequestions: What do we collectively believe? What values do we want to instill withinour students and organization as a whole. What will we do to support and enhancewhat we believe? How will we continue to address the needs of all?

The belief statements, when adopted and internalized, ignite vivacity whileencouraging the organization to develop into its full bloom. Ethical language is used

to alter feelings and behavior so as to produce the most harmonious satisfaction of desires and interests (Kritsonis, 2007, p.437). Belief statements are often morevaluable when they are constructed as brief and powerful declarations. They are notmerely words to be scribed, sealed in a frame and mounted on a wall. Beliefsstatements should be learned, practiced, believed and adopted throughout the entireschool community. They allow educators to develop values related to their culture.Postmodern educators assert that Important values to teach include striving for diversity, tolerance, freedom, creativity, emotions and intuition ( Xenos ChristianFellowship, 2009, p.1 ).

The main focus of these supportive commitments is ethical and moralknowledge. They support the notion of doing the right thing for students and the

school community because its the appropriate thing to do regarding the academic,social and emotional development of children. The appropriate organization of society from an ethical standpoint is the one which is just, that is, which gives each

person what is due him, or what he ought to have (Kritsonis, 2007, p.439). Example belief statements are as follows:

1. We will foster appreciation and acceptance of all individuals of diverse backgrounds.

2. We will recognize diverse values while accommodating studentsunique skills to ensure Excellency for all.

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Defining Postmodern Goals using the Realm of Synnoetics/Synoptics inUrban Schools

Defining campus goals is the meat of strategic planning. It is in this stage thatcampus leaders turn negative propensities into smart goals. They can even further

positive propensities into more favorable outcomes. They find the most severe areasof growth or opportunity gaps and set a goal to advance the organization to the nextlevel. Campus goals could include closing a gap between campus performance that is

below district and state standards. Campus goals can hone in on specific populationsof students who are not meeting their student expectations. Campus goals can also be

put in place to challenge populations of students in good standings to reach higher heights toward college and career readiness. Depending on the needs of the campus,goals will vary. An example of this would include indentifying students who are onthe cusp of commended performance, and setting a goal to get more of these studentsin that performance range. These goals, specific in nature, clearly indicate the who,what, where, when, which and why.

Smart goals entail what persons are involved in the goal. The targeted groupcould be students within a grade level, sub-population group or students within anacademic area. They entail what the organization wants to accomplish, the specificsof the desired increase. It tells where the location of the accomplishment will occur.They set an established time frame to accomplish the goal. It determines whichrequirements and constraints may present themselves, and the benefit for reaching thegoal. Smart goals are also measurable. They establish a rubric to measure

progression toward the attainment. It helps the organization reach the desired targetdates. They are quantitative results that the organization plans to achieve. Smart

goals are attainable. They are attainable because educators create them realisticallyand belief in their capacity to accomplish them. Educators have faith that they willreach their goals. Faith is the illumination that comes in going to the limits. Goalsthat are high, yet reachable are a great way to challenge an organization. Itaccelerates educators motivation and serves as the catalyst for change. Time is animperative when setting smart goals. It sets a sense of urgency and puts action to thewords spoken. Examples of smart goals are:

1. Math Problem-Solving During the 2009-2010 school year, allseventh grade students will improve their math problem-solving skillswith a one year gain national equivalent growth

2. Writing During the 2006-2007 school year, the number of firstthrough fourth grade students in special education will improve their writing skills by 6% at each designated grade level. The Six-Traitsscoring rubric will act as the measuring tool.

Leaders must understand that success of their goals can only be obtained throughexemplary classroom instruction. Effective instruction is instruction that allowsstudents to construct their own knowledge. It is not a classroom where educators actas authoritative transmitters of knowledge. It depicts educators and students as co-constructors of knowledge. The educator is acting as the primary facilitator of learning, not a sage on the stage. This gives students the opportunity to becomeextremely resourceful. Students can pull from their knowledge base, embark on trial

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and errors experiences, and redesign their learning so that it makes sense to them.They can bring their own creativity into the learning environment, providing them asense of autonomy centered on their educational endeavors.

Postmodern Strategies to Accomplish Goals in Urban Schools EmphasizingEmpirics

When strategic goals have been put in place to provide a map for success,there must be supporting strategies in place to assist in accomplishing those goals. Amap is a formal representation of an area (Kritsonis, 2007, p.176). Strategies tell ushow to achieve our goals. Strategies should exist for each smart goal created. Theyserve as an objective for the goal. Strategies to achieve goals can involve budgetaryconsiderations. Leaders have to allocate and utilize funds to bring progression intofruition. If a goal in the plan is to increase student performance in science, the leader must reserve and spend funds toward that area of need. The expenditures should havea direct impact on science advancement. The resources could be allocated for the

purchase of Gateway Science books that are highly aligned with the Texas Essentialsof Knowledge and Skills. Resources could be allocated for the purchase of onePurple Cow per classroom to show science action clips to students. Resources canalso be used for the purchase science notebooks for each student to document his or her learning over time. Strategies to accomplish goals can entail soliciting and

building more community partnerships to support the attainment of goals. A goalmay be to increase student achievement through increased parent involvement.Business partners may assume the responsibility of hosting events periodically to

attract parents to the campus. A third example of a strategy to accomplish smart goalscould be to develop special programs to meet the needs of students who areunderserved. If results show that Hispanic students are not performing up to par inmathematics, interventions should be put into place to remedy this problem.

Concluding Remarks

In conclusion, strategic planning can have few to several componentsdepending on the needs of the organization. Campus leaders, regardless of the needcan increase their odds of continuous student achievement by facilitating strategic

planning that encompasses postmodern views related to knowledge, culture, values,

and human nature. They can further enhance their chances of success byincorporating the six realms of meaning into their strategic plan. Great leaders canfind a direct correlation between their strategic plan and the realms of ethics,synnoetics, symbolic, esthetics, synoptic and empirics.

REFERENCES

English, F.W. (2003). The postmodern challenge to the theory and practice of educational administration . Springfield, IL: Charles C. Thomas

Publisher, LTD.Klages, M. (2007). Literary theory: A guide for the perplexed . Retrieved July 22,

2009, from the Continuum Press Web site: http://www.colorado.edu

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Kritsonis, W.A. (2007). William Kritsonis, PhD on schooling. Mansfield, OH:Bookmasters, Incorporated.

Kritsonis, W.A. (2007). Ways of knowing through the realms of meaning . Houston,TX: National FORUM Journals.

Xenos Christian Fellowship (2009). Comparing modernist and postmoderneducational theory: The death of truth . Retrieved July 15, 2009, fromhttp://www.xenos.org

National FORUM JournalsFeatures articles by the nations foremost thinkers on education

National FORUM of Applied Educational Research JournalIssue Distribution and Circulation (Approximations)

Issue Distribution Libraries.. 948Association of College and Research Libraries 383Deans, College of Education . 396NCATE Accredited Institutions 632Selected Professors. 1,289State Superintendents 52Editors of National, Regional, State Journals. 95School Superintendents/Principals/Supervisors.. 2,005Bureaus of Educational Research Services. 243Conference Distribution 279National Organizations. 104

International Distribution/Worldwide 6412,839

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