1) The document discusses how school leaders can use Dr. Kritsonis' six realms of meaning to strategically plan and solve educational problems. The six realms are symbolics, empirics, esthetics, synnoetics, ethics, and synoptics.
2) It emphasizes that school leaders must understand each realm and integrate them into strategic planning to improve parental involvement, bring positive change, and make schools successful.
3) Effective communication, data analysis, developing talents, and upholding high ethical standards are some ways the realms can guide strategic planning. This will help school leaders achieve goals and enhance the educational system.
Tryus L. Doctor & William Kritsonis
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M Univ. System
Introduction
Nationwide school communities are faced with the extreme and gut wrenching task of successfully meeting state and federal accountability guidelines. Upon the passing of the No Child Left Behind Act, the onus of reaching these goals lies in the hands of district superintendents, principals, teachers and students. This has put extreme pressure on superintendents and principals to ensure that their students perform at an exemplary level.
An educator’s main goal shall be to provide students with the best education possible, while providing them with the skills needed to be successful in their future endeavors. In an effort to achieve students’ success and reach state and federal accountability standards, it is imperative that educators have a detailed plan to achieve these goals. To assume that these goals may be reached without Postmodernistic forethought and planning would prove to be catastrophic to the entire school community. Thus, it is the obligation of educational leaders to implement a “Postmodern” organizational plan that will assist in the success of our schools and, most of all, the success of our students.
Purpose of the Article
The purpose of this article is to express the significance of postmodernism using the six realms of meaning found in the Ways of Knowing Through the Realms of Meaning (2007) by Dr. William A. Kritsonis. Upon reading The Ways of Knowing Through the Realms of Meaning, it becomes apparent that each of the Realms explained in this text may be applied to each postmodern educational entity. Postmodernism will provide students with an educational experience comprised of strong academic skills, effective teachers and opportunities for growth.
Symbolics in Instructional Management
The postmodern principal of an effective school serves as an exceptional educational leader, who is a highly valuable and consistent communicator with parents, students, and staff. The ability for a principal to articulate well with each stakeholder is imperative for the overall success of the school. This type of postmodern leadership ability allows principals to develop relationships with students, parents, and staff in nontraditional ways, which Blankstein asserts by stating that “Relationships are at the core of successful learning communities (2004). This postmodern notion unites the knower and the known, abolishes objectivity and subjectivity, and erases the line between fact and fiction leaders and followers (English, 2003).
“The first realm, symbolics, comprises ordinary language, mathematics and various types of nondiscursive symbolic forms, such as gestures, rituals, rhythmic patterns, and the like” (Kritsonis, 2007, p. 11). As stated in Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007), there is an ordinary language that is utilized in communications among with people. This form of language is “the forms of discourse employed in everyday speech and writing” (Kritsonis, 2007, p. 111). It is clear and concise, which allows others to have a lucid understanding of what is ex-
pected of them or what they should take away from any conversations you may have. The use of ordinary language by educational leaders’ would assist in developing a clear line of communication. Communication between all stakeholders that is unambiguous and distinct is imperative to the success of the school.
Principals also provide opportunities for others to share in leadership roles in that the principal and staff must work collaboratively to articulate and stress the importance of learning, establishing high expectations for students, teachers, and principals (California Center). Likewise, English validates such communication by asserting that “Such leadership [transformation] occurs when one or more persons enga
Schulz, joe a comparison of practical leadership skills nfeasj v34 v4 2016 William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Tryus L. Doctor & William Kritsonis
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M Univ. System
Introduction
Nationwide school communities are faced with the extreme and gut wrenching task of successfully meeting state and federal accountability guidelines. Upon the passing of the No Child Left Behind Act, the onus of reaching these goals lies in the hands of district superintendents, principals, teachers and students. This has put extreme pressure on superintendents and principals to ensure that their students perform at an exemplary level.
An educator’s main goal shall be to provide students with the best education possible, while providing them with the skills needed to be successful in their future endeavors. In an effort to achieve students’ success and reach state and federal accountability standards, it is imperative that educators have a detailed plan to achieve these goals. To assume that these goals may be reached without Postmodernistic forethought and planning would prove to be catastrophic to the entire school community. Thus, it is the obligation of educational leaders to implement a “Postmodern” organizational plan that will assist in the success of our schools and, most of all, the success of our students.
Purpose of the Article
The purpose of this article is to express the significance of postmodernism using the six realms of meaning found in the Ways of Knowing Through the Realms of Meaning (2007) by Dr. William A. Kritsonis. Upon reading The Ways of Knowing Through the Realms of Meaning, it becomes apparent that each of the Realms explained in this text may be applied to each postmodern educational entity. Postmodernism will provide students with an educational experience comprised of strong academic skills, effective teachers and opportunities for growth.
Symbolics in Instructional Management
The postmodern principal of an effective school serves as an exceptional educational leader, who is a highly valuable and consistent communicator with parents, students, and staff. The ability for a principal to articulate well with each stakeholder is imperative for the overall success of the school. This type of postmodern leadership ability allows principals to develop relationships with students, parents, and staff in nontraditional ways, which Blankstein asserts by stating that “Relationships are at the core of successful learning communities (2004). This postmodern notion unites the knower and the known, abolishes objectivity and subjectivity, and erases the line between fact and fiction leaders and followers (English, 2003).
“The first realm, symbolics, comprises ordinary language, mathematics and various types of nondiscursive symbolic forms, such as gestures, rituals, rhythmic patterns, and the like” (Kritsonis, 2007, p. 11). As stated in Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007), there is an ordinary language that is utilized in communications among with people. This form of language is “the forms of discourse employed in everyday speech and writing” (Kritsonis, 2007, p. 111). It is clear and concise, which allows others to have a lucid understanding of what is ex-
pected of them or what they should take away from any conversations you may have. The use of ordinary language by educational leaders’ would assist in developing a clear line of communication. Communication between all stakeholders that is unambiguous and distinct is imperative to the success of the school.
Principals also provide opportunities for others to share in leadership roles in that the principal and staff must work collaboratively to articulate and stress the importance of learning, establishing high expectations for students, teachers, and principals (California Center). Likewise, English validates such communication by asserting that “Such leadership [transformation] occurs when one or more persons enga
Schulz, joe a comparison of practical leadership skills nfeasj v34 v4 2016 William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Ideas and meaning making in schools through schoolwide pedagogyLindy-Anne Abawi
Shared understandings of pedagogical intent are essential in schools if students are to feel supported and confident when moving from class to class and year level to year level. The creation of a schoolwide pedagogical framework (SWP) enables aligned practice and processes to be sustainable over time. Shared commitment to an SWP creates a school specific meaning system designed to address context specific need.
Dr. James Jurica teaches at Texas A&M University at San Antonio. Dr. Jurica's article was published by National FORUM Journals.
Dr. William Allan Kritsonis is Editor-in-Chief of National FORUM Journals, Houston, Texas.
Analyzing Learning, Dr. W.A. Kritsonisguestcc1ebaf
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Ideas and meaning making in schools through schoolwide pedagogyLindy-Anne Abawi
Shared understandings of pedagogical intent are essential in schools if students are to feel supported and confident when moving from class to class and year level to year level. The creation of a schoolwide pedagogical framework (SWP) enables aligned practice and processes to be sustainable over time. Shared commitment to an SWP creates a school specific meaning system designed to address context specific need.
Dr. James Jurica teaches at Texas A&M University at San Antonio. Dr. Jurica's article was published by National FORUM Journals.
Dr. William Allan Kritsonis is Editor-in-Chief of National FORUM Journals, Houston, Texas.
Analyzing Learning, Dr. W.A. Kritsonisguestcc1ebaf
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Ethical Decision Making In Education: Utilizing the Ways of Knowing through t...William Kritsonis
Ethical Decision Making In Education: Utilizing the Ways of Knowing through the Realms of Meaning - a presentation by William Allan Kritsonis, PhD
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2009, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2008-2009, Dr. Kritsonis coauthored the book Effective Teaching in the Elementary School. First year teachers, as well as seasoned educators will find the chapters of this book packed with practical and workable solutions to typical classroom problems.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and master’s levels.
Dr. Kritsonis’ seminar and workshop on Writing for Professional Publication has been very popular with both professors and practitioners. Persons in attendance generate an article to be published in a refereed journal at the national or international levels.
Dr. Kritsonis has traveled and lectured throughout the United States and world-wide. Some recent international tours include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, and many more.
Professional Disposition and Ethics - Introduction kthometz post.docxLacieKlineeb
Professional Disposition and Ethics - Introduction
kthometz posted on 09-27-2022 11:26 AM 10-25-2022 06:18 PM
WGU’s mission is to “change lives for the better by creating pathways to opportunity.” Teachers College Way is to “change lives for the better by catalyzing Next-Gen teaching, learning, and leading across the education spectrum.
Next-Gen Candidates
A Next-Gen candidate is transformative in teaching, learning, and leading across the education spectrum. Teachers College strives to foster organizational systems and culture that allow candidates, faculty, and staff to do their life’s best work. Next-generation education begins with the core belief that the art and science of teaching, learning, and leading in education must continually evolve, becoming better and better with each subsequent generation. Catalyzing Next-Gen teaching, learning, and leading requires experience in a transformative educational environment.
Healthy Learning
Teachers College endeavors to offer a healthy learning environment that supports the professional growth and development of each Next-Gen candidate and expands the professional opportunities for each Next-Gen graduate. The development of Professional Dispositions and Ethics for Next-Gen candidates strengthens the educational experience and conveys the Teachers College’s commitment to impactful teaching, learning, and leading to the greater professional community.
A vital aspect of transforming Professional Dispositions and Ethics is the integration of restorative practices. Next-Gen candidates are empowered to use effective, evidence-based best practices to create healthy learning environments where all learners rise and thrive. Teachers College provides candidates with a safe educational environment - a place where candidates can develop and strengthen their academic, physical, psychological, ethical, and social understandings (learn more about
Healthy Learning). Our Professional Dispositions and Ethics at WGU is supported by the five primary critical healthy-learning focus areas that are key drivers of learner academic, professional, and personal success. These five pillars, while being powerful concepts individually, gain collective strength and create a thriving, healthy learning environment, where all individuals are equipped to fully embody and practice Teachers College Professional Disposition and Ethics.
The five pillars of Healthy Learning are:
1. Diversity, Equity, and Inclusion (DE&I)
2. Social-Emotional Learning (SEL)
3. Character Education
4. Mental Health
5. Basic Needs
Figure 1
Figure 1:This graphic represents the research, reflection, policy & practice impact the five pillars of Healthy Learning. This figure shows that the five pillars of Healthy Learning are interconnected.
Diversity, equity, and inclusion (DE&I) impact all spaces within education. It is vital to address ongoing challenges of the inequalities of access and attainment am.
Ch 8 Artful Performance and National Standards by Fenwick W. English, PhDguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch 3 Mental Prisms of Leadership by Fenwick W. English, PhDguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch 6 Understanding the Landscape of Educational Leadership by Fenwick W. Englishguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch 4 Individual Human Agency and Principles of Action by Fenwick W. English, PhDguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch. 7 Balanching Performance and Accountability by Fenwick W. English, PhDguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch 5 Leadership as Artful Performance by Fenwick W. Englishguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Prep Guide for Writing for Professional Publication in National Refereed Jour...guestcc1ebaf
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. Kritsonis, Writing for Professional Publication in National Refereed Jour...guestcc1ebaf
Founder of National FORUM Journals – Over 4,000 Professors Published
Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these refereed, peer-reviewed periodicals. In 1983, he founded the National FORUM of Educational Administration and Supervision – now acclaimed by many as the United States’ leading recognized scholarly academic refereed journal in educational administration, leadership, and supervision.
In 1987, Dr. Kritsonis founded the National FORUM of Applied Educational Research Journal whose aim is to conjoin the efforts of applied educational researchers world-wide with those of practitioners in education. He founded the National FORUM of Teacher Education Journal, National FORUM of Special Education Journal, National FORUM of Multicultural Issues Journal, International Journal of Scholarly Academic Intellectual Diversity, International Journal of Management, Business, and Administration, and the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. In 1997, he established the Online Journal Division of National FORUM Journals that publishes academic scholarly refereed articles daily on the website: www.nationalforum.com. Over 500 professors have published online. In January 2007, Dr. Kritsonis established Focus: On Colleges, Universities, and Schools.
National FORUM of Multicultural Issues Journal, 7(2) 2010guestcc1ebaf
National FORUM of Multicultural Issues Journal, Volume 7, Number 2, 2010, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, 17603 Bending Post Drive, Houston, Texas 77095
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Research Design and Methodology, Dr. W.A. Kritsonisguestcc1ebaf
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Digital Artifact 2 - Investigating Pavilion Designs
Kashan Ishaq & Dr. Wm. A. Kritsonis
1. KASHAN ISHAQ and WILLIAM ALLAN KRITSONIS
Introduction
The results of a successful strategic plan require that all stakeholders are
moving in a constructive direction. Many school leaders fail in this important task.
Parental involvement is one of the key areas where most schools face challenge.
Facing this challenge, leaders of the school must strategically plan towards
enhancement of the holistic educational system by knowing and understanding each
component of the realms of meaning written by Dr. Kritsonis. For us to fix today’s
educational problems, we must deeply analyze the problems of the past system and
implement a postmodern theory into today’s educational system. Educational leaders
must escape from their fear to bring change and take it as a challenge to fix the
educational system but it does require the passion for change, meetings the needs of
all stakeholders of the school.
Purpose of the Article
The purpose of this article is to discuss how school leaders’ understanding of
the six realms of meaning (Kritsonis, 2007) can be strategically integrated in solving
the educational problems of today and improving the schools of tomorrow. Dr.
Fenwick W. English (2003) has described how postmodernism can change the
educational system today. School administrators must believe in postmodernism
theory to bring change in the educational system.
Values of Educational Leader
What are values and where do they come from? How do our values make a
difference in the educational system today? In the Ways of Knowing Through the
Realms of Meaning (2007), Dr. Kritsonis highlights traits for developing a person
holistically. According to him,
A person should be skilled in the use of speech, symbol, and gesture
(symbolics), factually well informed (empirics), capable of creating and
appreciating objects of esthetic significance (esthetics), endowed with a rich
and disciplined life in relation to self and others (synnoetics), able to make
wise decisions and to judge between right and wrong (ethics), and possessed of
integral outlook (synoptics). (Kritsonis, 2007, p.15)
Educational leaders have an enormous responsibility to carry on the vision of the
school. According to Haydon (2007),
Educational leadership today promotes critical thought and constructive
analysis about underlying values that involve aims and moral purpose in
education; individual qualities in educational leadership, vision in education,
school ethos and culture, and schools as an educational communities. (p.1)
Creating a road map of the school’s strategic plan helps educational leaders increase
parental involvement. A lack of strategic planning can cause financial loss for the
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2. KASHAN ISHAQ and WILLIAM ALLAN KRITSONIS
school. Brain and Reid (2003), stated: “The more expansive the view of parental
involvement, the greater the costs in running such projects and, hence, particularly in
poor areas, the less chance of them is being sustainable” (p. 293). Parents are
expected to take ownership of different programs in schools. Parents are responsible
for the children’s attendance, behavior and willingness to learn in schools and provide
support to schools.
Brain and Reid stated, “Parental involvement is seen as a mechanism for
simultaneously raising standards, developing new partnerships between schools and
parents in the local community and promoting social inclusion” (2003, p. 291).
Parents and teachers are full partners in raising the children today. McNamara (2000)
mentioned that the current labor government has placed a renewed emphasis
involving parents as active partners in the production of educated children
(McNamara, Hustler, Stronach, Rodrigo, Bresford, & Botcherby, 2000, p. 474).
Postmodernism guides educational leaders to use innovative and creative ways to
improve the educational system. Educational leaders with the postmodernistic
approach can take the school so many years a head, where all students are successful
and schools are technologically advanced. According to English (2003),
Postmodernism is about constructing a way of looking at the world of ideas,
concepts and systems of thought through the historicity of context and the
shifting nature of linguistic meaning and symbols as they are manifested in
discursive practices which run through educational administration and
related fields. (p.3)
Educational leaders that are the true role models of the stakeholders of the school
enforce epistemological and axiological framework; they believe in the positive
change of the school’s educational system.
Strategic Planning for Educational Leaders
For educational leaders to be successful at creating effective schools where all
stakeholders are highly involved in attainment of the school’s vision, the educational
leader needs to know how to apply steps of strategic planning in enforcing the vision
of the school to all stakeholders. According to the Center of Organizational
Development and Leadership (2007), there are six planning phases:
1. Mission, Vision, and Values,
2. Environmental Scan,
3. Goals,
4. Strategies and Action Plans,
5. Plan Creation, and
6. Outcomes and Achievements. (pp. 3-4)
Each step of strategic planning relates directly and indirectly to the six realms of
meaning. Educational leaders usually get in their comfort zone and never think
beyond changing the system of the school. They have a fear to align everyone’s vision
and as they see obstacles, educational leaders stop and continue operating in their
comfort zone.
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3. KASHAN ISHAQ and WILLIAM ALLAN KRITSONIS
English (2003) states, “The mental baggage of modernism is represented in the way
conceives of itself as a compelling singularity: total, final and absolute” (p. 62).
School administrators’ tunnel vision directs them to never think beyond modernism,
they find everything absolute and seldom make any changes. English (2003) said,
“Postmodernism is not so much interested in the answers as the questions” (p. 4). We
have to ask questions such as where we went wrong, and seek solutions instead of
continuing to play the blame game.
The First Realm: Symbolics
Symbolics play a major role in the development and improvement of the
educational programs. Dr. Kritsonis states: “The first realm, symbolics, comprises
ordinary language, mathematics and various types of nondiscursive symbolic forms,
such as gestures, rituals, rhythmic patterns, and the like” (Kritsonis, 2007, p.11). This
realm focuses on the key component that creates a successful organization. One of the
areas that it focuses on is communication. Effective communication is one of the areas
that are also highly emphasized in the strategic planning. According to the Center for
Organizational Development and Leadership (2007), “Without careful
communication, planning organizational change is likely to meet with resistance by
colleagues. Successful communication requires attention to each group likely to be
affected by the planning process and the plan’s goals” (p.5). This realm is the
essential component of the educational system. Leaders of the school must know how
to effectively communicate with all stakeholders of the school. Symbolics addresses
communication instruments, which can be utilized for conferences and professional
development for educators. Educational leaders with the vision of involving parents
and stakeholders of the school must know the power of communication effectively
through different sources and how it can bring people towards the mission of the
school. Electronic communication through electronically such as websites, emails,
automated phone messages, text messages and newsletters are excellent forms of
communication. Leaders also need to know the power of written and oral
communication and how it impacts people differently. Kritsonis stated, “Ordinary
language is the forms of discourse employed in every day speech and writing” (2007,
p.111). Educational leaders need to know the significance of using ordinary language
defined by him. Dr. Kritsonis defined ordinary language, “It allows humans to
communicate on a personal level. Many like to take a break from “shop talk” from
time to time and become comfortable with associates” (2007, p.114). Educational
leaders should learn to communicate effectively knowing when and where to use
ordinary language. Dr. Kritsonis said, “The objective of using language is
communication (2007, p. 114).
Language is a binding force in society. It is a means of establishing human
relationship” (Kritsonis, 2007, p.116). Building, maintaining and sustaining
relationship with people are highly important for educational leaders and meaningful
relationships can be established with effective communication. Kritsonis said,
“Perhaps the deepest of all human needs is to be understood and accepted by others”
(2007, p.116). One of the biggest challenges of educational leaders is to gain parental
support. To overcome such a challenge, strategic planning of an organization must be
planned where the idea is to empower parents and gain their trust by involving them
in the campus improvement meetings. According to Fisher (1994),
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4. KASHAN ISHAQ and WILLIAM ALLAN KRITSONIS
To increase parental involvement, Mount Cammel High School has adopted
strategic-planning change model. Successful strategic plans are connected to
school mission and core values, gain staff support, remain open to input from
all parties, build trust and rapport among participants, ensure open
communication with stakeholders, ensure high principal visibility and
feedback systems, and consider successful efforts elsewhere. (pp. 69-74)
The Second Realm: Empirics
“The second realm empirics, includes the sciences of the physical world, of
living things, and of man” (Kritsonis, 2007, p.12). This realm’s focus is on Science
that deals with measurement. “These Sciences provide factual descriptions,
generalizations, and theoretical formulations and explanations that are based upon
observations and experimentation in the world of matter, life, mind and society”
(Kritsonis, 2007, p.12). Leaders must take measures based on the data that is available
before making decisions. According to Center for Organizational Development and
Leadership (2007),
Ongoing attention to assessment is necessary to monitor a plan’s progress and
assess its outcomes. This appraisal provides guidance for developing
preplanning strategies, monitoring the planning process, and judging whether
a plan’s activities and strategies are successful in fulfilling the organization’s
goals. (p.5)
Effective principals of the school continuously assess and evaluate different
programs. Principals use different evaluation tools that are available to evaluate
teachers’ competency in different areas and provide support as needed. One example
is the Professional Development and Appraisal System (PDAS). The professional
communication domain helps principals measure and assess the effectiveness of
parent teacher communication. Reviewing teachers’ parent contact logs also helps
principals track the teacher’s interaction with the parents. This is one way to assess
parents’ involvement and its impact on the students’ achievement. Principals can
encourage teachers to effectively communicate with parents and provide professional
development on communication strategies to bring high parental involvement.
The Third Realm: Esthetics
The third realm, esthetics, contains the various arts, such as music, the visual
arts, the arts of movement and literature” (Kritsonis, 2007, p.12). Arts and music are
excellent ways to develop the children. Dr. Kritsonis said, “Humans teach their
children the arts to help them achieve what we consider a well rounded education”
(2007, p.284). School leaders see the beauty of education in their own ways just like
teachers see the beauty in their own ways. The most important idea is to recognize
that beauty exists in every child. Before making any decisions about the school,
passionate educational leaders keep in mind the children’s beautiful faces, prior to
finalizing decisions.
In other words, all decisions should be made for the benefit of the children and
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5. KASHAN ISHAQ and WILLIAM ALLAN KRITSONIS
prior to making a final decision, one should ask a question: “How this decision will
impact the students?” Principals need to strategically develop the talents within the
faculty and staff. Every member of the school has the talent and can be discovered by
the leader of the school. Principals must strategically identify the talent within the
faculty and staff. Transformational leaders develop and identify the teachers’ talent
and empower them to apply those talents and skills in the improvement of the school.
According to Center for Organizational Development and Leadership (2007),
“Collaborator and Beneficiaries- Identifying critical stakeholders with particular
attention to the expectation for the plan’s development and implementation is of
major importance” (p.3). Identifying not only teachers’ talents but also any
stakeholders of the school can help play a vital role in the improvement of the school.
The Fourth Realm: Synnoetics
“The fourth realm, synnoetics, embraces what Michael Polany calls “personal
knowledge” and Martin Buber the “1-Though” relation” (Kritsonis, 2007, p.12). This
realm emphasizes on things that are personal and important to a person. Synnoetics
signifies “relational insight” or “direct awareness” (Kritsonis, 2007, p.12). It is
important that educators strive to keep learning and discovering strategies to
personally motivate students. The students will be successful once this thought
process is developed and personally meaningful to the educators.
The Fifth Realm: Ethics
“The fifth realm, ethics, includes moral meanings that express obligation
rather than fact, perceptual form, or awareness of relation” (Kritsonis, 2007, p.13).
Ethics play an important role in the educational system. Unethical behavior practiced
by the members of the school can destroy the educational system and school’s
performance. Members of the school community following poor ethical standards
usually have low productivity. Group dynamics suffers and communication becomes
more elusive and complex. The result is the decline in the schools’ environment.
Proper ethical behavior will have positive effects on the educational system.
Members who follow high ethical standards increase their productivity. Group
dynamics and communication improve and the risk in the failure of the school
decreases.
Ethics must be enforced by educational leaders in every school system
because it creates a positive environment and will lessen negativity within the school.
It builds the structures in the school and holds each member accountable. Educational
leaders must follow ethics and enforce ethics at work through providing trainings for
the staff. Enforcing collaboration among staff and brainstorming ideas in the faculty
meetings helps promote high professionalism at work where the members of the
school follow all rules, policies and procedures. This is one way to achieve success
collaboratively.
Morality must be enforced in policies and procedures. “Morality has to do
with personal conduct that is based on free, responsible deliberate decision”
(Kritsonis, 2007, p.13). Educational leaders must hold high ethical standards for
themselves and for the rest of the stakeholders of the school. They should hold high
40
6. KASHAN ISHAQ and WILLIAM ALLAN KRITSONIS
expectations for all stakeholders to demonstrate high moral standards. According to
Kritsonis (2007),
The good life consists in the realization of meanings, in all of the realms: in the
ability to communicate intelligibly and forcefully, to organize the experience of
sense into significant generalizations and theories with predictive power, to
express the inner life in moving esthetic constructions, to relate with others and
with oneself in acceptance and love, to act with deliberate responsibility, and to
coordinate these meanings into an integrated vision and commitment. (p. 442)
All employees must be adhering to hold high ethical standards. The strategic
planning approach should provide a blue print for establishing ethical standards for
the school. The leader of the school must be able to effectively communicate and
emphasize to the stakeholders of high ethical standards that the school holds. Values
are established in creating an organizing the plan. “Reviewing the organization’s
guiding principles as a useful reference point for planning, especially when
determining how to allocate resources and measure achievements” (Center for
Organizational Development and Leadership, 2007, p.3).
The Sixth Realm: Synoptics
“The sixth realm, synoptics, refers to meanings that are comprehensively
integrative. This realm includes history, religion, and philosophy” (Kritsonis, 2007,
p.13). All of these areas are important to uphold one’s ethical and moral level of
understanding. History, religion and philosophy shape our understanding of life.
Kritsonis said, “Of all the branches of philosophy the two which are the most
comprehensive in scope and hence the primary basis for synoptic function of
philosophy as a whole are the theory of knowledge (or epistemology) and
metaphysics” (Kritsonis, 2007, pp. 546-547). Educational leaders must have an
extensive knowledge (epistemology) and metaphysics’ understanding to help shape
the school community’s vision. History allows the educational leaders to interpret
the past events with the current, to build the effective learning community, and to
help plan accordingly for the improvement of the school. Effective educational
leaders continuously assess and analyze data from the past to the present. “The
educational leaders can work to a largely influence synoptics while developing the
Campus Improvement Plan and heavily define the school’s culture” (Cloud &
Kritsonis, 2006, p.7).
Educational leaders must be highly involved in the planning of the Campus
Improvement Plan working closely with all stakeholders of the school, to modify and
improve programs, which did not support the school’s vision and mission. The
Campus Improvement Plan should focus on ways to improve parental involvement of
the school.
Concluding Remarks
In conclusion, there are many deficiencies in our educational system today.
Facing these deficiencies require educational leaders’ deep understanding of the
problems to help improve schools. Educational leaders must strategically plan by
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7. KASHAN ISHAQ and WILLIAM ALLAN KRITSONIS
incorporating six realms of meaning recommended by Dr. Kritsonis to solve
educational problems. Issues such as lack of student motivation, parental
involvement, and unaligned vision of the stakeholders can all be aligned with the
postmodernistic approach emphasized by Dr. Fenwick English, but it takes the strong
and effective leader’s belief in applying the steps of strategic planning and integrated
realms of meaning into school improvement.
REFERENCES
Brain, K., & Reid, I. (2003). Constructing parental involvement in an education action
zone: Whose need is it meeting? . Educational Studies, 29 (2/3), 291-205.
Center for Organizational Development and Leadership (2007). Strategic planning in
higher education: A guide for leaders. Rutgers University. New Jersey:
Author.
Cloud, M., & Kritsonis, W. (2006). National agenda: A holistic approach for the
development of a campus improvement plan using ways of knowing through
the realms of meaning as the framework. Doctoral FORUM: Journal for
Publishing and Mentoring Doctoral Research Students, 3 (1), 1-8. Retrieved
July 7, 2009, from http://www.eric.ed.gov
English, F.W. (2003). The post modern challenge to the theory and practice of
educational administration. Springfield: Charles C. Thomas.
Fisher, S. (1994). Preparing for change: Parental involvement at Mt. Carmel High
School. NASSP Bulletin, 78(560), 69-74.
Haydon, G. (2007). Values for educational leadership. Thousand Oaks, CA: Sage.
Kritsonis, W. (2007). Ways of knowing through the realms of meaning: A philosophy
for selecting the curriculum for general education. Houston, TX: National
FORUM Journals.
McNamara, O., Hustler, D., Stronach, I., Rodrigo, M., Beresford, E. & Botcherby, S.
(2000). Room to maneuver mobilizing the ‘active partner’ in home-school
relations, British Educational Research Journal, 26(4), 473–489.
www.nationalforum.com
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