Does the Academy Read Box-Office Reports?

By Steven Zeitchik

"Juno" or "No Country" will win best picture.

That's not a pronouncement based on polling or a discussion with our local tarot card reader. It's based on this simple but little-discussed fact: Since the decade began, best picture has gone to one of the top two domestic grossers among the five movies in the category every single year. And with $101 million and $51 million earned, "Juno" and "No Country" are the clear box-office leaders this year.

You have to go back to 1999 and "American Beauty" to find the last time this didn't hold true -- the Sam Mendes film was a close third out of five -- and all the way back to 1987, when "The Last Emperor" won the top prize, to find the previous exception.

The meaning is clear: The Academy tends to choose movies that the American public has seen. (These numbers are from the time of the awards, by the way, not the cume post-ceremony.) So while all best picture nominees are created equal, some are more equal than others.

Don't get us wrong. We're not trying to diss you, "Michael Clayton" or "Atonement" or "There Will be Blood." Upsets happen. But here's another reason for Searchlight to feel good. If "Juno" doesn't win, this year will mark the lowest total in twenty years for the best picture winner, and does the Academy want to make that kind of history? (It is conceivable receipts for "No Country" could still surpass the previous record-holder, 2005's "Crash," which earned $55 million).

But studios worried about the "Juno" push, take heart in this -- outside of "Shakespeare in Love," a comedy hasn't won since 1977. That's when Woody Allen landed the statue for "Annie Hall." And when it comes to box-office success, the director would be the first to tell you: success may be better than poverty, but only for financial reasons.

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[William Allan Kritsonis, PhD]

William Allan Kritsonis, PhD

Dr. Kritsonis Lectures at the University of Oxford, Oxford, England

In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.

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.”

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.

Professional Experience

Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.

Books – Articles – Lectures - Workshops

Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 500 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 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.
In 2008, Dr. Kritsonis’ book Non-Renewal of Public School Personnel Contracts: Selected Supreme and District Court Decisions in Accordance with the Due Process of Law is scheduled for publication by The Edwin Mellen Press, Lewiston, New York.
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.

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.

Professorial Roles

Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis has been invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the newly established PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He lives in Houston, Texas.

[William Allan Kritsonis, PhD]

Writing for Professional Publication in National Refereed Journals
A Session for Faculty and Doctoral Students

Open University – London, ENGLAND
August 9, 2008

William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M University/The Texas A&M University System

1. Professional reasons for writing for publication
2. Personal reasons for writing for publication
3. How real writers behave
4. Writer’s write for the following reasons
5. How to get started
6. What will “sell” the editor on your work?
7. Formula: Brilliant Ideas + Good Luck + Knowing the Right People = Publication
8. On scholarly work
9. Reasons to write and publish journal articles
10. Writing and publishing journal articles enables you to…
11. Three basic types of articles: practical – review or theoretical – research
12. Quantitative Studies
13. Qualitative Research
14. On writing books
15. Four phases of book publishing (Fun – Drudgery – Torture – Waiting)
16. Some reasons to write a book
17. Where does the dollar go after a book is published?
18. What do editors and reviewers really want?
19. Earning approval from editors and reviewers
20. What to remember about bad writing
21. How to get fired as a reviewer
22. Publish or perish or teach or impeach
23. I’ve been rejected many times – should I give up?
24. In writing, how you read is important
25. How teachable is writing?
26. “I can’t seem to tell how my writing is going while I am doing it. Can you help?
27. Remember your purpose in writing
28. What differentiates ordinary writing from writing with style
29. It must get somewhat easier to write, otherwise, how would some authors become so prolific?
30. If writing for publication does not prove to be lucrative, why bother?
31. Why creative work is worthwhile
32. Show respect for your writing. It is about what the readers should know. If this puts a strain on a professional relationship, then so be it.
33. “Why I Write” (Orwell) Sheer egoism, aesthetic enthusiasm, historical impulse, and political purpose.
34. What really makes an academic write?
35. The Writer’s Essential Tools – words and the power to face unpleasant facts.
36. No human activity can sap the strength from body and life from spirit as much as writing in which one doesn’t believe.
37. “Because it was there.” Edmund Hillary. And with this comment he supplied generations with a ready-made and unanswerable defense for any new undertaking even writing.
38. Why we write.
39. Climbing Your Own Mountain
40. Be yourself. Have fun writing.

Please list any other topics you want Dr. Kritsonis to discuss.
281-550-5700 Home; Cell: 832-483-7889 – williamkritsonis@yahoo.com

[William Allan Kritsonis, PhD]

FOCUS on Colleges, Universities, and Schools
VOLUME 2 NUMBER 1, 2009

Functions of the Doctoral Dissertation Advisor

William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
The Texas A&M University System
Prairie View, Texas
Invited Visiting Lecturer
Oxford Round Table
Oriel College in the University of Oxford
Oxford, England
Distinguished Alumnus
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington

ABSTRACT

The purpose of this article is to provide suggestions for doctoral dissertation advisors. The content was developed from discussions with colleagues, doctoral candidates, recipients of advanced degrees, and reviewing literature pertaining to doctoral studies. This article provides some general guidelines and practical functions for doctoral dissertation advisors.

Introduction

Those who succeed in academic scholastic writing at the advanced levels typically write an excellent doctoral dissertation. In writing a dissertation, there appears to be an enjoyment of the constant flowing of ideas. At the doctoral level, mentors are critically important in helping their students complete the dissertation, and later in getting graduates published at the national level in refereed, juried, peer-reviewed scholarly journals.

Purpose of the Article

The purpose of this article is to establish some basic functions of the doctoral dissertation advisor. Hopefully, the suggestions will help others in the doctoral advisement process.

Basic Functions of the Doctoral Dissertation Advisor

The following suggestions are functions of a doctoral dissertation advisor:

1. Keep a folder for each doctoral student. This will give you the opportunity to review previous and current work completed by the student. It will give you the opportunity to review your own comments. Reviewing the folder periodically enables you to firmly grasp the student’s concerns with conducting research.

2. Keep track of emails that you send and other correspondence. Make certain that you communicate to students frequently. Not communicating with doctoral students is condescending and shows disrespect.

3. Establish a personal, but professional relationship with your doctoral student advisees. Being a mentor is a very serious responsibility. See each of your students first as people. They have goals and aspirations just as you do.

4. Develop your own style in dissertation advising. The best way to develop your own style is simply by doing it.

5. Be positive in working with doctoral students on their dissertation. Make certain to provide feedback that is constructive and useful. Always strive to be positive and enthusiastic in working with doctoral students on their dissertations. Be cheerful, optimistic, and helpful. Direct advisees to relevant sources of information.

6. Know your strengths, attributes, weaknesses, and limitations.

7. Do you homework in working with each advisee. Make certain to study the dissertation topic your advisee is interested in developing.

8. Think about your own dissertation experience. Avoid any mistakes that were made. Incorporate effective strategies that work.

9. Encourage advisees to document what they want to do as a dissertation topic.

10. Strive to make a difference as an advisor to your advisee. Model appropriate behavior.
11. Make your presence matter in the life of the doctoral student.

12. Accept the responsibility of doing a good job.

13. Accept the fact you know more about writing a dissertation than your advisee.

14. As an advisor, recognize the time when the dissertation topic must be revised or changed. Do not be afraid to tell an advisee when they are wasting time on something that will not work or is not relevant.

15. Be ready to suggest to your advisee the need to shift the research time to other areas of the dissertation if you see the advisee bog down.

16. Do not hesitate to tell the advisee to put more effort into the dissertation.

17. Make certain to realize as an advisor there are many different strategies for writing a doctoral dissertation.

18. Encourage doctoral students to talk with others who are writing their dissertation. They often can provide practical feedback and encouragement.

19. Encourage doctoral students to communicate with others in different colleges or departments who are writing their dissertation.

20. Encourage advisees to explore ideas beyond your suggestions.

21. Tell your advisees how you like to work with them. If you need to work from an outline – tell the advisee. Let advisees know your own work habits.

22. Remember, it is the advisee’s dissertation – not yours. They must do the work.

23. If you are an inexperienced dissertation advisor, try to work with a colleague who has successful experience. As an advisor, you are there to help. Help as much as you possibly can.

24. Be supportive of the advisee’s work. Use specific examples in telling advisees their work is good or not acceptable. Point out where the work needs improvement.

25. Make certain you develop the habit of getting things back to students in a timely manner; hopefully, within five - ten business days. Through being diligent in your efforts, the advisee will keep focused. Read dissertation chapters at your earliest convenience. Do not let too much time elapse. Remember, you are a busy person and so is your advisee. Establish timelines with the advisee and meet them.

26. Give your doctoral students the responsibility of meeting deadlines.

27. Encourage students to contact you if you have taken too long to respond to them.

28. As an advisor, give lots of suggestions. Be specific, exact, concise, detailed, and comprehensive in all aspects of your advising.

29. Encourage your doctoral students to talk with their committee members throughout the entire process. Other committee members might suggest different approaches or a new study altogether. When this happens, meet with the advisee. Perhaps you will agree or disagree. Keep the dialogue open and positive.

30. It is your duty to encourage your advisees to do the work that must be done to have a quality and professionally satisfying dissertation.

31. Be available. If this means meeting with a doctoral student at a location other than the university, do it. Some advisees need a lot of attention, guidance, and direction. Others are self-directive. Be flexible and adaptable.

32. The advisee should not hear major changes for the first time at the proposal defense.

33. In giving guidance to your advisees, constantly prepare them for their proposal defense and ultimately defending their dissertation. This will keep them focused.

34. Do not take on the job of advisor if you do not intend to make it a priority. Dissertation advisement takes an enormous amount of time and commitment. During the entire process, it will be necessary for you to meet with the other members of the dissertation committee to discuss the progress of the doctoral student.

35. You want your students to tell you “I like the way you are always available, keep up the good work.”

36. The doctoral student and advisor should consult someone other than the student’s committee members for special advising or expertise.

37. Help your advisee when there is a need to clarify the dissertation topic.

38. Try to obtain adequate funding for your advisee’s research.

39. Link students with similar dissertation topics together.

40. During the advisement process, dissertation advisors should mentor students by helping them to prepare manuscripts for publication in national, refereed, peer reviewed journals.

41. Consider or recommend doctoral students for university responsibilities, such as facilitating classes when professors are unavailable, and giving examinations at distance learning facilities. This gives them experiences in higher education.

42. Involve doctoral students with coordinating orientation sessions for new students.

43. As a dissertation advisor, develop an approval form for both the proposal and dissertation defense that must be signed by all committee members prior to scheduling a formal meeting. By doing so, the committee members agree the student is ready to present and defend.

Concluding Remarks

In conclusion, the purpose of this article was to establish some general functions of a dissertation advisor. There are numerous functions of a dissertation advisor and these are only a few. In addition, my intention was to provide some general guidelines for thoughtful consideration. Perhaps, you can add to the list.

References

Dave, R. (2007 December). Quality time with your dissertation. Retrieved December 4,
2007, from the Association for Support of Graduate Students Website: http://www.asgs.org/
Eastwood, J.S. (2000). Comprehensive editing. Retrieved December 2, 2007, from
www.jeastwood.com
Jensen, S. (2000). Dissertation news. Retrieved December 3, 2007, from
http://www.dissertationdoctor.com
________________________________________________________________________
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas www.nationalforum.com

To contact Dr. Kritsonis – 281-550-5700 or williamkritsonis@yahoo.com

[William Allan Kritsonis, PhD]

Doctoral Dissertation Advising: Keys to Improvement of Completion Rates

William Allan Kritsonis
Professor
PhD Program in Educational Leadership
Prairie View A&M University
The Texas A&M University System
Distinguished Alumnus
Central Washington University
College of Education and Professional Studies
Invited Guest Lecturer
Oxford Round Table
University of Oxford, England

Robert L. Marshall
Professor
Doctoral Program
Western Illinois University
Invited Guest Lecturer Macomb, Illinois
Invited Guest Lecturer
Oxford Round Table
University of Oxford, England

ABSTRACT

The purpose of this article is to provide suggestions for doctoral dissertation advisors. The content was developed from discussions with colleagues, doctoral candidates, recipients of advanced degrees, and reviewing literature pertaining to doctoral studies. This article provides some general guidelines and practical functions for doctoral dissertation advisors.

Introduction

T
hose who succeed in academic scholastic writing at the advanced levels typically write an excellent doctoral dissertation. In writing a dissertation, there appears to be an enjoyment of the constant flowing of ideas. At the doctoral level, mentors are critically important in helping their students complete the dissertation, and later in getting graduates published at the national level in refereed, juried, peer-reviewed scholarly journals.

Purpose of the Article

The purpose of this article is to establish some basic functions of the doctoral dissertation advisor. Hopefully, the suggestions will help others in the doctoral advisement process.
Basic Functions of the Doctoral Dissertation Advisor

The following suggestions are functions of a doctoral dissertation advisor:

1. Keep a folder for each doctoral student. This will give you the opportunity to review previous and current work completed by the student. It will give you the opportunity to review your own comments. Reviewing the folder periodically enables you to firmly grasp the student’s concerns with conducting research.

2. Answer all email correspondence with doctoral students in a timely manner. Keep track of emails that you send and other correspondence. Make certain that you communicate to students frequently. Not communicating with doctoral students is condescending and shows disrespect.

3. Establish a personal, but professional relationship with your doctoral student advisees. Being a mentor is a very serious responsibility. See each of your students first as people. They have goals and aspirations just as you do.

4. Develop your own style in dissertation advising. The best way to develop your own style is simply by doing it.

5. Be positive in working with doctoral students on their dissertation. Make certain to provide feedback that is constructive and useful. Always strive to be positive and enthusiastic in working with doctoral students on their dissertations. Be cheerful, optimistic, and helpful. Direct advisees to relevant sources of information.

6. Serve as the key person in guiding the production of an acceptable high quality dissertation.

7. The chair is the leader of the committee and its liaison with the student. Assume the primary responsibility of assuring that the dissertation committee works effectively as a collaborative team.

8. Expectations of both service to the student and service to the academic discipline and professional field

9. Continually monitor students’ progress with the dissertation from start to finish

10. Know your own strengths, attributes, weaknesses, counter productive tendencies and limitations.

11. Do you homework in working with each advisee. Make certain to study the dissertation topic your advisee is interested in developing.

12. Think about your own dissertation experience. Avoid any mistakes that were made. Incorporate effective strategies that work.

13. Encourage advisees to document what they want to do as a dissertation topic.

14. Strive to make a difference as an advisor to your advisee. Model appropriate behavior.

15. Make your presence matter in the life of the doctoral student.

16. Accept the fact you know more about writing a dissertation than your advisee. A high quality job of directing is an expectation.

17. As an advisor, recognize the time when the dissertation topic must be revised or changed. Do not be afraid to tell an advisee when they are wasting time on something that will not work or is not relevant.

18. Be ready to suggest to your advisee the need to shift the research time to other areas of the dissertation if you see the advisee bog down.

19. Do not hesitate to tell the advisee to put more effort into the dissertation.

20. Make certain to realize as an advisor there are many different strategies for writing a doctoral dissertation.

21. Encourage doctoral students to talk with others who are writing their dissertation. They often can provide practical feedback and encouragement.

22. Encourage doctoral students to communicate with others in different colleges or departments who are writing their dissertation.

23. Encourage advisees to explore ideas beyond your suggestions.

24. Tell your advisees how you like to work with them. If you need to work from an outline – tell the advisee. Let advisees know your own work habits.

25. Remember, it is the advisee’s dissertation – not yours. They must do the work.

26. If you are an inexperienced dissertation advisor, try to work with a colleague who has successful experience. As an advisor, you are there to help. Help as much as you possibly can.

27. Be supportive of the advisee’s work. Use specific examples in telling advisees their work is good or not acceptable. Point out where the work needs improvement.

28. Make certain you develop the habit of getting things back to students in a timely manner; hopefully, within five - ten business days. Through being diligent in your efforts, the advisee will keep focused. Read dissertation chapters at your earliest convenience. Do not let too much time elapse. Remember, you are a busy person and so is your advisee. Establish timelines with the advisee and meet them.

29. Give your doctoral students the responsibility of meeting deadlines.

30. Be accessible to the student. Keep appointments with students and be present at all committee meetings that involve working with students and dissertations.

31. Encourage students to contact you if you have taken too long to respond to them.

32. As an advisor, give lots of suggestions. Be specific, exact, concise, detailed, and comprehensive in all aspects of your advising.

33. Encourage your doctoral students to talk with their committee members throughout the entire process. Other committee members might suggest different approaches or a new study altogether. When this happens, meet with the advisee. Perhaps you will agree or disagree. Keep the dialogue open and positive.

34. It is your duty to encourage your advisees to do the work that must be done to have a quality and professionally satisfying dissertation.

35. Be available. If this means meeting with a doctoral student at a location other than the university, do it. Some advisees need a lot of attention, guidance, and direction. Others are self-directive. Be flexible and adaptable.

36. The advisee should not hear major changes for the first time at the proposal defense.

37. In giving guidance to your advisees, constantly prepare them for their proposal defense and ultimately defending their dissertation. This will keep them focused.

38. Do not take on the job of advisor if you do not intend to make it a priority. Dissertation advisement takes an enormous amount of time and commitment. During the entire process, it will be necessary for you to meet with the other members of the dissertation committee to discuss the progress of the doctoral student.

39. You want your students to tell you “I like the way you are always available, keep up the good work.”

40. The doctoral student and advisor should consult someone other than the student’s committee members for special advising or expertise.

41. Help your advisee when there is a need to clarify the dissertation topic.

42. Try to obtain adequate funding for your advisee’s research.

43. Link students with similar dissertation topics together.

44. During the advisement process, dissertation advisors should mentor students by helping them to prepare manuscripts for publication in national, refereed, peer reviewed journals.

45. Consider or recommend doctoral students for university responsibilities, such as facilitating classes when professors are unavailable, and giving examinations at distance learning facilities. This gives them experiences in higher education.

46. Involve doctoral students with coordinating orientation sessions for new students. Assign experienced students in the program as mentors to incoming students. Develop a social student group with regular meeting times.

47. As a dissertation advisor, develop an approval form for both the proposal and dissertation defense that must be signed by all committee members prior to scheduling a formal meeting. By doing so, the committee members agree the student is ready to present and defend.

48. Prompt and encourage students regularly to complete the dissertation and the program in a timely manner. Assist the student with a graphic timeline and make it your mission in life to see that your advisees become completers.

49. Facilitate the use of related resources of the university at large.

50. Again…Be Available to the Student!

Concluding Remarks

In conclusion, the purpose of this article was to establish some general duties of a dissertation advisor. There are numerous responsibilities of a dissertation advisor and these are only a few. In addition, our intention was to provide some general guidelines for thoughtful consideration. Perhaps, you can add to the list give below.

References

Dave, R. (2007 December). Quality time with your dissertation. Retrieved December 4, 2007, from the Association for Support of Graduate Students Website: http://www.asgs.org/
Eastwood, J.S. (2000). Comprehensive editing. Retrieved December 2, 2007, from http://www.jeastwood.com
Jensen, S. (2000). Dissertation news. Retrieved December 3, 2007, from http://www.dissertationdoctor.com

Kritsonis, W.A. (2008). Functions of the Dissertation Advisor.
Focus on Colleges, University, and Schools, 2 (1) 2008.

[William Allan Kritsonis, PhD]

25th Year Anniversary of National FORUM Journals
Founded in 1983
William Allan Kritsonis’ Contribution to Education

Arthur L. Petterway, PhD
Principal
Houston Independent School District
Houston, Texas

ABSTRACT
This year marks the 25th Year Anniversary of the founding of National FORUM Journals by Dr. William Allan Kritsonis. The following snapshot of the career of Dr. Kritsonis is a small tribute to his contribution to education.
__________________________________________________________________________

Founder of National FORUM Journals

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 academic, scholarly, refereed, peer-reviewed journals.

Dr. Kritsonis Lectures at the University of Oxford, Oxford, England

In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.

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.”

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.

Professional Experience

Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.

Books – Articles – Lectures - Workshops

Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 500 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 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.
In 2008, Dr. Kritsonis’ book Non-Renewal of Public School Personnel Contracts: Selected Supreme and District Court Decisions in Accordance with the Due Process of Law was published by The Edwin Mellen Press, Lewiston, New York.
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.

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 600 professors have published online. In January 2007, Dr. Kritsonis established the National Journal: Focus On Colleges, Universities, and Schools.

Professorial Roles

Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the newly established PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He lives in Houston, Texas.

[William Allan Kritsonis, PhD]

Utilizing The William Allan Kritsonis Balanced Teeter -Totter Model as a Means to Cultivate a Legacy of Transformational Leaders in Schools

Karen Dupre Jacobs
PhD Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A & M University
Prairie View, Texas
Teacher
Alief Independent School District
Houston, Texas

William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University

________________________________________________________________________
ABSTRACT

The Kritsonis Balanced Teeter-Totter Model, developed by Dr. William Allan Kritsonis, is utilized to cultivate a legacy of transformational leaders in schools throughout the United States. In a time when change is schools is inevitable, the model aides school leaders in better defining their individual role in schools and that of their stakeholders in improving schools. School leaders will cultivate a legacy of transformational leadership in schools for generations if they properly use this model as a reflective tool.
________________________________________________________________________

Introduction
Schools are in a state of crisis and reform methods are not working quickly enough to adjust to societal changes such as demographic changes, high school standards and accountability measures, and/or cultural shifts. Traditional methods are slowly causing the demise of schools as we know them. Public schools are competing with public and private schools where transformational leaders have begun to emerge. These leaders demonstrate that they possess what Micheal Fullan calls “sustainability” and “systems thinking”. How do public schools embrace postmodernism, an ideology developed by Dr. Fenwick English (2003), and develop schools that cultivate a legacy of transformational leadership? The William Allan Kritsonis Balanced Teeter-Totter Model (Kritsonis, 2002, p. 276) is a vital construct in solving this dilemma. The model focuses on key skills that transformational leaders must use in harnessing their strengths to become highly- productive, sustainable leaders in public schools.

Purpose of the Article

The purpose of this article is to discuss how The William Allan Kritsonis Balanced Teeter-Totter Model can be used to aide school districts in developing a legacy of transformational leaders. Postmodernistic in design, the model is the basis for developing sustainable transformational leadership in schools nationally. Five key recommendations will be given that will reiterate the key points of the model and demonstrate how the model can be utilized to address the work of public schools in developing a legacy of transformational leaders. In order for schools to initiate its work, these institutions must first grasp what it means to be a transformational leader.


Building a Model for Success by Developing Transformational Leadership in Schools

According to Northouse (1997), “transformational leaders are recognized as change agents who are good role models, who can create and articulate a clear vision for an organization, who empowers followers to achieve at higher standards, who act in ways that make others want to trust them, and who give meaning to organizational life” (p.157). Transformational leaders mobilize others to solve educational problems through a shared vision and provide the support for stakeholders to become postmodernist and invigorate the school culture with true innovation and change. These energized leaders move their organizations toward opportunities and are more than ready to deal with challenges that may be presented in the change process. As a result, transformational leadership embraces postmodern thinking and aides others in sharing their visions. Educational leaders who fully understand The William Allan Kritsonis Balanced Teeter-Totter Model will grab hold of transformational leadership and impart lasting change by building leadership legacies in schools.

The Impetus of Postmodernism in Schools

Postmodernist thinking within the secondary, public school system focuses on reforming the current educational system. It is a new paradigm in thinking which emphasizes the idea that no one method or teaching/ administrative style appeals to all students or staff because every stakeholder has unique needs. Staff members and students alike bring different talents and skills to the workplace. All of these abilities must be harnessed together to address the rapid changes occurring in the educational system today in order to drastically improve student achievement and workplace solidarity.
According to English (2003), postmodernism challenges how school leaders operate their schools. Since school leaders must have a global knowledge base, they must be able to multi-task and always learn new skills, especially team and organizational building skills that empower workers and develops a culture of mutual trust and respect. The postmodern challenge aides leaders by helping them and stakeholders to focus on the possibilities of what their school can become. By using The William Allan Kritsonis Balanced Teeter-Totter Model, school leaders can begin to discover how their content knowledge builds their technical and human skills in running their schools in a postmodern fashion. The model takes into account what English (2003) writes of postmodernism, how “effective decisions must take the human factor into account” (p. 208).

Cultivating Sustainable Leadership with Lasting Impacts

School leaders must desire to make a lasting difference within the schools in which they work and facilitate change for the better. The focus of school leaders should be to leave schools and/ or school districts in a much better situation or standing than the conditions in which they themselves may have started. They have to be what Fullan (2005, p. 16) calls “system thinkers in action.” This means that school leaders must be committed to making lasting change across schools and school systems through what he calls “lateral capacity building” (Fullan, 2005, p. 16). In order to have longevity in schools, school leaders have to flexible and have a moral purpose that includes an energized learning culture. The William Allan Kritsonis Balanced Teeter-Totter Model helps create sustainable transformational leadership in schools with its unique postmodernist approach.

The William Allan Kritsonis Balanced Teeter-Totter Model

The Kritsonis Balanced Teeter-Totter Model initially developed by Dr. William Allan Kritsonis and modified here by Karen Dupre Jacobs gives further credence on how transformational leaders embrace their conceptual or knowledge skills in order to further enhance their human and technical skills. This construct will foster the development of

transformational, postmodern leaders who have sustainable success and a lasting impact in their schools and school systems. The William Allan Kritsonis Balanced Teeter-Totter Model demonstrates how school leaders can draw upon their individual conceptual skills
obtained from academia to build or develop both their technical and human skills in a balanced continuum.

Technical Skills Human Skills

Conceptual Skills
*** Art is taken from the Clip Art File on Windows XP. ***

Strong conceptual skills gained from content knowledge from an accredited degree granting institution, an intense focus on current educational research, and professional reading habits and self- development builds a solid foundation.

This factor, in turn, further develops the leaders’ capacity to build relationships with stakeholders (human skills) and enhances the technical skills they must utilize to be highly productive on the job.

Recommendations for Using The William Allan Kritsonis Balanced Teeter-Totter Model

Recommendation #1: School leaders must possess a strong conceptual knowledge of what their school vision and mission is to their stakeholders. The school’s vision and mission must impart to all stakeholders as goals that all members can succeed at helping to make a reality. By having a solid conceptual basis, school leaders can see how The Kritsonis Balanced Teeter-Totter Model aides in helping leaders focus on how to deconstruct their schools’ visions and missions so that their entire staff is actively involved in the process.

Recommendation # 2: School leaders must train staff members in new methodologies to address change through staff development that addresses curricular and non-curricular issues. Change is hard for people, especially stakeholders in schools, to embrace as global decisions are made for the organization to improve. Major school changes that are made by more than one stakeholder are encouraged by postmodernism and yields tremendous results that end with lasting changes for the organization. The Kritsonis Balanced Teeter-Totter Model demonstrates how the leaders’ conceptual knowledge of the said change can lead to helping leaders in developing their human skills

in assisting staff members in times of change and in cultivating their technical skills by guiding and facilitating stakeholders through the change.

Recommendation # 3: School leaders must assist in their staff and future leaders in training on how to evaluate educational research in order to cultivate strategies for
practice. By doing this, school leaders are training their teachers and staff members on how to evaluate, deliver, and support content knowledge that is unbiased and not based upon absolute truths. The model is utilized to emphasize the interconnectedness of how the leaders’ conceptual knowledge, in evaluating content knowledge of different academic subjects, can develop staff members’self-efficacy through their human and technical skills.

Recommendation # 4: All school leaders must encourage and provide training for their staff to become bilingual to compete with the changes in demographics within the next decade. The Kritsonis Balanced Teeter- Totter Model enhances the leaders’ ability to communicate to all stakeholders by honing in on their human skills. Sustainable change can only be attained if the lines of communication are kept open to everyone connected to the school. This also aides the leader in making effective decisions for students and their families’ individual communication needs. The model enables the leaders and their organizations to build deeper networks within their local communities.

Recommendation # 5: School leaders must train staff members to work in teams that self-access. By harnessing on their own conceptual knowledge that utilizes both their technical and human skills, leaders are teaching their staff how to be accountable for their work, provide them with the authority to change the elements of their job that are not working properly for the good of the organization, and makes them responsible for each others’ actions. This is how The Kritsonis Balanced Teeter-Totter Model if used appropriately will help leaders in assisting stakeholders in developing their identities from school culture.

Concluding Remarks

In conclusion, The William Allan Kritsonis Balanced Teeter-Totter Model can be used by school leaders to 1) harness a strong conceptual knowledge of what their school vision and mission is to their stakeholders; 2) educate staff members in new methodologies to address change through staff development that addresses curricular and non-curricular issues; 3) assist in their staff and future leaders in training on how to evaluate educational research in order to cultivate strategies for practice; 4) encourage and provide training for their staff to become bilingual to compete with the changes in demographics within the next decade; and 5) train staff members to work in teams that self- access. The model helps school leaders cultivate an educational environment that welcomes every type of learner by educators providing and managing instructional standards and students participating in the educational process. The model aides school

leaders by helping them to visualize the importance of conceptual, human, and technical skills in the daily operation of schools.
The model enables leaders to help stakeholders visualize that every person in the organization must be given the opportunity to voice their opinions and put their ideas into action to make the school’s vision and mission a reality. If The William Allan Kritsonis Balanced Teeter-Totter Model, used as a postmodernistic construct, is implemented by school leaders in secondary public schools, educational leaders and stakeholders alike can better define their role and that of other members in the organization. The model will help them to recognize their interdependence on one another to accomplish their goals and missions. Only then will sustainable, transformational leadership become a reality.

References

English, F.W. (2003). The postmodern challenge to the theory and practice of educational administration. Springfield, IL: Charles C. Thomas Publisher.
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey- Bass.
Fullan, M. (2005).Resiliency and sustainability. The School Administrator, 2(1), 16-18.
Kritsonis, W.A. (2002). William Kritsonis, Ph.D on schooling. Mansfield, OH: Book Masters, Incorporated.

[William Allan Kritsonis, PhD]

Leaving Good Teachers Behind
A Professional Development Dilemma

Yolanda E. Smith
PhD Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
Sr. Robotic Instructor
NASA Space Station
United Space Alliance

William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University

ABSTRACT

Educational leaders continue to neglect the desires of teachers that cause their motivation to learn to decrease. Teachers must be leaders in the professional development training process to ensure their professional and personal needs are being satisfied. Until a form of evaluation strategy is set, ineffective professional development training will continue to exist.
________________________________________________________________________

Introduction

The ineffective professional development training educators have received over the past years has been a persistent dilemma. With the constant focus on student achievement and test scores, it is no wonder that the professional development training of teachers has taken a back seat to student test scores. Diaz-Magioli (2004) states, “In this era of high-states testing and increased accountability, it is necessary to reposition professional development so that the collective efforts of teachers, students, and administrators result in enhanced learning for all members of the teaching community” (p.11). Diaz-Magioli goes on to say that when professional development improves, so does student learning.

Purpose of the Article

The purpose of this article is to examine how teachers are being left behind in their quest for professional achievement. It’s hard to recognize effective professional development because no one can agree on what is effective professional development. Guskey (1994) contends that it is difficult for reformers to put successful professional development programs in place because there is no agreement on the components of effective professional development. Miller (2006) stated there seems to be agreement about the need to ensure effectiveness; however, there is a wide gap in our knowledge base when it comes to how best to determine effectiveness.

Professional Development

To understand the meaning of professional development is to understand the epistemological nature of professional development. Professional development requires activities designed to build the personal strengths and creative talents of individuals and thus create human resources necessary for organizational productivity. “The nature of professional development for teachers relates directly to the nature of teaching” (Adey, 2004, p.143). Attention given to professional development has increased over the years. With the standards of highly qualified teachers coming out of the No Child Left Behind (NCLB) Act, passed in 2001 and the demands for high standards which calls for improving quality, teachers have a need to update and improve their skills through professional development.
“Effective professional development and day to day practice are inextricably bonded in the learning community” (Roberts & Pruitt, 2003, p.55). Professional development is more meaningful when it addresses the needs of the teachers. There are numerous studies pertaining to professional development. Throughout most of them, the effectiveness of professional development continues to surface (Kent, 2004; Labuda, 2004; Miller, 2004; and Vontz & Leming, 2006). Unsuccessful professional development initiatives are those that were “done” to teachers rather than “with” teachers (Fullan & Hargreaves, 1996). Inge (2005) cited a study conducted by Marshall,

Prichard, and Gunderson (2001), which concluded that one attribute consistent in effective districts was that professional development was considered job-embedded.
In creating professional development for teachers, administrators often forget two very important traits: individuality and self-determination. Effective professional development involves teachers (Inge, 2005). According to Lowden (2003), 69.8% of teachers surveyed responded that district level administrators were making decisions about what professional development content would be offered to them. 42.4% of the teachers surveyed revealed building administrators decided their professional development.

Problems Facing Professional Development

Quality professional development or the lack thereof, effects how teachers value their profession. Another problem facing professional development for public educators is that society interferes with the professional growth of teachers by questioning its economic worth. Surprisingly enough, parents and board members view teacher development as time taken away from the learning process of students. They expect teachers to be in the classroom at all times.
Often the public views teachers as merely “glorified baby-sitters” that get paid huge salaries for nine months of work. They believe the expenditure of funds toward professional development, that takes them out of the classroom, as a breach of public trust and a waste of money (Marczely, 1996). “Until we improve the methods used to measure the links among professional development, teacher performance, and student achievement, educators will be unable to convince parents, community leaders, and local school boards to provide sufficient time and funding necessary to improve our teachers’ understanding and our students’ performance” (Hackett, 2005, p.4). The concerns regarding effective professional development for teachers have increased since the NCLB Act forcing school districts to examine new ways to improve teachers’ knowledge and implementation of it in their classrooms.
Increasing standards for student performance at proficient levels have motivated state and district level changes in several areas, including professional development. With regards to adult development, Oja (as cited in Meell, 1985) maintained the position that professional development should attempt to help teachers develop maturity on both the personal level and the cognitive level. Meell also noted in her research two reasons why professional development was ineffective: 1) negative attitudes toward professional development because of poor planning and organization; and 2) activities that are impersonal and unrelated to the day-to-day problems of the participants.

Professional Development Training

Educational leaders continue to create or endorse ineffective professional development training for teachers. At the same time, they expect students’ test scores to improve. Experts suggest that if teachers and students are expected to attain higher levels

of achievement; then, there will need to be an increase in resources devoted to teacher
development (Hackett, 2005). The missing component in professional development training is the evaluation process. Properly evaluating existing professional development training effectiveness must occur. Evaluating what motivates teachers to become leaders in their area of expertise is another factor that must be considered. In evaluating a professional development program for effectiveness, one needs to ask the question: “What should the end result be?” Most importantly, teachers must serve as committee members of the planning process. If professional development training for teachers ever become effective training for teachers, then teachers must be a part of the planning process.

Concluding Remarks

In conclusion, the dilemma of ineffective professional development training for teachers will always exist as long as teachers are viewed as something other than professional. Once education is looked upon as a business; then, maybe the decision makers will look into a direct-cause and effect relationship between learning initiatives and results. A lesson from corporate America is to quit guessing and ask the million dollar question, “Where is the proof?”

References
Adey, P. (2004). The professional development of teachers: Practice and theory. Dordrecht, Netherlands: Kluwer Academic Publishers.
Diaz-Maggioli, G. (2004).Teacher-centered professional development. Alexandria, Virginia: ASCD.
Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in your school? New York: Teachers College Press.
Guskey, T. (1994). Results-oriented professional development: In search of an optimal mix of effective practices. Journal of Staff Development, 15(4), 42-50.
Hackett, J. (2005). Exploring the links among professional development: Teacher performance and student achievement. (Dissertation) Pro-Quest Information and Learning Company, (UMI No. 3169621).
Inge, R.R. (2005). A survey of school principals and teachers regarding teachers’ professional development participation. (Dissertation) Pro-Quest Information and Learning Company, (UMI No. 3178947).
Kent, A.M. (2004, Spring). Improving teacher quality through professional development. Education, 124(3), 427-435.
Labuda, C.B. (2004). The impact of professional development program on the implementation of problem-solving strategies in the classroom. (Unpublished dissertation) University of Houston, Houston, TX.

[William Allan Kritsonis, PhD]

Educational Leadership for Improved School-Community Relations

Steven Norfleet
PhD Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
Teacher
Fort Bend Independent School District
Houston, Texas

William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University

ABSTRACT

The authors use a recent meeting of school district officials, parents, business, and community leaders as a basis to reflect on strategies that aspiring school leaders may want to consider as possible solutions to a key component of school-community relations. Building school relationships with stakeholders must include trust. The authors suggest improving marketing techniques as a way of securing trust.

Introduction
At a recent community forum of school district administrators and parents in a suburban school district, officials found themselves in a state of siege. The hope was that the three-fold rezoning proposal would be accepted by parents to establish new boundaries for three high schools to address overcrowding issues, assignment of several elementary schools as K-6 rather than K-5, and the creation of a sixth grade gifted and talented academy. Instead, barely a few minutes into the presentation by district administrators, parents were ferociously shouting their discontent with all aspects of the proposal. Clearly parents were upset because district leaders were not acting in the best interest of all students in the district and indeed their own children. After all, 5th graders were looking forward to going to middle school, some students were facing rezoning for the third time in three years, some subdivisions were being split in half, and the new concept of a sixth grade gifted and talented academy was not only welcomed in one community but had been asked for several times over several years. As an aspiring leader, Norfleet’s thoughts focused on how this many faceted problems could be resolved by school officials. With the ultimate goal of improved student achievement for all students, the leader of any school district must continuously balance the needs of students and the needs of parents by gaining input from the majority of the community.

Purpose of the Article
The purpose of this article is to reflect on leadership strategies that may be used to improve trust, a vital part of school-community relations. School administrators must continue to build trust by demonstrating to parents, students, and the community that we care about our students and believe that all students can learn.

Program for Building Better School-Community Relations
It has been reported according to the American Association of School Administrators’ “Professional Standards for the Superintendency”, that “top-down bureaucratic management is being replaced by bottom-up executive leadership that encourages shared decision making among school staff, community, business, and other stakeholders” (1993, p. 1). Superintendents must be skilled collaborators who can rally all available resources to support better education for all children living in our multicultural society. Under Standard 3, Communications and Community Relations (AASA,1993),

the superintendent is required to articulate district purposes and priorities to the community and mass media; request and respond to community feedback; demonstrate consensus building and conflict mediation; identify, track and deal with issues; formulate and carry out plans for internal/external communication; exhibit understanding

of school districts as political systems by applying communications skills to strengthen community support; align constituents in support of district priorities; build coalitions to gain financial and programmatic support; formulate democratic strategies for referenda; and relate political initiatives to the welfare of children. (p. 7)

A good relationship with the community takes time to build up. There inevitably will be rough spots over volatile change issues such as rezoning in the span of a superintendent. As educational leaders, we must meet the needs of the community. That is, the more schools work to know their communities, the more trusting people will become. It is difficult to create relationships with parents and other stakeholders in a very large suburban school district and get consensus on every issue according to Jack and Suzy Welch (2005). They suggest that leaders should constantly build candor within the organization as a first step to winning with everybody. Much of the school-community relation’s issues in this case on zoning were about trust. Certainly in this example, the public bears some responsibility for the lack of engagement with public schools by not being involved until there were important decisions to be made by the school leaders. On the other hand, school leaders must realize that there must be more of an effort to reach out to constituents in order to encourage engagement. Efforts to reach out means not only more attempts to hear what the community has to say, but also to improve public relations so that parents know the good things that are happening in the schools and the district, and involving them much earlier in the process on important issues.

Building Positive School-Community Relations

In an article written for the American Association of School Administrators, Don Hooper (2004) stresses that effective school-community relations are more vital to our educational systems than ever before, given the climate of public scrutiny that surrounds public education today. Smart school leaders know that good relationships with their communities do not happen by accident nor are they guaranteed. It takes strategic planning and sustained efforts to succeed. Hooper further suggests that as a school leader, one should periodically ask oneself the following questions to ensure that the pulse of parents and the community is being checked often in building and reinforcing positive school-community relations:

• Who are the community stakeholders?
• Who is connected to our schools and/or who needs to be?
• How are we communicating with them?
• Are we using effective methods to interact with our stakeholders to provide them with important and useful information and to gain their feedback?
• What do they know and think about our schools?

• Are we giving them the information they want and need to fully understand our educational programs?

There are many ways to answer these questions. Hooper says that how you do it is not as important as being sure to do it. To address the first two questions in a school district in which he was superintendent, a communications matrix was developed for the
district, which served as a quick-and-easy reference tool for identifying all of the public’s methods used to communicate with them.
To create the matrix, the communications department of the school district assembled a team of district representatives from instruction and various support services.
The groups were asked to identify its customers and list all of the ways they communicate with them. With that input, a matrix listing all stakeholder groups across the top and all methods of communication down the left-hand side was created. With this new tool, everyone quickly recognized the additional groups they might need to reach and the alternative means to do so. Further, Hooper’s school district also identified areas of strength and areas needing improvement in the organization’s communication system.
According to Hooper (2004), the answer to the third set of questions is not as easy. Depending on whom you ask, you get a variety of responses as to what people know or need to know about their schools. Nevertheless, the best way to find out what people know and want to know is to ask them directly, and then listen to what they have to say. Hooper says that surveying your customers is one of the most effective ways to collect useful information. Data one receives from surveying can provide many answers to important questions, such as "what do stakeholders know and think about their schools”, "what do they want to know more about", and "what do they think needs improving?”
Surveys do not have to be complicated to be effective, but you should seek a professional's help in constructing an appropriate instrument to address your needs. The survey can be put on the district’s web page and gain ongoing feedback at a greatly reduced cost. The feedback received will be valuable in planning and improvement efforts. Asking people what they think is an important relationship builder, and building better school-community relationships is vital to the success of all schools and to the organization’s leaders. After all, public support for public education is vital to every child so that every child will have the opportunity in life that only an excellent educational system can provide.

Strategies for Building Better School-Community Relations

Many school leaders realize that the “decide-and-defend” approach to school district policymaking is a thing of the past because it inflames the issue more. They know that making major decisions without involving parents and other community members can create controversy and threaten funding support. Matt Leighninger (2003) offers a more participatory strategy for school leaders for building better school-community relations. The strategy avoids open conflicts, obtains useful input on major decisions, and

builds support for implementing those decisions. To accomplish this effectively, Leighninger notes that some superintendents are borrowing principles and strategies from successful public engagement efforts in other fields, such as race relations and crime prevention. One of the most successful tactics that superintendents are using is the implementation of small groups to divide and conquer important issues. By using small groups instead of large public hearings, people can share their personal discussions and
experiences, analyze policy options, and decide how the schools, the parents, and other community organizations can all play a role in improving education for young people.
In a recent interview with a large school district school-community relations department coordinator, another organizational structural issue was presented for improving relations with stakeholders. It was noted that many school and community relations departments are not staffed in key areas. A typical department consists of a director, an assistant director, and three or four outreach program coordinators. Communications responsibilities for a school district may range anywhere from creating and maintaining the district web page, to weekly newsletters, to working with the media, to business contacts, and to developing and issuing official school statements. The visionary leader understands that one may face situations in their career that forces them to take an issue such as understaffing or strategic staffing to the whole community. Andrews and Baird (1986, p.428) suggests the following persuasion model to win support for such a message:

• Capture attention of the audience;
• Demonstrate the nature of the problem;
• Connect the proposed initiative to solving a problem;
• Give examples of how the initiative will solve the problem; and
• Use appeals and challenges to move the audience to take action by voting
or affirming your position in other ways.

Don Bagin and Donald R. Gallagher (2002) wrote that to gain support for schools, some educational leaders are beginning to adopt marketing techniques to sell the school’s story to the public. It might be necessary to add two key personnel positions to the school-community relations department such as a marketing professional and a graphics design professional. These key professionals can add creativity and other business model strategies like bumper stickers, special events, and meetings for reaching stakeholders to encourage engagement in issues that involve important decisions for students. In terms of the future, school leaders must employ more creative school-community relations techniques than are presently being used.
We believe that the journey of building good leadership skills and using good, creative strategies with the goal of excellence can make the difference. We also believe that the difference must begin with us. John Maxwell (2005) wrote that if you want to win with people, you have to be a winner yourself--- or at the very least be on your way to becoming one. He also writes that to connect with people, one must have good communication skills, a desire to help people grow and change, and a sense of personal

mission. Maxwell (1997) further recommends the following suggestions to connect with people:

• Don’t take people for granted;
• Possess a make a difference mind-set;
• It is not the follower’s responsibility to make contact;
• Look for common ground;
• Recognize and respect differences in personality;
• Find the keys to other’s lives;
• Communicate from the heart;
• Share common experiences; and
• Once connected move forward. (pp. 162-163)
This may mean using the summer months of June through August to set the tone for community forums. It also may mean making better use of resources including newspaper columns, district web pages, the Chamber of Commerce, and speaking opportunities at church congregations. Gary Schomburg (2006) offers a daily strategy for school leaders in building relations that create trust with employees, parents, and the community:
• Seek gaps in the planner to create opportunities for engagement;
• Use school visits to see what’s on the minds of secretaries, teachers,
students, custodians, counselors, and other specialists; and
• In most schools there are parents that are volunteering or picking up their
child. This is an excellent opportunity to make positive contact and let
them see you actively engaged. (pp. 548-549)
Peter Negroni (2000) wrote that the developmental roadmap for a superintendent should include the following strategies for building better relations with stakeholders on a daily basis:
• Be able to articulate goals more effectively to the public and include
information on the motivation behind the goals;
• Learn how to engage people in genuine dialogue; and
• Provide stakeholders with quality alternatives and relieve people’s anxiety
about the future. (pp. 425-432)

Concluding Remarks
In conclusion, the purpose of this article was to explore strategies for educational leaders to improve school-community relations with all stakeholders. Leadership is about relationships. Leaders can improve schools by nurturing trust, having complete candor throughout the organization, improving communications through marketing, adjusting school practices, asking oneself key questions, strengthening the organization by building

leaders, providing parents and other stakeholders with the knowledge they need to make wise decisions, and by fully engaging the broader community. Sometimes this may mean leading from the front, restructuring a department, using creative marketing tools, rezoning several schools, or leading from afar. It is the responsibility of the educational leader to create the conditions for students to thrive and parents and the community to be engaged. Building good skills in school-community relations and being active and creative in doing so will play a positive role in the outcome.

References
American Association of School Administrators (1993). Professional standards
for the superintendency. Retrieved July 12, 2007, from AASA Website: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/64/4b.pdf
Andrews, P. & Baird, J., (1986). Communication for business and the professions.
Dubuque, Iowa: Wm. C. Brown Publishers.
Bagin, D. & Gallagher, D. (2002). The superintendent as CEO. Thousand Oaks, CA: Corwin Press.
Hooper, Don (2001). School community relationships: A vital lifeline. Retrieved July 10, 2007, from American Association of School Administrators Website: www.aasa.org/publications/prescornerdetail.cfm?ItemNumber=3518
Leignninger, M. (2003). Working with the public on big issues. Retrieved July 5, 2007, from American Association of School Administrators Website: www.aasa.org/publications/saarticledetail.cfm?ItemNumber=1708
Maxwell, J. & Dornan, J. (1997). Becoming a person of influence. Nashville, TN: Thomas Nelson Publishers.
Maxwell, J. & Parrott, L. (2005). 25 ways to win with people. Nashville, TN: Thomas Nelson Publishers.
Negroni, P. (2000). The superintendent’s progress: Moving from ’lone ranger’ to lead
learner in an urban school system. In Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner A. (Eds.), Schools that learn (pp.425-432). New York: Doubleday/Currency.
Schomburg, G. (2005). Superintendent in the classroom. Phi Delta Kappan, 87(7), 548-
549.
Welch, J. & Suzy (2005). Winning. New York: Harper-Collins Publishers, Incorporated.

[William Allan Kritsonis, PhD]

Human Resource Management in Small Rural Districts: The Administrator’s Role in Recruitment, Hiring, and Staff Development

Rhodena Townsell
Ph.D. Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A & M University
Prairie View, Texas
Principal
Madisonville Consolidated Independent School District
Madisonville, Texas

William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies

ABSTRACT
The purpose of this article is to review the rural area administrator’s role in the areas of teacher recruitment, hiring and staff development. State and Regional Policies reveal that these areas are chief among the concerns of rural school leaders (Johnson, 2005). The rural school administrator’s role often requires him/her to become involved in every aspect of a school’s functions. It is crucial for the rural administrator to understand the culture of the surrounding community in order to become successful in these endeavors (Helge, 1985). Seeking teachers most likely to be sold on the benefits of teaching in a rural school is recommended. Such individuals usually have rural backgrounds, personal characteristics or educational experiences that predispose them for life in a rural area (Collins, 1999).
________________________________________________________________________

Purpose of the Article

The purpose of this article is to review the rural area administrator’s role in the areas of teacher recruitment, hiring and staff development. State and Regional Policies reveal that these areas are chief among the concerns of rural school leaders (Johnson, 2005). The rural school administrator’s role often requires him/her to become involved in every aspect of a school’s functions. It is crucial for the rural administrator to understand the culture and expectations of the surrounding community in order to become successful in these endeavors (Helge, 1985).

Largest Number of Students Attending Schools in Rural Areas is in Texas

Jerry Johnson (2005), the State and Regional Policies Studies Manager, reported that 27% (12.5 million) public school students attend school in towns with populations of less than 25,000. The study revealed that 19% (8.8 million) pupils attended school in towns with populations smaller than 2,500. Texas is the state with the largest number of students attending schools in rural areas.
An earlier study, conducted by the National Education Association (NEA, 1998), found that 38% of America’s school age children attended public schools in rural districts and small towns. By comparing this percentage to the percentage reported in the Johnson study, readers can see that the number of students attending schools in rural areas has increased.
The Johnson study reported that at least 49% of American schools are located in rural areas and that 40% of all public school teachers’ work at rural schools. It is notable that rural schools often employ the largest number of people in their communities.
Teachers deciding to live in rural areas often do so with specific purposes in mind. Often the turn over for rural teachers is low. This can become political as teachers and support staff members compete for local jobs. Therefore, administrators in rural areas must stay abreast of student needs, community events, work toward building positive relationships with community leaders, and provide sufficient motivation for staff members to work effectively to meet the needs of the students. This is no small undertaking.

Current Teacher Shortage in Rural Areas

William Kritsonis, author of William Kritsonis, PHD on Schooling (2002), states that there is currently a teacher shortage. He goes on to say that this shortage is especially high in some geographic areas and in some subject areas such as mathematics. This is true in many rural areas where perspective teachers may find the smaller salary and the social aspects associated with a rural community unpalatable. After the passage of The No Child Left Behind Act in 2001, rural area administrators have found themselves attempting to “grow” math and other specialty teachers in order to meet certification
requirements for highly qualified teachers (Collins, 1999).

Public schools depend on governmental funding to stay open. In order to meet one of the many requirements to receive these monies, administrators must sign an attestation form each year. The campus principal’s attestation is an assurance that teachers on the campus are certified to teach the subjects to which they have been assigned. This places even more pressure on rural administrators as they try to recruit the necessary personnel. Rural educators are more likely to be assigned to teach outside of their certification area.

Rural Administrators Have Difficulty Finding Qualified Teachers

A review of the literature shows that rural administrators have difficulty finding qualified teachers who fit in with the school and community and who will stay with the job. Often the perfect teacher is the one who is certified to teach more than one subject or grade level. Teachers in rural locations must also be able and willing to adjust to the community. In some cases teachers must be willing to work toward additional certification. Many districts have begun to provide incentives and extra pay for teachers who are willing to under take the extra training (NEA, 1998).
It is no secret that teachers in rural schools can expect to have smaller incomes. It is also a fact that some teachers are less likely to have health insurance benefits provided by the school district (NEA, 1998). While salary is a great deterrent in the recruitment of qualified teachers for small rural schools, the feeling of isolation is often the first reason cited as one of the negatives when looking at rural life. Newly hired teachers report feelings of social, cultural, and professional isolation. One survey cited geographic isolation, weather, distance from larger communities, distance from family, and inadequate shopping as reasons for leaving a rural area teaching position (Collins, 1999). The lack of entertainment was also a factor to those deciding against teaching in a rural area.
Teacher recruiters must look for candidates with rural backgrounds, personal characteristics, or educational experiences that predispose them for life in a rural area (Collins, 1999). These individuals are most likely to be sold on the benefits of teaching is a rural area school.

Helping New Teachers Overcome Feelings of Isolation

To help new teachers overcome the feeling of isolation, administrators need to conduct some of the following activities:
1. Provide a mentor teacher;
2. Provide quality in service;
3. Provide school-community orientation;
4. Select the first assignment with care;
a. Set clear goals;
b. Welcome feedback;
c. Establish a non-threatening environment;
d. Provide opportunities to interact with parents and peers;

5. Streamline paperwork;
6. Provide time for the new teacher to visit in other classrooms; and
7. Encouraging workshop participation. (Collins, 1999)

The campus level administrator increases the chances for ensuring teachers' satisfaction with their choice of teaching as a career by helping new teachers to develop the knowledge, skills, and attitudes essential to school reform, and improved student achievement. It is also important for campus level administrators to help experienced teachers in the acquisition of new skills (Collins, 1999).
Often rural teachers have been on the job, in the same grade level, at the same school for many years. These teachers may have experienced many curriculum changes and had many different administrators during a long career. Long time teachers may also be related to members of the school board and/or attend social functions with them. This makes it necessary for all administrators to encourage two-way communication with teachers and to share data with teachers as soon as it becomes available. Keeping the lines of communication open and expectations high can help campus level administrators avoid many pitfalls associated with the culture of small communities where the chain of command lines can become blurred.

Characteristics of Successful Rural School Staff Development Programs

Doris Helge (1985) identified the characteristics for a successful rural school staff development programs as the following:

1. Involving teachers in the planning stage;
2. Gathering specialized resources for teaching;
3. Integrating of rural focused content especially when working with disadvantaged students;
4. Seeking and acquiring additional funding and equipment;
5. Using the community as a resource;
6. Relating effectively with the community;
7. Using the latest technology; and
8. Incorporating alternate instructional arrangements for special needs populations.

Professional development is critical for the success of school improvement initiatives and subsequent student achievement. It is imperative that administrators place high priority on the continual professional development of teachers and support staff at the school. Research and experience says that the campus level administrator’s role in teacher professional development is critical. Offering specific examples to illustrate research-based strategies are effective in encouraging and supporting the continued professional development of teachers (Helge, 1985).

By participating in professional growth activities and sharing in learning and skill development activities with teachers, the campus level administrator demonstrates a commitment to continual learning and serves as a role model for the faculty (Payne & Wolfson, 2000). Information on the activities of the campus level administrator travels quickly and widely in a small school. Therefore, it is beneficial for the campus level administrator to follow up the application of training and to plan program support.
By setting an example as a lifelong learner, administrators help to mold the culture of the school as a learning organization where professional development is the norm. When the campus level administrator models continual learning, the support staff is more likely to focus on their own professional development. The campus level administrator can experience with teachers the feelings associated with the learning of new skills and begin to discuss new ideas and possible ways to improve the school. Student achievement will have the opportunity to increase as the knowledge and skills of the teaching staff increases. Teacher learning is encouraged when the campus level administrator participates in the learning. Both the campus level administrator and the teachers benefit from learning together (Payne & Wolfson, 2000).
The campus level administrator is the leader of his/her learning organization. If schools are indeed learning organizations; then, the campus level administrator must establish the expectation that all members should focus on their own professional growth and work cooperatively with others to increase student learning. Through individual and group assessment and discussions about needed improvement, the campus level administrator and faculty members must determine ways that professional development can help them achieve the mission, goals, and objectives of the school. By careful planning and linking professional development to school improvement, campus level administrators and teachers work to ensure student learning is the central focus for professional development. Together, they also ensure that professional development is ongoing (Payne & Wolfson, 2000).

Importance of Mentoring Programs and Professional Development

The campus level administrator must ensure that new teachers are initiated into the culture of the school. Through teacher mentoring programs, new teachers formally and informally learn that the school is an organization that emphasizes professional growth. Schools can exhibit this commitment to the development of new teachers by developing mentoring programs (Collins, 1999).
Specific training should be provided to target new teachers and cover basic concerns that a new teacher needs to understand in order to feel comfortable. A mentor teacher at each level supports each new teacher in his or her classroom. Master teachers should be encouraged to facilitate monthly seminars, lead discussions, and model “best practices” on topics such as differentiated instruction, cooperative learning strategies, and adolescent development. In addition, each new teacher is assigned a mentor teacher who provides assistance in the day-to-day functions of the school. Informal information about
the culture surrounding the school and the community can also be disseminated. In a

formal evaluation of the mentoring program, new teachers reported a high degree of
satisfaction and a strong sense of support during the critical beginning stages of their teaching career (Payne & Wolfson, 2000).
Building level administrators must empower their faculty and hold them accountable for setting personal goals and for planning with their grade level to formulate grade specific goals. These goals are in turn aligned with the school and district strategic plans. It is imperative that administrators seek and plan opportunities for teachers to receive feedback and support from colleagues. Ensuring this support is important to each teacher's professional development (Payne & Wolfson, 2000).
Rural area administrators must use data to set professional growth priorities. The location of a school, however remote, is no excuse not to use the latest research based practices in order to foster teacher growth. Children living in rural districts often face as much poverty as those living in inner city schools. It becomes the administrator’s job in conjunction with district level leaders to address specific issues that affect the students being served by the district.

Professional Growth, Improvement and Development Critical for Rural Schools

The following information includes practices that are good for administrators in all areas. These practices are especially critical to administrators in small rural districts where resources are not plentiful.
Administrators must act as motivators and supporters of teachers. Outcomes are more positive when teachers view their campus level administrator as a helper, supporter, a source of information, and resource for professional development. This administrator must share articles, websites, tapes, books, and information about topics, conferences, and workshops of interest to teachers. Teachers are comfortable sharing their professional goals and asking their campus level administrator for assistance in pursuing professional growth opportunities. Teachers feel more confident when they believe their campus level administrator wants them to further their knowledge and increase their skills. Teachers are also willing to ask for help. An administrator must communicate with enthusiasm and express a sincere interest in teachers' learning. This often makes it possible for teachers to participate in professional development opportunities without being asked. The administrator must also encourage teachers to share what they have learned from their professional growth experiences (Payne & Wolfson, 2000).
Teachers should be encouraged to make presentations at staff meetings, conferences, and conventions in order to share and gain information about best researched based practices with colleagues and other professionals. Again, teachers must be encouraged to share information they gain from workshops and conferences with other staff members at grade level or staff meetings (Payne & Wolfson, 2000).
Often campus level administrators must promote new ideas and support teachers as they attempt to use the latest technology and materials. Spending time with teachers and providing support as they work through problems is a necessity. Teachers need to be
encouraged to practice new ideas and technology. Their progress seems to occur quicker

when administrators express enthusiasm and give positive reinforcement as teachers utilize new technology and materials (Payne & Wolfson, 2000).
Campus level administrators must provide resources and find creative ways to give teachers the time, money, and support they need for professional development. Many teachers are very willing to learn new strategies and techniques but are frequently prevented from doing so because of time constraints, lack of funds, or the absence of administrative support. The campus level administrator must actively seek ways to help teachers find the time to learn and provide teachers with the available resources and the encouragement they need (Payne & Wolfson, 2000).
Along with the central office administrators, the campus level administrator must allocate time during the school day for professional development activities. In order to provide time for teacher professional development in a rural district, the campus level administrator can occasionally arrange for teachers on the same grade level to share a substitute by dividing the training in half so that each teacher can have a half day available for professional development. This strategy enables teachers to have some time during the school day to work with colleagues without necessitating an entire day away from students and the school building (Helge, 1985).
Teacher professional development also occurs through alternative activities such as conversations among teachers about common concerns, ideas for classroom lessons and effective teaching strategies, and formal and informal observations of teachers in their interactions with students. The campus level administrator can help to orchestrate the informal learning of teachers through strategic assignment of classrooms and lunch periods, through conversations with teachers about what other teachers are doing in their classrooms, and through modeling or describing effective teaching at faculty gatherings and meetings (Helge, 1985).
When there is an expensive workshop that is being offered at a distance, it is often a good idea for rural administrators to cooperate with a teacher’s service center or to contact neighboring rural districts and attempt to bring the speaker in at a shared cost (Helge, 1985).
Teacher professional development is critical to school improvement and increased student learning. As the leader of a learning organization, an administrator must motivate teachers to continue to grow professionally throughout their careers. By setting the expectation for ongoing learning, modeling continual learning, supporting teachers as they learn new skills and increase their knowledge, and facilitating teacher professional growth activities, the administrator encourages teachers to work collaboratively in order to improve student achievement (Payne & Wolfson, 2000).
The campus level administrator can serve as the facilitator for professional development activities, arrange for outside consultants, and coordinate the logistics for school wide professional development. The campus level administrator can also recruit teachers from within the school to conduct professional development activities. By providing time, resources, and support for teachers to plan and prepare for the training, the campus level administrator can affirm their expertise and acknowledge their valuable role as contributors to the continual professional growth of their colleagues. Depending on an administrator's knowledge, skill, and interest, a campus level administrator can

also occasionally conduct professional development activities for teachers (Payne & Wolfson, 2000).

Ways of Knowing Through the Realms of Meaning
Rural Administrators Must Use Their Insights in Working with Others

In his book, Ways of Knowing Through the Realms of Meaning, William Allan Kritsonis (2007) defines Synnoetics as personal knowledge. Synnoetics is not a subject that can be directly taught. Synnoetics are lessons that are learned indirectly. They are insights that are gained from experiences. Synnoetics refers to the insight that a person has into his own being and the insight that the same person has into the lives of other people.
It is no secret that the use of personal knowledge, what one knows, can often afford an individual the opportunity to make advancements. The understanding of self and of other people can lead a person to make decisions, which are either beneficial or detrimental (Townsell, 2006). Therefore, rural administrators must use their insights about people in order to understand the culture and the expectations of their communities in order to recruit, hire, and foster the professional growth of the teachers in the school district.

Concluding Remarks

In conclusion, attracting and retaining highly qualified teachers is one of the chief concerns facing rural school administrators. Keeping the lines of communication open between all stakeholders and involving them in the research and decision making for staff development are the keys to quality change. Understanding the culture and expectations of the community works to the advantage of rural administrators as they work to recruit, hire, and foster the professional growth of teachers in their school districts.
Teachers new to the district need specific information about the culture surrounding the school and the community. Understanding the reasons that teachers decide to live in rural areas and seeking individuals most likely to be sold on the benefits of teaching in a rural school is recommended. Such individuals usually have rural backgrounds, personal characteristics, or educational experiences that predispose them for life in a rural area (Collins, 1999).
Finally, the main focus for recruitment, hiring, and provision of quality staff development in any location should be the students. We cannot afford to offer them less than the best teachers.

References
Collins, T. (1999). Attracting and retaining teachers in rural areas. Retrieved February
16, 2007, from http://eric.ed.gov

Helge, D. (1985). Planning staff development programs for rural teachers. Retrieved February 14, 2007, from http://eric.ed.gov
Johnson, J. (2005). Why rural matters. Retrieved February 16, 2007, from
http://www.ruraledu.org
Kritsonis, W. (2002). William Kritsonis on schooling. Houston, TX: National Forum Journals.
Kritsonis, W. (2007). Ways of knowing through the realms of meaning. Partially funded by the Oxford Round Table, Class of 2005. Mansfield, OH: BookMasters, Incorporated.
NEA (1998). Status of public education in rural areas and small towns: A comparative analysis. Retrieved February 16, 2007, from http://eric.ed.gov
Payne, D. & Wolfson, T. (2000). National association of secondary school principals. NASSP Bulletin, 84(618), 13-21.
Townsell, R., & Kritsonis, W.A. (2006). National insight: A look at synnoetics in one African American female’s journey to the principalship. Doctoral Forum National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), 3.

[William Allan Kritsonis, PhD]

Impact of the Mathematics Curriculum on the Success of African American High School Students

Clarence Johnson
PhD Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
Director of Safe and Secure Schools
Aldine Independent School District
Houston, Texas

William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies

¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬________________________________________________________________________
ABSTRACT

African American students’ motivation in mathematics continues to be a major problem in high schools across America. An integral part of the student’s success lies in the curriculum. Students will work to learn mathematics when they are assessed. Our views support a strong flexible curriculum that meets the needs of all students. This article will share our views of the impact of the mathematics curriculum on African American high school students. The failure rate among African American high school students in mathematics is higher than any ethnic group in American schools. While motivation plays a major role in success in mathematics, the curriculum holds the ultimate key for achieving success!
________________________________________________________________________

Introduction

Multiplication facts were taught to Johnson by his mother before entering first grade. Parents were the role model in the 1950’s. Johnson’s confidence in learning mathematics was at a high level entering public school. During the strict and effective teaching of his mother, he received corporal punishment if he failed his 2’s, 5’s, and 10’s multiplication facts at age four. As a first grade arithmetic student, Johnson could recite his multiplication facts without an error. This success was instant communication to his teachers that the curriculum must be in place to allow him to progress in mathematics. Failure in mathematics was not an option for Clarence Johnson. Forty-two years later, he sees high failure rates of African American students in high school mathematics. The ability to recite multiplication facts seems to be extinct in some communities. We are now approaching the postmodern era in America and our thinking must accompany the changes. Students must know the simple multiplication facts in order to compute basic everyday technology problems. We cannot allow a generation of African American students to leave, graduate, or dropout of high school without a strong mathematics background.

Purpose of the Article

The purpose of this article is to research the equity issue, standards, and attract attention to the high failure rate of African American high students in mathematics. Effective change in the curriculum is the only option in the future. We know as educators that we must deliver the correct curriculum that will meet the needs of all students. The authors will investigate the “gate-keeper” courses and allow us to focus on the curriculum for African American students. African American high school students must be successful in Algebra I and Geometry. Research will show these “gate-keeper” courses hold the key to success in areas of science and mathematics.

Gate-Keeper Courses

Educators need to understand equity issues and be prepared to identify and eliminate institutional practices that deter equity. High school curriculum programs provide the basis for the differentiation of opportunity within schools, particularly the mathematics curriculum (Oakes, Gamoran, & Page, 1992). Tracking and course selection are institutional practices that promote or deter equity and account for substantially significant differences in access to higher education (Guiton & Oakes, 1995).
Algebra I and Geometry are the primary “gate-keeper” courses. These courses allow a ninth-grade student to meet entrance requirements in mathematics for admission to most four-year postsecondary institution (Commission on Pre-college Guidance and Counseling, 1986; Oakes, 1990a; Payzant & Wolf, 1993). The gate-keeper process normally begins in the spring of the eighth-grade year when a student is assigned to a ninth-grade schedule of courses. Access to Algebra I and Geometry courses most often is

based on academic ability as determined by standardized achievement test scores (Oakes, 1990; Smith, 1996).

Standards

Most of the education reform reports call for educating all students to meet more rigorous standards. As Warren Simmons of the Casey Foundation observed, the nation entered the 1990s with twin goals for education reform. The first goal was to restructure schools in ways that enhance their effectiveness; the second goal was to create curricula and instructional approaches that would help all students attain world-class levels of achievement (Simmons, 1993). The NCEE’s intent, then, was to ensure that all students, including those who were disadvantaged educationally, socially, or economically, would have equal opportunities to meet high academic standards.
The modern school reform movement has been fraught with speculation and controversy within the African American community partly as a result of the absence of a clear understanding of what is meant by standard. There has been much confusion in agreeing on a clear definitive explanation of what areas are included as standards. However, there is general consensus on four basic types of standards: content, curriculum, performance, and opportunity-to-learn (also called capacity standards).
Content standards are characterized as a directional road map for the development of a core curriculum. Teachers utilize content standards as a guide to what areas students must master and how this information should be conveyed to them. In turn, students are expected to understand the central concepts themes and issues that buttress the content area (McGee-Banks, 1997). Students are expected to accomplish mastery of the content by the end of a specific period. Content standards are included in all subject areas. Most states; however, have focused curriculum reforms on the core subjects, such as mathematics, English, science, and history.
The second standard is curriculum, which is characterized as the description of subject matter students are expected to study to achieve the objectives provided in the content area. Included in curriculum standards are lesson plans or outlines, primary source materials, textbooks, videos, lectures, and other sources of information to support curriculum. Within the curriculum framework, an outline of courses and curricula are provided.
Policy-makers at the local, state, and federal level have increased their commitment and submitted recommendations on curriculum construction, normally the responsibility of the local educational system. Efforts to reform curriculum standards have been predicated primarily on initiatives by state and national policy-makers to remedy poor test results, including those earned by students from minority and low-income groups. Hence, federal and state policy-makers have more assertively expanded their role in the standards movement rather than leave the responsibility with local authorities.
The third type of standard is performance. This standard identifies how well students have learned. Performance-based standards also reveal more than one level of
competence. For example, a number of performance- based and standardized tests

categorize competence as basic, proficient, and advanced to illustrate the complexity of
what students have learned. African American students’ achievement levels on assessments tend to be at the basic and proficient levels.
The fourth set of standards is opportunity-to-learn. This standard describes the environment and proper resources that an educational system has to provide in order for students to fulfill content and performance standards. Arthur Wise (1998) and Jonathan Kozol (1991) argue that poor and minority children are far more likely than children in more affluent school districts to be taught by teachers who are not qualified to teach the core subjects. Comparisons between schools with poor and minority students and students from affluent school districts show other inequalities. Poor and minority children also are more likely to have teachers who completed alternative certification program and more likely to have more substitute teachers. The poor and minority children who increasingly reflect the norm in our schools are more likely to attend schools that are in substandard conditions, lack state-of-the-art technology, and do not offer a diverse, rigorous curriculum. Further, these are schools and school districts where teachers do not have access to sustained professional development opportunities. In addition, studies show that disadvantaged, rural, and minority students are less likely to receive program planning counseling than their White counterparts and other students who are more advantaged. Inferior instructional materials are more likely found in schools where students are poor than in schools where students are affluent (Winfield & Woodard, 1994). Unless attention is focused on these antecedent conditions, students in these schools will not have the educational foundation to meet the new, more rigorous standards. Standards are a starting point, not a panacea. Dwelling on standards only fails to emphasize the need for investment in improved curriculum and improved professional development for teachers. Highly qualified teachers, better delivery of educational services, and special help for those students, including tutorial services will correct the ills of the system. These students incapacity to meet higher standards is not because of ability but because they do not have access to the same resources and opportunities for learning as other students.

Tracking Students

Tracking in American schools often contains a racial and socioeconomic element. Black students are more likely to be tracked in the vocational curriculum, Hispanic students in the general curriculum, and Asian and White students in academic or advanced placement curricula (Oakes, 1985). Essentially, the content, rigor, and teaching strategies vary markedly among curricula programs, although the course names in each program may often be similar (Brown & Goren, 1993; National Education Association, 1990; Oakes, 1985). It is also well documented that Black and Hispanic boys are over-represented in special education programs. To increase performance and an appreciation for mathematics, students must see the relevance of mathematics in their lives. Students must perceive the usefulness of mathematics. A culture-fair curriculum can help African American students build confidence in learning mathematics; thus increasing their performance and encouraging an appreciation for mathematics.

Culture-Fair Curriculum

According to the curriculum research by Anderson (1990) and Wilbur (1991), a culture-fair curriculum includes many facets. First, the culture-fair curriculum acknowledges and professes the mathematics contributions of many cultural groups. Rarely do history textbooks acknowledge that many cultures contributed to the development of mathematics as it is known today. This topic is more fully discussed by Anderson (1990).
Second, a culture-fair curriculum affirms the similarities and differences among and within groups of people. The curriculum becomes richer when studied from many vantage points. Teachers must value the varied perspectives that children bring with them into the classroom. In addition, teachers need to respect children’s preferences to work autonomously or cooperatively. Children who learn better in group work rather than individually should not be considered less able to understand mathematics.
Third, students benefit when their experiences, needs, and interests are incorporated into learning activities. Increased hands-on projects, student presentation and demonstrations, and real-life applications of mathematics are all vital in a culture-fair curriculum. Appropriate role models should be invited to the classroom to enhance student motivation and to share with students real-world applications of mathematics. An engineer-test car driver, for example, can be invited into a classroom to discuss how mathematics and physics help people better design car tires for comfort, fuel economy, and safety. With this type of application, the students will gain an understanding of the importance of mathematics. Attitudes about learning mathematics become more positive. There is evidence that a high quality curriculum is one of the critical components supporting reform in urban schools and a factor important in raising student achievement.

Concluding Remarks

In conclusion, the purpose of this article was to research the equity issue and attract attention to the high failure of African American high school students in mathematics. Effective change in the curriculum is the only option in the future. The correct curriculum to meet the needs of all students is essential if students are to improve in mathematics. The federal policy makers are being aggressive in improving standards and curriculum. We must stand firm and educate all students by supporting performance-based standards. It is necessary to include the African American students and their experiences in today’s curriculum. The impact of the mathematics curriculum on the success of African American students must be achieved within the next learning cycle. This mandate can and will be accomplished by high standards and practices.

References

Anderson, S. E. (1990, March). Worldmath curriculum: Fighting eurocentrism in
mathematics. Journal of Negro Education, 59, 349-359.
Brown, P., & Goren, P. (1993). Ability grouping and tracking: Current issues and concerns. Washington, DC: National Governors’ Association.
Commission on Precollege Guidance and Counseling (1986). Keeping the options open: Recommendations. New York: College Entrance Examination Board.
Guiton, G. & Oakes, J. (1995). Opportunity to learn and conceptions of educational equality. Educational Evaluation and Policy Analysis 17(3), 323-336.
Kozol, J. (1991). Savage inequalities. New York: Crown.
McGee-Banks, C. A. (1997). The challenges of national standards in a multi-cultural society. Educational Horizons, 75(3), 126-132.
National Education Association. (1990). Academic tracking: Report of the NEA executive committee on academic tracking. Washington, DC: Author.
Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
Oakes, J. (1990). Opportunities, achievement, and choice: Women and minority students
in science and mathematics. In C. B. Cazden (Ed.), Review of Research in
Education, 16, 14-17. Washington, DC: American Educational Research
Association.
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