An Adventure in Excellence:	E. Todd
A Community Portrait	1997

A system of educational ideas is needed to facilitate curriculum development and educational planning in a public school community. The use of system theory is based on the proposition that the system of ideas is a dynamic, expanding series of beliefs. The overworked expression "school philosophy" usually means a fixed statement of beliefs or values which once adopted by school community never changes. The school's system of ideas should never remain static, but should always be open to modification, adaptation, elimination, or addition. The illustration below shows the difference between a frozen philosophy and a living system of ideas:

The drawing on the left shows the interrelationship of ideas. The drawing on the right shows how a rigid philosophy is closed. It is extremely difficult for agents of change to penetrate the closed philosophy, to change part of the structure without destroying the philosphy entirely.

Notes: Other terms/phrases being currently used by educators as substitutes for philosophical statements are vision statements and mission statements. Chapter II of the Evaluative Criteria for the Evaluation of Secondary Schools (6th ed.) is "Philosophy and Goals."

The System of Educational Ideas provides the rationale for purposeful change in the development, maintainance, and revision of "Community Portraits of the Public Schools." The System of Educational Ideas establishes the relationships between instructional and administrative decisions, i. e., the idea must have educational significance and change significance as shown below:

Educational Significance: Students are entitled to receive the benefits of the maximum utilization of the talents of professional personnel. Whenever educators use the different professional competencies, teaching experiences and educational backgrounds of teachers in contributing to teaching-learning situations- the quality of educational opportunities is more enhanced for all students.

Change Significance: This idea helps teachers and administrators abandon the notions long held by elementary and secondary personnel that are stated as follows: "This is my classroom and I am Queen and I shall reign supreme" or this is our Department and we are kings and queens and we shall reign supreme" or "this is my school and I shall reign supreme in my empire without any intervention from the district's dukes and duchesses. Furthermore, this idea encourages the activation of professional teams to collectively handle different kinds of activities for one student.

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There are several reasons for having a System of Educational Ideas. These reasons are as follows:

1. The System provides the impetus for purposeful change in the various sections of a Community Portrait.

2. The System enhances the development of community support for purposeful change in Community Portraits.

3. The System provides the centrality of purpose needed for program and organizational improvements.

4. The System encourages the decentralization of district-wide administrative activities, i.e., rule making, etc.

5. The System ensures the proportionate allotment of human and fiscal resources to different instructional programs.

6. The System permits the measurement and evaluation of curriculum and instructional decisions as they are related to the System of Educational Ideas.

7. The System serves at the catalyst for building facilities which are appropriate for curriculum and instructional activities.

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NOTES: The System of Educational Ideas evolves from Ideas proposed by those human beings whose lives are affected by the public schools. In addition, Ideas may be mandated by local, state, and federal legislatures,courts, and other governmental agencies.

Some potential Ideas can be stated as follows:

1. Teaching and learning activities can take place anywhere and at any time.

2. Students are different.

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Each idea has the following implications:

1. Curriculum Implications: . . . . . . . . . . . . . . . . . . . . . .

2. Instructional Implications: . . . . . . . . . . . . . . . . . . . . .

3. Financial Implications: . . . . . . . . . . . . . . . . . . . . . . .

4. Personnel Implications: . . . . . . . . . . . . . . . . . . . . . . .

5. Facility Implications: . . . . . . . . . . . . . . . . . . . . . . .

6. Political Implications: . . . . . . . . . . . . . . . . . . . . . . .

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