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MA18: Educational Planning

Sheena Mae T. Comighud, MAEd

1. Discuss 5 essential characteristics of educational planner.

Planning as a formal process of making decisions for the future of individuals and organizations is very crucial in the field of education. Hence, an educational planner must foster essential characteristics in order to obtain improvements and achieve developments in the educational sector. Foremost, an educational planner must have good foresight on aspects concerning the educational contexts for this willallow him/her to initiate desired actions to likely achieve educational goals and institutional objectives, to propose ready-made solutions before possible problems in education shall take place and to see and examine specific needs and future concerns that must be dealt with in the advent of changes and development in the educational settings. Secondly, an educational planner must be flexible in order to adapt to constant changes in the educational landscape and to be able to switch gears as certain need arises in a dynamic environment. In addition, he/she continually adjusts plans in response to progress and tension and use situational leadership regarding the innovation. Thirdly, an educational planner must have focus especially in establishing goals relative to students’ achievement as well as curriculum, instruction and assessment practices in the school, and in keeping them prominent in the day-to-day engagement in the academic circle. Fourthly, an educational planner must be an optimizer, providing optimistic view on what the school is doing and what the school can accomplish in the future by being a driving force behind new innovations, fostering the belief that it can produce exceptional results. Finally, an educational planner must be a change agent as he/she is willing to challenge existing school practices in order to promote the value of working at the edge of one’s competence in answer to the noble call of the teaching profession as well as effective school management and administration.

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MA18: Educational Planning

Sheena Mae T. Comighud, MAEd

2. Briefly discuss the importance of the following concepts in relation to educational planning. a. Decentralization Decentralization implies distribution of administrative powers and functions among local constituents. In relation to this, decentralised planning must be applied in both regional and local levels as effective programs and opportunities as well as specific problems and threats are better seen and more experienced by our school leaders, teachers and pupils who translate the conceptualized goals into concrete actions in day-to-day academic engagements and interactions. As a result, decentralization shall better address school-related concerns and/or local-based problems through realistic measures and practical solutions.

b. Participatory Planning As participatory planning serves as an avenue for the shared decision making of all the categories of people who should be represented in some aspects, it has an important relation to educational planning. For example, in crafting the School Improvement Plan (SIP), both internal and external stakeholders of the learning institution must be involved in the making of the shareddecision through consultation and/or representation. By doing so, the school head, teachers, pupils and parents as well as other stakeholders and decision makers can develop sense of responsibility and accountability in the concrete realization of the programs, activities and projects articulated in the SIP.

c. Environmental Scanning Environmental scanning, as a key concept in educational planning, has been a process generates that is helpful in matching the organization or group goals, programs and capacities to the social environment in which it operates. Hence, it has a significant relation to educational planning as it presents both external and internal analysis through the strengths, weaknesses, opportunities and threats which serve as critical factors tobe consideredin setting attainable targets (programs and projects) as well as developing practical solutions on posed problems to in order to likely attain continuous improvement and progressive development in the educational context.

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MA18: Educational Planning

Sheena Mae T. Comighud, MAEd

3. Differentiate the following: a. Annual/Operational Plan Operational planning, also known as divisional planning, is concerned with the implementation of the larger goals and strategies that have been determined by strategic planning; it is also concerned with improving current operations and with the allocation of resources through the operating budget.

b. Strategic Plan The managerial process of developing and maintaining a viable link between the organization’s objectives and resources and its environmental opportunities,Strategic planning, also known as long range, comprehensive, integrated, overall and managerial planning, has three dimensions: the identification

and

examination

of

future

opportunities,

threats

and

consequences; the process of analyzing an organization’s environment and developing compatible objectives along with the appropriate strategies with policies capable of achieving those objectives; and the integration of the various elements of planning into an overall structure of plans so that each unit of the organization knows in advance what must be done when and by whom. c. Long-Term/Range Plan

A long-term plan is a document that charts how you have logically grouped and sequenced the standards-aligned goals into units that build upon one another conceptually, leading towards year-end goals.

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MA18: Educational Planning

Sheena Mae T. Comighud, MAEd

4. How do the school’s VMGO relate to educational planning? The school’s vision, mission, goals and objectives otherwise known as VMGO articulate the purposes of a learning institution. In this connection, it has a

significant relation to educational planning as the latter serves as the process of making decisions for the future of individuals and organizations.

Foremost, the school’s vision entails careful planning as it conveys what the

institution want to become or where the institution want to be in the future . For example as the Department of Education, through its teaching force, dream of Filipinos who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully to building a nation, as a learner-centered public institution, it should set its target on promoting“quality of instruction”through the improvement of learners’ performance level and development of teachers’ competence as means of translating that present vision into future action.

In addition, as the school’s mission articulates how the institution can achieve

its vision, it therefore needs critical planningto outlinespecific, measurable and attainable actions.As a matter of fact, the Department of Education’s mission has been a product of analytical planning through the provision of “equitable access”and organization of “management and administration”as it then aim to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education.

In summation, as educational planning serves as a formal process of making decisions for the future of the learning institution, therefore, it must be applied in the formulation of the school’s vision, mission and goals as it serves as a framework to translate all of these into specific course of action through the existing human and material resource within the specific time duration to ensure successful implementation and attain reliable results to the maximum towards the holistic progress and all-inclusive development in the educational sector.

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MA18: Educational Planning

Sheena Mae T. Comighud, MAEd

5. Craft or design a contingency plan tailored to the needs of your school. Include all necessary details so that your plan can be implemented.

Contingency Plan of Nangka Elementary School – A Flood-prone School

(Section 1 - General Information)

Nangka Elementary School, one of the biggest public elementary schools in Bayawan City Division, was founded in the year 1931. It is 7 kilometers away from the heart of the Schools Division Office of Bayawan City, Negros Oriental. The school site, with an area of 10, 049 square meters was donated by the late Tomas Luyas, a native of the barangay. The eastern part of the school is along the creek, the southern is facing the barangay road and former barangay hall and health center. Through the years, the school has been affected with floods during rainy days sinced the half part of it is plain and near the creek while the other part seems uphill.

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MA18: Educational Planning

Sheena Mae T. Comighud, MAEd

1. Early Warning Plan Level

Criteria

Interpretation

0

No flood

Classes ongoing

1

Floodwaters clogging and overflowing school drainage ditches

2

Floodwaters Prepare to evacuate beginning to enter classrooms

3

Floodwaters Campus completely reaching one foot evacuated high from the floor

Alert

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Warning signal None

Required Action Conduct classroom instruction as usual.

5 rapid whistle blows

Move all school records, lesson plans and materials to an elevated shelf.

10 rapid whistle blows

Shut down all power sources. Move pupils to an elevated place.

15 rapid whistle Evacuate to a safe blows location outside the campus. Bring priority items along.

MA18: Educational Planning

Sheena Mae T. Comighud, MAEd

Section 2-4 - Contact Information/Authority/Notification Procedures 2. Communication Plan

Mr.Emmauel C. Pomada, PSDS Cluster 6

Mrs. Rosemarie T. Oracion

Mrs.Armenia

Mrs.Estrada

Mrs.Valor

Ms.Endino

Mrs.Recamara

Section 5-6 – Evacuation Procedures/Sheltering Procedures 3. Evacuation Plan/Evacuation Map

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Mrs.Bait-it...