Planning in Educational Management.ppt.pptx

Planning in Educational Management

1. PLANNING IN EDUCATIONAL MANAGEMENT Topics: Single-Use Plan School Educational Development Plan

2. A plan is a commitment to a particular course of action for achieving specific results. From this it follows that there are a number of plans for achieving different goals. Managers, normally, commit the mistake of taking major programmes only as plans. But a number of future courses of action are also plans. The plans may be classified according to origin, use, purpose, kind etc.

3. Derivative – something that comes from something else Non-recurring – unlikely to happen again – used of financial transactions that affect a profit and loss statement abnormally Deviation – an action, behavior, or condition that is different from what is usual or expected Context – the words that are used with a certain word or phrase and that help to explain its meaning Development – the act or process of growing or causing something to grow or become larger or more advanced Live Document – is a type of document that is created as draft document and has a defined mechanism and process to continually review, monitor, revise, edit and update

4. Planning is a commitment to a particular course of action undertaken to achieve specific results. It consists of several components or derivative plans that are generally bound together. These components are known as plans. There can be several types of plans. It is easy to see a major plan such as establishing a new enterprise but some future courses of actions are also plans. Any course of future action is a plan.

5. Single-Use Plans : These plans are made for handling non-recurring problems. Single-use plans are also referred to as ‘specific plans’ since these are meant to solve a particular problem. These plans are formulated to handle non-repetitive and unique problem. These plans cannot be used again and again; these become obsolete after achieving their purpose. The examples of these plans are: projects, budgets, programmes .

6. A single-use plan in a business environment refers to plans developed for a one-time project or event that has one specific goal or objective. The length of a single-use plan differs greatly depending on the project in question, as a single event plan may only last one day while a single project may last weeks or months. Single-use plans consist of budgets, programs and a description of the employees who will be contributing to the single-use plan in question.

7. Two Types of Single-use Plans: Programmes and Budget Programmes A programme means a single-use comprehensive plan laying down the ‘what’, ‘how’, ‘who’ and ‘when’ of accomplishing a specific job. Through programme the managers are informed in advance about various needs so that there is no problem in future. The moment a work is completed for which the programme has been designed, its utility ends. In other words, a new programme is designed for every new work.

8. 2. Budgets It refers to the quantitative expression of the plan of action. Budgets describe the desired results in numerical terms. A budget is that planning which provides details about estimated money, material, time and other resources for the achievement of pre-determined objectives of various departments A budget is related both to planning and controlling. When we prepare a budget it is related to planning and when we use it as a tool to measure the deviations, it gets connected with controlling. In this way the manager compares the actual progress with the figures given in the budget and the information about success and failure is obtained.

9. Difference between Standing Plan and Single-Use Plan

10. Purpose of a School Development Plan The school development plan (SDP) is the school’s strategic plan for improvement. It sets out the actions a school will take to improve learner outcomes. A SDP will be informed by the regular self-evaluation a school undertakes of its own performance and contextual data, and will contain the school’s improvement priorities together with short- and longer-term targets. For example, the school’s priorities will include how the school is addressing the national priorities of:

11. raising the standards of education in relation to literacy raising the standards of education in relation to numeracy reducing the impact of poverty on educational attainment. The SDP will set out how the school will achieve its targets, in relation to its priorities, and how it will use the resources it has available, including funding. It must also set out how the school intends to develop its staff in order to meet the school’s priorities and targets.

12. Roles and Responsibilities Governing bodies are responsible for promoting high standards of educational achievement in maintained schools. The head teacher is responsible for the management and control of the school and, alongside the governing body, is key to leading the work of the school and its capacity for improvement. Although the governing body holds overall responsibility for the SDP, in practice the head teacher will work with the staff and governing body in producing the SDP and will be responsible for implementing the necessary actions and strategies to bring about improvement.

13. Characteristics of Effective School Development Planning The impact on learner outcomes will be seen as the measure of its effectiveness rather than the production of the plan itself. All school partners and stakeholders will be involved in identifying strengths and areas for improvement. Self-evaluation of school provision and performance and contextual data will inform the plan. It will focus on both short- and long-term priorities and actions that will raise standards and improve outcomes for all learners, regardless of their background. It will provide a context for the performance management process for all staff. I t will be an ongoing process that is reflected in the status of the SDP as a ‘live document’.

14. School Development Planning Cycle

15. Vision The school development planning cycle is set against a clear vision of what the school is aspiring to achieve. A clear vision will set the context for the SDP. In order for the school to make sustained improvements and move forward it needs to have a clear purpose that is shared and understood by all. In setting its vision, a school should consider the context in which it operates and agree a vision that is both motivational and achievable, and is underpinned by solid practical strategies.

16. Stage 1: Self-evaluation Self-evaluation is the means by which schools reflect upon their performance and use it as a basis for sustainable improvement planning. The process of self-evaluation and improvement planning is central to supporting advances in school improvement, professional learning and learner outcomes. As an annual process, self-evaluation is a key tool in assisting a school to assess its performance. It helps schools to identify:

17. how well they are performing areas of strength what needs to be improved what actions to take to make those improvements. The importance of schools carrying out self-evaluation to identify their strengths and areas for development and has identified a strong correlation between school self-evaluation that focuses on impact and outcomes, and improvements in educational experiences and outcomes for learners.

18. Stage 2: Strategic Planning For school development planning to be most effective, it should involve all school partners and stakeholders; this is essential in ensuring that everyone has a commitment to the school’s improvement agenda. In preparing a SDP, the governing body must consult with the head teacher, school staff, learners, parents and others involved in the life and work of the school.

19. Stage 3: Making Improvement/Action The next stage of the school development planning cycle is to put into practice the actions and strategies outlined in the SDP. High-quality leadership at all levels is crucial in sustaining the involvement and commitment of staff throughout the development process in order for the SDP to be implemented efficiently and effectively. It is important that the SDP contains clear details of responsibilities, accountability, actions and timescales in order to avoid confusion, duplication and to ensure the most effective use of resources.

20. Stage 4: Reviewing Impact SDPs should be considered as live documents that are regularly monitored during the development cycle and formally reviewed and revised at least annually. The governing body must monitor, review and update the school development plan annually (as a minimum). This will ensure that the school’s improvement planning and strategies reflect the up-to-date context of the school. If the SDP is to be revised following an inspection, it must be done so within the required timescale as set out in The Education (School Inspection).

21. Publication and Accessibility of the SDP It is important that the whole school and wider community are aware of the school’s plans to bring about improvement. Once formally prepared or revised, the governing body is required to provide copies of the SDP to each member of the governing body and school staff.

22. Support and Challenge The SDP will focus for engagement with schools; challenge advisers will challenge and support schools in identifying and implementing the actions necessary to bring about improvements. Challenge advisers will play a critical role in linking schools to the support available from, and through.

23. Inspection Aspects of Common Inspection Framework (CIF) focus on self-evaluation, strategic planning, and management of staff and resources; aspects which are a requirement of the SDP. The starting point for inspections is the schools’ self-evaluation and, among other things, looking for a clear link between self-evaluation, the school development plan and how self-evaluation and planning for improvement has had a positive impact on learner outcomes.

24. Conclusion and Implication to Education Planning gives us a clear perspective on what needs to be done, what goals are to be achieved and what amount of time is to be or will be spent on completing the said goals. In the absence of planning all the activities of the organization will become meaningless and it may not be impossible but certainly difficult to guess the uncertain events of future. Therefore , planning is necessary for effective and efficient functioning of every organization irrespective of its size, type and objectives.

25. References http://www.yourarticlelibrary.com/management/planning-management/plan-types-standing-and-single-use-plans-with-diagram/53194 https://iedunote.com/planning-types http://managementstudyonline.blogspot.com/2013/09/difference-between-standing-plans-and.html http://www.yourarticlelibrary.com/organization/what-are-the-two-types-of-single-use-plans/944 www.wales.gov.uk/topics/educationandskills/schools/home/schooldevelopment-plans/?lang=en http:// www.merriam-webster.com/dictionary

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