MODULE 1: Lesson 4 Educational Planning At The Institutional Level

1. Why is institutional planning important and necessary?

No comprehensive programme of educational development can ever be put
across unless it involves every educational institution and all the human factors
connected with its teachers, students and the local community and unless it
provides the necessary inducements to put in their best efforts. Both quantitative
and qualitative improvement of education is aimed at through institutional
planning. All concerned teachers, students, parents and the public are involved in
the planning process meant for development of an institution.
2. Formulate a skeletal framework of an institutional plan for any school/institution in
your locality.
A Plan To Improve The Quality Of Teaching In Santa Rosa City
The academic community lies at the heart of the departments capacity to
achieve its ambitions in education. Central to this strategy is enabling the
academic community to deliver the highest quality education in pursuit of our
overall vision.
We will provide an operational environment that recognises and supports the
central importance of excellence in teaching to the school. This includes, for
example, issues relating to physical infrastructure, management processes, and
the balance of teaching, research and administrative responsibilities.
Objectives:
1. To create a supportive environment for ambitious early career teachers and
high achieving academicians.
2. To serve the academic community with an excellent, responsive and fully
integrated teaching method.
3. To nurture a high quality teaching environment.
Implementation and Performance Indicators
By identifying the theme and objectives, this strategy is designed to provide an
enabling framework which will inform and guide detailed action planning at all

levels in the division. Successful implementation will require the engagement of

colleagues throughout the locality. Overall, the framework is open and inclusive,
enabling individual Faculties, Departments and research groupings to develop
discipline-specific strategies and plans that both benefit from the institutional
approach, and complement and extend its scope and success.
It is important for the delivery of this strategy that we establish and monitor a
range of performance indicators, in order to track progress. As previously stated,
our key indicator of success is teaching excellence, measured primarily by quality
of teaching outputs. While the Teacher Assessment Exercise may be seen as a
leading indicator of independent assessment of teaching quality, it provides only
a snap-shot of performance at relatively infrequent intervals, with the next
exercise due to be undertaken in 2014. Therefore, while TAE performance is
important, a range of other indicators has been developed, which can provide
year-on-year indication of progress.