PLANNING AT THE

INSTITUTIONAL LEVEL
PREPARED BY:
SWEETHEART A. CERA
ANABELLE VITIN
MYLINE TEJADA
MR. SUN
 WHAT IS INSTITUTIONAL
PLANNING?
 Institutional planning has been treated
as the basic unit or grass root level of
the larger educational planning. When a
plan is prepared by a particular
institution on the basis of its own
development and improvement, we call
it institutional planning.
 WHAT IS INSTITUTIONAL
PLANNING?
 “Institutional planning is a programme of
development and improvement prepared
by an educational institution on the basis
of its felt needs and the resources
available or likely to be available, with a
view to improving the school programme
and school practices. It is based on the
principle of optimum utilisation of the
resources available in the school and the
community.” M.B. Buch
 OBJECTIVES OF
INSTITUTIONAL PLANNING

 To provide equality of opportunities to all the pupils to

get education.
 To bring improvement in the structure of educational
institution
 To give proper direction to functioning of educational
institutions
 To develop a comprehensive programme of
improvement of educational system in all its
parameters by optimum utilization of existing
resources within its reach
 OBJECTIVES OF
INSTITUTIONAL
PLANNING
 To provide opportunities to the members of the
local community, staff and students to treat
educational institutions as a joint and coo operative
venture and to bring improvement in education
institutions
 To give adequate freedom to teachers think to
innovative and creative ideas for the improvement
of institution and other programmes in the
institution.
 To impart realism and concreteness to educational
planning
 To shift the emphasis from expenditure orientation
to the effort orientation and proper utilization of the
 OBJECTIVES OF
INSTITUTIONAL PLANNING
 To create democratic environment to enable every teacher,
administrator, parent and students to take part in the
formulation and implementation of the plan.
 To bring an accord between the development of an institution
and national-level planning.
 To have all-round development and improvement of the
school.
 To make education productive, so that with education may
come economic riches.
 To make provision for utilization of adequate available
manpower of the institution.
 To make education available to even the poorest of the
citizens.
 To provide an opportunity to the local community, school staff,
students and teachers to join hands in improving the
Nature and characteristics
of an institutional plan

 need based
 specificity
 optimum utilization
 augmentating Human efforts
 goal – oriented
 cooperative in nature
 long and short term plans
 flexibility
Need and Importance of
Institutional Planning
 For Betterment and Improvement
 To Give Proper Direction
 To Educational Objectives
 For Maximum Utilization Of Resources
 For National Development
 To Encourage Initiative of Individual Teacher
 Process of
INSTRUCTIONAL

PLANNING
The headmaster or the principal of the school should be the
chairman of this Planning Board.
 Teachers having some training in drawing out a plan should
be represented on this Board.
 There should be separate sub-committee formed by the head
of the Institution.
 In case of every sub-committee, the senior teacher should
remain in-charge.
 The Planning Board must assess the needs of the school and
prepare the long-term and short-term plans for the
development. So the institutional plan seeks improvement in
all directions. For this purpose, the planning should be
systematic and scientific.
 It should, therefore, be a working plan, based on the capacity
of teachers the needs of the pupils and the local community.
 Benefits of an
institutional

planning
It involves the teachers the process of planning
thereby making planning more democratic in nature.
 The preparation of the plan adopts the down to top
approach where firsthand knowledge about the
strengths, weakness and the problems arising in the
classroom processes and situations is available from
teachers .
 It is more realistic because I it is based on the data
available from then stakeholders namely students a,
teachers and parents .
 It avoids wastage as it is founded on knowledge
about real needs of the students and the community
 Benefits of an
institutional planning
 It is more scientific, rational, effective and efficient rather than
trial and error methods or traditional approach development.
 Each institution has a unique personality or climate and the
plan prepared in the light of this climate will be more realistic
and effective
 It is goal based and there fire is more efficient
 Involving teachers in the process of planning motivates them ,
channelizes their energies towards achieving the goals ,
arouses enthusiasm in them , making its implementation
easier
 It reduced emphasis on expenditure orientation and enhances
goal orientation
 It provides ample opportunities for creativity, innovations,
initiative , freedom and experimentation to those who are
involved in preparing and implementing the plans
Mission
 Defines the fundamental purpose
of an organization or an
enterprise, succinctly describing
why it exists and what it does to
achieve its vision.
 For example, the charity above
might have a mission statement
as "providing jobs for the
homeless and unemployed".
 EXAMPLE OF DEPED
MISSION
 The DepEd Mission
 To protect and promote the right of
every Filipino to quality, equitable,
culture-based, and complete basic
education where: Students learn in a
child-friendly, gender-sensitive, safe,
and motivating environment. Teachers
facilitate learning and constantly
nurture every learner
 GOALS/OBJECTIVES
 The words Goal and Objective are
often confused with each other.
They both describe things that a
person may want to achieve or
attain but in relative terms may
mean different things. Both are
desired outcomes of work done
by a person but what sets them
apart is the time frame,
attributes they're set for and the
effect they inflict.
GOALS/OBJECTIVES
 Both terms imply the target that
one's efforts is desired to
accomplish. Goals are generically
for an achievement or
accomplishment for which certain
efforts are put. Objectives are
specific targets within the
general goal. Objectives are time-
related to achieve a certain task.
 Attributes of goals vs.
objectives
 Differences in scope Goals are broader than
objectives in the sense that goals are general
intentions and are not specific enough to be
measured.
 Objectives are narrow and are set for certain tasks in
particular.
 Specificity Goals are general while objectives are
specific. Goals are just general intentions towards the
attainment of something while objectives are precise
actions for accomplishment of a specific task.
 Tangibility Goals may be intangible while objectives
ought to be tangible. Goals may be directed at
achieving non-measurable things while objectives
 Attributes of goals vs.
objectives
 Differences in time frame Both have a
certain time frame.
 Goals usually have a longer time-frame
than objectives. Objectives are usually
precise targets set for a short term.
Goals may be set for a longer term but
many objectives may be set within that
goal.
 Measuring goals and objectives Goals
may or may not be measured but in
most cases objectives are measurable.
 DEPED GOALS AND
 OBJECTIVES
DepEd Targeted Outcomes
 Outcome A.1: Every Filipino has access to complete basic
education
 Provide necessary basic education inputs (Policy and Tool across Key
Stages)
 Provide affirmative action to learners with special needs and/or learners
in special circumstances
 Engage the private sector in broadening opportunities for basic
education
 Utilize technology in expanding reach of basic education services
 Outcome A.2. Every Filipino graduate of complete basic
education is prepared for further education and the world of
work
 Ensure that a learner-centered curriculum is implemented
 Provide relevant instructional materials and equipment
 Improve quality of instruction and professional development of teachers
 RESEARCH FOR
PLANNING
There are two types of research
in the Department of
Education.
 APPLIED RESEARCH
 ACTION RESEARCH
 APPLIED RESEARCH
 Applied research is a methodology used
to solve a specific, practical issue
affecting an individual or group. This
scientific method of study and research
is used in business, medicine, and
education in order to find solutions that
may improve health, solve scientific
problems or develop new technology.
 APPLIED RESEARCH
 Primary goals of applied research include
solving problems of practice and
supporting effective professional
development in real-world settings.
 Applied research involves a series of
interconnected processes that inform one
another, as indicated by the bidirectional
arrows in Figure 1. These processes do not
necessarily occur in a sequential order and
often overlap or occur simultaneously.
The Elements of Applied Research
 ACTION RESEARCH

 Teacher-initiated, School-based research

used to improve the practitioner’s
practice by doing or changing something
 Where the teacher is the researcher and
the teacher’s practice is the focus of the
research
 The main reason for teachers to engage
in action research is to learn from and to
improve their own teaching activities…
 ACTION RESEARCH
 According to Good : Action research is
research used by teachers, supervisors
and administrators to improve the
quality of their decisions and actions.
 According to J. W. Best : Action Research
is focused on the immediate application,
not on the development of theory. It has
placed its emphasis on real problem –
here and now in a local setting
 ACTION RESEARCH
 • Focus on Immediate Problem and its
Solution
 • Not Concerned with building theories or
Generalization
 • Aims to improve practices or work
conditions
 • Need little efforts, resources and finances
 • A practical focus
 • The educator-researcher’s own practices
 • Collaboration
 • Dynamic process

 What is classroom
Action Research?
 Classroom action research begins
with a question or questions about
classroom experiences, issues, or
challenges.
 It is a reflective process which helps
teachers to explore and examine
aspects of teaching and learning and
to take action to change and
improve.
 Who is it for?
 Any teacher who:
 • wants to understand more about
teaching and learning
 • wants to develop teaching skills and
knowledge
 • wants to take action to improve
student learning
PROCESS OF
ACTION RESEARCH
 Steps to conduct
Action Research
 • Step I : Identification of the Problem
 • Step II : Defining the Problem
 • Step III: Listing of Probable causes of
problem
 • Step IV : Analysis of probable causes
and formulation of Action hypotheses
 • Step V : Action Programme
 • Step VI : Follow-up and
Communicating the findings to others
 Identification of the
Problem
 • Problem should look at something under
teacher control.
 • The problem should also be an area in which
you are willing to change.
 • Problem should be feasible.
 • In general, this means to think small--to
look at one aspect of teaching in a single
course.
 Identification of
problem
 • The Problem should be related to student
learning in your classroom. For example,
 • Would a different type of assignment
enhance student understanding?
 • Would a strict attendance policy result in
better test scores?
 • Would more time spent in cooperative
learning groups help students understand
concepts at a higher level? The general
model might be "what is the effect of X on
student learning?
 MANAGEMENT AND
IMPLEMENTATION OF PLANS
 Function of Management
  Planning-- Planning is a process of setting objectives and
determining what should be done to accomplish them. Planning
sketches a complete mental picture of thing.
  Organizing-- The organizing of an activities is based on a
differentiation of task. Integration of differentiated tasks by
assigning activities responsibilities to staff, Structuring task and
coordinating activities in a logical and meaningful order.
  Leading - There is distinction between managers and leaders.
Leadership is path finding and manager is path following.
  Staffing --- Formulating staff personal policies. Recruitment of
staff, Selecting, orienting and assigning duties to staff, providing
staff welfare measures.
  Controlling— Control is regulation of operation in accordance
with the objectives specified in plans. Control is essential to ensures
that operations are directed towards the attainment of
organizational objectives.
 OBJECTIVES OF SCHOOL
MANAGEMENT
 • To determine the objectives of the
processes involved in the school
organisation and the management.
 • To formulate a system of co-ordinated
activities for classroom processes.
 • To determine the quality index for the
processes involved in the school. 9 The
school management requires
leadership, team building,
cooperativeness, goal attainment.
 MANAGEMENT AND
IMPLEMENTATION OF

PLANS
The School Improvement Plan (SIP) is a roadmap that
lays down specific interventions that a school, with
the help of the community and other stakeholders,
will undertake within a period of three consecutive
school years. The implementation of development
activities integral to it are in the school such as
projects under the Continuous Improvement Program
(CIP), the creation and mobilization of Learning
Action Cells (LACs), and the preparation of the School
Report Card (SRC). SIP seeks to provide those
involved in school planning an evidence-based,
systematic approach with the point of view of the
learner as the starting point. Ultimately, it is
envisioned to help schools reach the goal of
providing access to quality education.
 MANAGEMENT AND
IMPLEMENTATION OF
 The PLANS
School Improvement Plan (SIP) Guidebook
is provided which details the procedure in
preparing the enhanced SIP and SRC. The
enclosed guidelines and the Guidebook
shall serve as the official reference in the
preparation and implementation of the SIP
and SRC. Concerned offices, local
government units (LGUs), and development
partners are urged to conform to these
guidelines as they implement projects and
activities related to school planning in
 MANAGEMENT AND
IMPLEMENTATION OF
 PLANS
Schools shall begin a new SIP cycle using the
enhanced planning process in these
guidelines by January 2016 (the start of the
SIP cycle). The regional offices (ROs) and
schools division offices (SDOs) are expected
to create support mechanisms for the
schools and to orient them before January
2016. Schools are asked to begin using the
SIP Guidebook to update their current Annual
Improvement Plan (AIP) and to create the
SRC.
 MANAGEMENT AND
IMPLEMENTATION OF
 The PLANS and involvement of the
participation school
head, teachers, and staff in the planning and
implementation of the SIP and SRC may be
included in the Results-Based Performance
Management System (RPMS) as performance
objectives under corresponding Key Result
Areas.
 It can be incorporated in the Individual
Performance Commitment and Review Form
(IPCRF) of teachers and staff or in the Office
Performance Commitment and Review Form
(OPCRF) of the school head.
 MANAGEMENT AND
IMPLEMENTATION OF
 PLANS
Planning and implementation of school
improvement projects that address
problems related to the teaching-
learning processes should involve the
members of the school’s LACs. In the
same way, activities of LACs should be
aligned to the SIP or AIP. LAC members
may also include reports of their
activities in the SRC.
 Physical facilities and
planning
 In education, physical Plant (also known
as physical facilities) comprises lands,
buildings, furniture, and other physical
infrastructures, equipment and
complement institutional and program
effectiveness. It includes physical
facilities in teaching spaces and
ancillary rooms.
 Basic Principles on
Physical Plant and
 • 1.Facilities
The primary function of educational facilities is
to provide the proper school environment that is
most conducive to effective teaching and learning.
 • 2. Functional and effective educational facilities
are developed, operated and managed on the basis
of a comprehensive plan of action of the school,
prepared by all stakeholders in education in the
community.
 3. It shall include sound educational facility
planning and design process principles to: a)
maximize collaboration in school planning design,
b) build a proactive facility management program,
and c) plan schools as neighborhood-scaled
communitylearning centers .
 LOCATION
 Location It should be located in a wholesome
environment, safe from traffic and
transportation hazards, sufficiently free from
noise, dust, smoke, and other undesirable
elements. It also should be provided with
adequate facilities for drainage and sewage
disposal. It should be adequate to meet the
needs of the present school population and its
future expansion. The school should be
accessible to present and anticipated school
population by means of public transportation
or school bus. It should have satisfactory road
network and sidewalks.
 CAMPUS
 Campus It should be so planned
that it would adequate for the
intellectual, social, physical and
cultural interests of the
Institution. It should be kept in
good condition and physical
appearance.
 BUILDINGS
 The buildings should be functionally designed and
constructed of strong and durable materials to
withstand earthquakes, typhoons, and fire.
 Their design should be pleasing to the eye and in
conformity with the surroundings, and at the same
time, imbued with proper atmosphere conducive to
learning.
 They should be satisfactorily planned so as to meet the
future expansion needs. There should be well planned
entrance and exit points to insure safe and convenient
mobility of the school population.
 Stairways and fire exits should be adequate and
standard in size and number and conveniently located.
There should be no obstruction in corridors that would
impede the free flow of movement.
 CLASSROOMS
 The size and number of classrooms
should be sufficient to accommodate
the student population.
 Classrooms should be adequately
equipped with the required furniture,
blackboards, and should have a
pleasant atmosphere.
 Lighting, ventilation, general
appearance, and acoustics should be
satisfactory.
Offices, Staff and Function
Rooms
 Adequate provisions
should be made for
administrative offices,
faculty rooms, and
reception areas, where
needed.
 MEDICAL AND DENTAL
CLINIC
 A medical and dental clinic should
be properly set up, strategically,
well-ventilated and lighted, screened
and provided with clean water
supply. It should be provided with
basic equipment, medical supplies ,
beds, cabinets and linens.
STUDENT CENTER

 A student Center is available

where students can make
wholesome interaction and listen
to good music, play table games,
watch TV programs, etc
Food Services Unit or
Canteen
 Clean and sanitary food
services unit/canteen must be
set-up and managed
effectively. It should serve
balanced yet affordable meals
and snacks to the school
community
 THANK YOU