EDUCATIONAL PLANNING

By: Rodelie-Sheen T. Castillo

HOW DO I BEGIN TO PLAN?

Two initial stages which must be undertaken before we actually plan for our school.

STAGE 1: ENVIRONMENTAL SCANNING AND DATA COLLECTION

An examination of the environment, both within and outside the school is important so
that we can define opportunities that are worth considering, as well as identify risks
that we will face.

1. Assessment of external environment includes the ff:

 School's program and services

 Socio-cultural, economic, and political developments in local and national

community that may influence the school's mission

 Major educational trends in the country that are likely to create some impact on
the school

WHY PLAN?

What kind of planning we want? SYSTEMATIC, REALISTIC, and SUSTAINED.

Planning this way will help us to:

 Set priorities for the best of the school's limited resources

 Respond to changes taking place in community, province/region, and DepEd

 Focus on improving the quality of teaching in school

 Establish consistency of purpose and direction

5. Implementing the plan

All hard work will have been for nothing if plans remain merely a written document.

 During the implementation, regularly review the plan, and monitor activities at
given points in time.
  A feedback system must be established to all the team and community.

3. Translating strategies into operational plans

Strategies need to be broken down into more specific action plans. Planning at this level
involves laying out a detailed "road map" for each strategy, including:

 Defining specific activities, arranged in sequence

 Determining time frames (start and end of activities)

 Specifying check points

 Identifying resources needed and available

 Providing evaluation mechanisms

4. Writing the plan

The written plan is a record of everything we have done so far.

To summarize, this plan specifies:

 Statement of the objectives to be reached at a specific time Summary of school's

area of competence (strength, weaknesses)

 Assessment of risk

 Operational/ activity plans

 Inventory of available resources

STAGE 2: SETTING OUR OBJECTIVES

1. Identifying the gaps

To define how much we have to do, it first necessary to find out how far we are from
where we want to be. We must know the distance from where we are now (starting
point) and where will we go (objectives). For example: given some guidelines, set some
pupil achievement targets for school. For this, we must first know the students' profile
and how far our students are from achieving the target.

2. Assessment of school's resources:

 Curriculum and instructional materials

 Non-academic services, e.g. guidance, sports, community relations, etc.;

  Teaching and non-teaching personnel

 Pupil characteristics and achievement levels

 Physical plant and equipment

 Organizational set-up

6. Evaluating and modifying the plan

It is a positive effort to identify causes for success and failures.

The evaluation determines:

 Which objectives were achieved and to what degree

 Which plans were effective and why?

 Which plans failed or were not carried out and why?

The whole experience of planning is thus reflected on, and we learn how we can
improve the next planning effort.

2. Generating and Selecting Alternative strategies

We draw up the alternative strategies for closing the gaps. Assess the advantage and
disadvantages. A significant factor in decision-making is the capability of our school to
provide the resources (financial, manpower) to support chosen alternative.

HOW D0I SUSTAIN THE PROCESS?

It is advisable to go through the whole process annually. An annual planning process

enables us to extend our plan one year each time. In each way, we ensure that:

 Members of school community have a clearer picture of the directions and

broader understanding of problem.

 Our school survives because we are able to forecast changes

 and opportunities and to avoid dangers.

TEACHERS' RESOURCE CENTER AND PROFESSIONALS' TRAINING INSTITUTE

This is an executive summary or resume (based on detailed study) of a plan to establish

a Teachers' Resource Center and Professional Training Institute, by Ernesto A. Franco.
The educational institute that wants this plan should consider its appropriate revisions-
particularly in terms of scales, size and reach. To him, management implementation
capacity is critical to the proper design and execution of plan.

1. TARGET MARKET

This project has its target market the 522, 000 teachers of public and private
elementary, secondary, and tertiary education in the Philippines. Teachers are a book-
reading group, responsive to professional training and upgrading that will elevate their
position classification and enhance their personal growth.

2. SITUATION AND NEED

These teachers comprise 40 percent of the total number of professional and technical
people in the Philippines. Unfortunately, teachers represent the lowest-qualified people
to perform the job of teaching.

3. PROJECT CONCEPT

Establish an open learning Teachers' Resource Center (TRC), using multi-mode delivery
system, educational technology, and giving quality for profits. At the same time, the
TRC will also be a Professional Training Institute. Program will consist mainly of training
courses or non-degree programs. These courses may run anywhere from 1 week to 2-3
months, depends on the course and participants. Later, the training courses can be
expanded to different professionals.

4. PROPOSED PROJECT SPONSORS

Here, Franco had suggested a set of founders from a national bookstore organization,
private foundation, and a management company. He advises not to look for partners
simply because they have money or resources, but also because of their critical
management capabilities.

B. SPECIFIC FOR FOUNDERS

The proposed objectives for national bookstore or organization are:

1.Optimize 4h floor of its Cubao building and get a higher ROI.

2. Build a permanent teacher-clientele for its books, training programs, and instructional
materials.

3. Establish strong public relations in education sector of lasting benefit.

4. Establish a permanent teacher-training program supported by other organizers.

5. Influence policies, strategies and programs for teachers in private sectors.

6. share in profitable enterprise.

5. 0BJECTIVES

The project will aim for:

A. GENERAL. These are to:

1. Make a lasting contribution to education through quality teacher training.

2. Assist in expanding labor markets for teachers here and abroad.

3. Serve as a clearinghouse on teacher education science and technology.

4. Be an interactive center for professional, social, and personal upgrading

of teachers.

5. Generate high ROI from training business for the stockholders.

6. Keep teachers exposed to state-of-the-art training and development.

6. PROGRAM AND PHASING

A. PHASE 1:

From 1 to 3 years, programs will concentrate on Training. Materials Development, and

Exhibits. Training will be either Basic or Advance, or custom-tailored for specific school;
will encompass all aspects of teacher's functions; and focus on professional
development, personal enhancement, and inter-relationship and coordination roles.
Materials development will cover print, audio, and audio-video materials design,
preparation and distribution. Finally, exhibits will include book and materials displays,
annual book fairs, teachers aids exhibitions, etc.

7. GOVERNMENT AND MANAGEMENT

A 5-man Board of Trustees from the 3 organizing groups: an Executive Committee of 3

selected by the Board; and a Project Implementation Unit of 3 years duration to set up,
initially manage, and lay the groundwork for long-term operations of the Center.

6. PROGRAM AND PHASING

B. PHASE 2:
From years 4 to 5, there will be the addition of Career Improvement, Finishing School,
and International Lectures. Career improvement will encompass special training courses
aimed at the emotional, physical health, as well as intellectual development of teachers.
Finishing school will be a masteral- level type of seminars and conferences.
International lectures will bring outstanding teacher-training experts and distinguished
teachers. The focus will be outstanding Asian teachers, not American/European

8. BENEFITS

This was a very detailed portion on the plans specifying numbers, benefits, both
quantitative and a huge market and client needs. Profits to the organizers will come
from:

1. Training fees

2. Book Club fees

3. Sales of training materials

4. Sellers ‘exhibits

5. Possible teachers ‘lotteries

6. Optimized use of Cubao building

Before a final decision was made, a detailed project feasibility was prepared by a
project team over 3 months indicating the marketing technical, academic,
organizational, financial, legal, and tax-aspects of the project.

WHY LITTLE QUALITY: NO PASSION FOR PRECISION

"In an international forum, Ernesto Franco observed that the Filipino's lack of
appreciation and weak productive ability to generate quality in his mind, actions, and
outputs, are due to the lack of precision in Filipino education and family
upbringing.

This lack of precision is displayed by many Filipino habits:

1. The easy response we give to questions and queries, with the phrase: OK lang,
pwede na, pasado..."

2. The inept way we give directions or instructions, or replies to questions: "Diyan

lang sa tabi-tabi, malapit na, derecho ka lang at nandoon ka na..."
3. The lackadaisical approach we use in making decisions or giving replies: "Seguro,
baka, ahhh, medyo...

4. Our penchant for dancing, singing, fiesta, music, the arts, basketball, acting, speech-
making which do not and cannot thrive on precision, but on shadows, flexibility,
nimbleness, agility, laissez faire, charisma, and blurred images and dreams.

"Philippine education has its failure to inculcate the habit and

spirit of precision in our study habits and learning goals."

 Climate Change

By: Rodelie-Sheen T. Castillo

 Education is key to ending climate change but climate change is also one of the
biggest threats to education. Climate change exist in a vicious cycle, especially
for the most vulnerable people. The effects of climate change led to food and
water scarcity, lost livelihoods, increases in gender-based violence, and lower
education levels.

1. Climate events can destroy schools and other infrastructure critical to

education

 When Typhoon hit the Philippines, it destroyed schools.

2. Climate change has a direct impact on child health, which also keeps kids
out of school

 The relationship between climate change and hunger means that many children
are primed to develop climate-related health issues long before they’re born.
Malnutrition, either passed on from mother to child especially dangerous to a
child’s health and development, a related effect of malnutrition, stunting, is
linked to lower IQ scores and impaired brain development.

3. Climate change also affects teachers and their ability to provide a quality
education for their students

 Sometimes, if a climate-related disaster hits, it’s the teachers who are most
affected. In villages where there are only one or two teachers, a climate-related
illness or injury will have the same effect as a school being destroyed. Even the
most qualified teachers can struggle to catch their students up whether some or
all who have missed out on school, especially if it’s a prolonged situation like
Typhoon.
1. Cite Situation where Transformational Administration occurs:

Transformational Administration: A Catalyst for Organizational Change

Transformational administration refers to a leadership style that inspires and motivates

individuals to transcend their self-interests and work towards achieving shared goals
and visions. It involves fostering a culture of innovation, collaboration, and continuous
improvement within an organization. One notable situation where transformational
administration occurs is during a period of organizational restructuring aimed at
revitalizing and enhancing performance.

Scenario: Transformational Leadership in Organizational Restructuring

Introduction

In a dynamic and competitive business environment, organizations often face the need
to adapt and evolve to stay relevant and sustainable. This was the case for Company X,
a multinational corporation operating in the technology sector. Facing challenges such
as market saturation, changing consumer preferences, and internal inefficiencies,
Company X decided to undergo a comprehensive organizational restructuring led by its
CEO, Mr. John Smith.

Background

Mr. Smith, known for his transformational leadership style, believed that meaningful
change could only occur through collective effort and a shared vision. He initiated the
restructuring process with a clear goal: to transform Company X into an agile,
innovative, and customer-centric organization capable of leading in the digital era.
Transformational Leadership in Action

Inspiring a Shared Vision: Mr. Smith articulated a compelling vision for Company X's
future, emphasizing agility, customer focus, and technological innovation. He
communicated this vision to employees at all levels, inspiring them to align their efforts
and contribute to the organization's success. Personality Trait: Charismatic

Mr. Smith's charismatic personality and visionary leadership inspired enthusiasm and
commitment among employees, fostering a sense of purpose and direction.

Building Trust and Collaboration: Recognizing the importance of trust and collaboration,
Mr. Smith encouraged open communication, transparency, and teamwork across
departments. He empowered employees to voice their ideas, concerns, and
suggestions, creating a culture of inclusivity and mutual respect. Personality Trait:
Empathetic

Mr. Smith's empathetic approach to leadership helped build trust and rapport with
employees, fostering a collaborative environment where everyone felt valued and
heard.

Promoting Innovation and Learning: As part of the restructuring, Mr. Smith championed
initiatives to promote innovation, creativity, and continuous learning. He allocated
resources for research and development, encouraged experimentation, and recognized
and rewarded innovative ideas and initiatives. Personality Trait: Visionary

Mr. Smith's visionary mindset and willingness to embrace change and innovation
encouraged employees to think outside the box, explore new possibilities, and
contribute to Company X's transformation journey.

Outcomes and Impact

The transformational administration led by Mr. Smith yielded significant outcomes and
impact:
Improved Efficiency and Effectiveness: The restructuring efforts resulted in streamlined
processes, reduced bureaucracy, and improved operational efficiency, enabling
Company X to respond more effectively to market demands and opportunities.

Enhanced Customer Experience: By prioritizing customer-centricity and innovation,

Company X developed new products and services that resonated with customers,
enhancing overall satisfaction and loyalty.

Empowered and Engaged Workforce: Employees felt empowered, engaged, and

motivated to contribute their best efforts, leading to increased productivity, creativity,
and job satisfaction across the organization.
 Conclusion

The situation at Company X exemplifies the power of transformational administration in

driving organizational change and success. Through visionary leadership, trust-building,
collaboration, and a focus on innovation, Mr. Smith transformed Company X into a
thriving and adaptable organization ready to navigate the complexities of the digital
age.

Prepared by:

RODELIE-SHEEN T. CASTILLO
2. State a Condition/Situation where “Well-Planned Education System occur
and all students have access to quality education”

Condition: Well-Planned Educational System Ensuring Quality Education for All Students

Introduction:

A well-planned educational system is essential for fostering a society where all students
have access to quality education. This condition is not only about infrastructure but also
encompasses curriculum design, teacher training, and equitable access to resources. In
such a system, students from diverse backgrounds can thrive and contribute
meaningfully to society.

Body:

Curriculum Design: One hallmark of a well-planned educational system is a thoughtfully

designed curriculum that caters to the needs of students. It should be comprehensive,
covering a wide range of subjects while also allowing flexibility for students to pursue
their interests. A balanced curriculum that includes not just academic subjects but also
arts, sports, and life skills ensure holistic development.

Teacher Training: Another crucial aspect is the quality of educators. In this ideal
system, teachers undergo rigorous training not just in their subjects but also in
pedagogy, child psychology, and inclusive teaching practices. Continuous professional
development programs keep them updated with the latest educational trends and
technologies.

Equitable Access to Resources: Access to resources such as textbooks, technology,

libraries, and extracurricular activities is vital. A well-planned educational system
ensures that students, regardless of their socioeconomic background, have equal access
to these resources. This promotes fairness and prevents educational disparities.

Support Services: Beyond academics, a comprehensive educational system provides

support services like counseling, special education for students with disabilities, and
career guidance. These services ensure that every student receives personalized
attention and assistance according to their needs.

Community Engagement: Collaboration between schools, parents, and the community

plays a significant role. In this scenario, there are strong partnerships between schools
and local organizations, businesses, and government agencies to enhance the
educational experience. Community involvement fosters a sense of belonging and
encourages students to become responsible citizens.
 Conclusion

In conclusion, a well-planned educational system that guarantees quality education for

all students is not just a theoretical ideal but a practical necessity. It requires a holistic
approach that encompasses curriculum design, teacher training, equitable resource
allocation, support services, and community engagement. Such a system lays the
foundation for a society where every individual has the opportunity to fulfill their
potential and contribute positively to the world.

Prepared by:

RODELIE-SHEEN T. CASTILLO
3. Lengthy discuss a Well-planned and Well-implemented assessment were
achieved, cite an event in school or organization.

Introduction

Assessments play a pivotal role in education, providing crucial feedback on student

learning and guiding instructional decisions. A well-planned and well-implemented
assessment strategy is vital for accurate evaluation and continuous improvement. In
this discussion, we delve into a case study within a school setting where such an
assessment was executed, examining its planning, execution, outcomes, and
implications.

Body

Planning Phase

The foundation of any successful assessment lies in its planning phase. In our case
study, the school administration collaborated with teachers, instructional designers, and
assessment experts to define clear objectives and align assessment methods with
learning goals. This collaborative effort ensured that assessments were not only valid
and reliable but also meaningful and aligned with the curriculum.

Furthermore, the planning phase involved selecting appropriate assessment tools such
as quizzes, projects, and performance tasks, catering to diverse learning styles and
abilities. Consideration was also given to formative and summative assessments,
providing ongoing feedback and measuring overall learning outcomes respectively.
Implementation Phase

With a well-crafted plan in place, the implementation phase focused on seamless

execution and adherence to established protocols. Teachers underwent training
sessions to familiarize themselves with assessment procedures and rubrics, ensuring
consistency and fairness in grading. Additionally, technology was leveraged to
streamline assessment processes, from digital submissions to automated grading where
applicable.

During the implementation phase, ongoing monitoring and evaluation were conducted
to identify any challenges or areas for improvement. Regular feedback loops involving
teachers, students, and administrators facilitated timely adjustments and optimization
of the assessment strategy.

Event: Annual Science Fair

One notable event that showcased the success of the assessment strategy was the
annual Science Fair. Students across grade levels participated, demonstrating their
scientific knowledge and skills through innovative projects and presentations. The
assessment criteria were clearly communicated beforehand, encompassing aspects such
as research depth, experimental design, presentation quality, and critical thinking.

Judges, comprising external experts and faculty members, evaluated the projects using
standardized rubrics tailored to different categories. This ensured objectivity and
consistency in assessment, allowing for fair comparison among participants. Moreover,
peer evaluations and audience feedback provided additional perspectives, enriching the
overall assessment process.
Outcomes and Implications

The meticulous planning and effective implementation of the assessment strategy

yielded positive outcomes and valuable insights. Firstly, student performance improved
significantly, reflecting the alignment between assessments and learning objectives. The
feedback received during the Science Fair highlighted areas of strength and areas for
growth, guiding future instructional practices and curriculum revisions.

Furthermore, the success of the assessment strategy fostered a culture of continuous

improvement within the school community. Teachers engaged in collaborative reflection
sessions to share best practices and explore innovative assessment methods. Students
were empowered to take ownership of their learning journey, leveraging feedback to
set personalized goals and track their progress over time.
 Conclusion

In conclusion, the case study exemplifies how a well-planned and well-implemented

assessment strategy can drive educational excellence and student success. Through
collaborative planning, strategic implementation, and continuous evaluation,
assessments can serve as powerful tools for measuring learning outcomes, informing
instructional decisions, and fostering a culture of continuous improvement. The success
witnessed in the annual Science Fair underscores the transformative impact of effective
assessment practices within educational settings, setting a precedent for future
endeavors in promoting holistic and meaningful learning experiences.

Prepared by:

RODELIE-SHEEN T. CASTILLO
4. Picture-out a condition where the Four Pillars of Education were clearly
visualized.

Introduction:

The four pillars of education, as outlined by UNESCO, encompass learning to know,

learning to do, learning to live together, and learning to be. These pillars are integral to
a holistic education system that aims to develop individuals intellectually, practically,
socially, and personally. Visualizing these pillars in a coherent and meaningful way is
essential to understanding their interconnectedness and importance in shaping well-
rounded individuals.

Body:

Learning to Know:

The first pillar, learning to know, emphasizes the acquisition of knowledge and skills.
This pillar can be visualized through images of students engaged in various educational
activities such as reading, conducting experiments, or participating in discussions. The
classroom setting, with books, computers, and other learning resources, symbolizes the
environment where knowledge is imparted and absorbed. The image of a curious
student with a questioning expression captures the essence of this pillar, highlighting
the importance of inquiry and discovery in the learning process.

Learning to Do:

The second pillar, learning to do, focuses on developing practical skills and
competencies. Visual representations of this pillar may include images of students
engaged in hands-on learning experiences such as vocational training, art and crafts, or
scientific experiments. A workshop or laboratory setting with tools and equipment
signifies the practical aspect of education, where students learn by doing and applying
their knowledge in real-world contexts. The image of a student working diligently on a
project showcases the skills and capabilities fostered through this pillar.

Learning to Live Together:

The third pillar, learning to live together, emphasizes social interaction, collaboration,
and cultural understanding. Visual depictions of this pillar could feature diverse groups
of students engaging in teamwork, cultural exchanges, or community service activities.
The image of students from different backgrounds sharing ideas and experiences
promotes the values of tolerance, empathy, and mutual respect. It reflects the
importance of building harmonious relationships and fostering a sense of global
citizenship among learners.

Learning to Be:

The fourth pillar, learning to be, focuses on personal development, self-awareness, and
emotional intelligence. This pillar can be represented through images that capture
moments of self-reflection, mindfulness, and introspection. A serene natural
environment or a peaceful meditation session illustrates the inner journey of self-
discovery and growth. The image of a student deep in thought, contemplating life's
complexities, symbolizes the quest for identity, purpose, and fulfillment.
 Conclusion

Visualizing the four pillars of education provides a comprehensive perspective on the

multifaceted nature of learning and development. Through images and representations,
we can appreciate how these pillars interconnect and contribute to shaping well-
rounded individuals who are knowledgeable, skilled, socially adept, and self-aware. By
embracing the principles embodied in these pillars, educators and learners can work
towards creating inclusive, enriching, and transformative educational experiences.

Prepared by:

RODELIE-SHEEN T. CASTILLO