Running head: MANAGERIAL PLANNING

Implementing Managerial Planning at School

MANAGERIAL PLANNING 1

Implementing Managerial Planning at School

One of the biggest difficulties experiencing today’s school leaders is the task of raising

the skill of their teachers. We hear more calls for teacher effectiveness, high performance and to

create a contingency plan than ever before. We are seeing that teacher effectiveness in planning

properly is becoming an important part of the national discussion on education and learning.

Everybody come to an understanding that what teachers do in the classroom and how principals

operates schools, matters deeply. A recent study into the practices of the world’s top 25 school

systems put it this way: “The quality of an education system cannot exceed the quality of its

teachers” (Barber & Mourshed, 2007). Planning is a careful process that results in teachers

being well-prepared prior to walking through the classroom door for the day. In fact, a wide

body of research shows that the single greatest factor affecting student achievement is classroom

instruction. In one study, Mortimore & Sammons (1987) found that classroom instruction has

more impact on student learning than any other factor.

We all wish for our teachers to be more innovative and efficient in designing contingency

plans and providing instruction that improves student achievement as well as our administrator

helping improving the school system by planning at a high performance. To develop contingency

plans, teachers and principal need to identify key elements in the environment, such as a possible

economic downturn, declining markets, increases in cost of supplies, new technological

developments, or safety accidents. The teachers then forecast a range of alternative responses to

the most. It’s essential to understand that knowing some strategies in planning does not ensure

effective managerial function at school. In fact, the same lines of research that give us our

strategies also carry a warning. For example, a new analysis of teacher effectiveness by

Schooling, Toth, and Marzano (2010) shows that simply using research-based strategies in the

MANAGERIAL PLANNING 2

classroom does not guarantee that student learning will increase. In fact, the research shows that

some teachers use research-based strategies and see negative results.

What characterizes a ‘high-performance and contingency plan’ learning environment?

It’s a learning atmosphere that includes a learning management system. It gives the students and

parents access to the content, resources, training, information, and support they need to create

and enhance learning relevance and efficacy through both schools-provided and if possible

technology. If preparing to use technology in your classroom, it is very important that high

performance planning is taken into consideration so that time is use appropriately and learning

takes place. The purpose is to enhance achievement results for every student as well as teachers

through proper managerial planning. To release the power and potential of this new learning

environment, an effective, fully functioning, learning management platform is more critical than

ever before. It’s a growing knowledge that the best learning management focuses on the learning

experience and work to drive all of the elements within a high performance classroom. More

than ever, administrators are being asked to play a larger role in building teachers’ expertise

because high-performing schools lead to the development of more strategic teachers.

An important and often unnoticed element of emergency response has been prepared.

Emergency readiness planning within the education sector, outlining actions to respond to a

range of threats, is a critical step towards ensuring access to quality education for all learners in

times of crises. Strategic teachers understand that their fellow educators are their greatest

resource. In the case of being absent because of an emergency, teachers use a contingent plan to

facilitate other teacher by preparing material and strategies that will ease their burden in teaching

your class. That’s why teachers seek out opportunities to work with contingency planning and

MANAGERIAL PLANNING 3

learning with their colleagues. It’s also why school leaders seek to develop a school culture that

supports teachers as they work together to master new techniques and refine their practice.

In conclusion, effective teachers demonstrate high expectations in planning for students

and select schemes to propel the students' learning. Once the plans are established, effective

teachers should follow the managerial plans and continually adjusting it to fit the needs of their

students. Beyond planning and preparation of materials, high performance and effective

contingency planning are also involved in the development of a conscious orientation toward

teaching and learning as the central focus of classroom and school activities.

MANAGERIAL PLANNING 4

Reference

Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out

on top. New York: McKinsey & Company.

Mortimore, P., & Sammons, P. (1987). New evidence on effective elementary schools.

Educational Leadership, 45 (1), 4-8.

Schooling, M., Toth, M. & Marzano, R.J. (2010). Creating an aligned system to develop great

teachers within the federal Race to the Top initiative.