This document discusses different types of plans used in educational management, including single-use plans and school development plans. Single-use plans are created for non-recurring issues and include budgets and programs. They are meant to solve a specific problem and become obsolete once their purpose is achieved. In contrast, a school development plan is the school's strategic plan for continuous improvement over time, focusing on priorities like literacy, numeracy, and reducing the impact of poverty on student outcomes. The plan guides the school's actions and resource allocation through a cycle of self-evaluation, strategic planning, implementation, and reviewing impact.

1. PLANNING IN
EDUCATIONAL
MANAGEMENT
Topics:
a. Single-Use Plan
b. 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. 1.Derivative – something that comes from something
else
2.Non-recurring – unlikely to happen again – used of
financial transactions that affect a profit and loss
statement abnormally
3.Deviation – an action, behavior, or condition that is
different from what is usual or expected
4.Context – the words that are used with a certain
word or phrase and that help to explain its meaning
5.Development – the act or process of growing or
causing something to grow or become larger or
more advanced
6.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
1.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

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.
 It 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/differe
nce-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/sc
hooldevelopment-plans/?lang=en
http://www.merriam-webster.com/dictionary

26. Thank
you!...