Characteristics of Effective Planning
Effective planning increases the likelihood of success for a program while ineffective planning
practices almost always results in false starts and frustration.
When a group is aware of the characteristics of effective planning and monitors the presence of
these characteristics, formally or informally, they will be a step closer to high quality program
accountability.
Directions: Below is a list of effective planning characteristics. Rate how well your organization
practices these characteristics using a five-point scale where 5=always and 1=never.
Organization
______
1. Planning to plan session: refers to a meeting to discuss how planning will occur;
objectives, group processes, decision making, conflict resolution, expected outcomes,
and the like would be determined.
______
2. Written norms: the group has a set of established ground rules regarding how the group
will operate when they are together.
______
3. Group facilitator: person is identified and responsibilities are established.
______
4. Objectives for planning: the group knows what the purpose of planning is, what the
expected outcomes are, and is aware of its roles and responsibilities.
______
5. Conflict resolution: procedures for resolving differences of opinion are established
ahead of time.
______
6. Decision making: this is not left to chance; procedures are in place to enable fair and
consistent decision making.
______
7. Group members’ roles and responsibilities: These are clear and understood by all group
members; the degree of decision making authority (empowerment) is known;
constraints are understood.
______
8. Plan description: How the content of the plan will be written and communicated to
others has been considered as part of the planning activities, not an add-on when all
else has been completed. Group members know that the format of the written plan will
affect the structure of the planning process and eventually will affect the degree of
overall implementation.
______
9. Materials available for reference: During the planning session, materials, including
available data, are available for reference; this is to enhance the efficiency, hence the
effectiveness, of the planning sessions.
______
10. Contribution of research to the plan: Current thought, based upon known research
findings, is considered when formulating the plan; when solutions are posed, the group
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5.1
questions itself regarding the basis upon which solutions are established.
______
11. Format for discussion: How meetings are conducted is an important concern and a
format that fits the group is followed.
Group Interaction
______
12. Group members’ contribution: There is positive contribution from each group member,
using the language of respect; the group holds itself responsible for obtaining input
from everyone while a planning meeting is in progress.
______
13. Continual refocusing: During planning sessions, it is an understood responsibility of
everyone to refocus when the group is getting off target (or bird walking).
______
14. Member domination: There will be no domination by any group member; the group
sees this as an essential characteristic of an effective process.
Supportive Elements
______
15. Time: There is sufficient time to plan, both on a short term (one session) and a long
term (entire process) basis.
______
16. Availability of resources: Such aspects as release time, selected personnel, and the access
to materials are considered and made available according to the significance of the task.
______
17. Program evaluation: A program evaluation plan is established during planning.
______
18. Staff development: A staff development plan is established during planning.
______
19. Implementation expectations: Standards and expectations for program implementation
are established and means for implementation support are considered.
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5.2
Elevating the Quality of Planning
Directions: Form small groups. Share your ratings and record them in the form below. Anyone
who rated certain characteristics higher than others should indicate why. Discuss how this
procedure might contribute to the overall quality of planning back in your school.
Characteristics
Rater
#1
Rater
#2
Rater
#3
Rater
#4
Rater
#5
Rater
#6
Rater
#7
Rater
#8
Consensus
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
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5.3
Educational Program
Supports and Deterrents
The aim of this activity is for you to become familiar with the
Analysis of Process (AOP) form and its potential application.
Every school has some high priority needs. A need could be content (such as reading or math), a
subgroup (such as the primary grades), or it could be a combination of the two (such as
boys/reading).
Directions: If you are part of a school team, complete this exercise as a group. If you are the only
person from your school, work as if there were 5-6 staff members participating with you. Working
alone will seem a bit contrived because the richness of discussion will be missing and this is what
makes the process so meaningful.
Begin by identifying a need in your school. Next, assess the instructional program associated with
that need by completing the AOP form.
After completing the AOP, have a conversation in your group about what you learned and if you
think this would be a meaningful and useful process to use back in your school. If you worked
alone team up with one or two other “singles” and have the same conversation as above.
Copyright © 2009 ND LEAD Center.
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5.4
ANALYSIS OF PROCESS
Several elements of an instructional program can support or detract from the quality of that program. Identifying these
elements will assist planners in deciding which areas to address in order to continuously improve. Completing this
Analysis of Process form as a collaborative exercise identifies these elements. Completing “Setting Priorities” on the
backside of this page identifies the elements that need the most attention.
Directions: Fifteen elements of a program are listed. Space to add two more is available on the back side. The
“Description” column clarifies the element. In the rating column record one of three symbols for each program
element. The “Comments” column provides space to record anything the group wants to highlight.
+ = Support: indicates that the element currently supports the quality of the program.
− = Deterrent: indicates that the element currently is a deterrent to the quality of the program.
0 = Not assessed: indicates the element is not appropriate or relevant to assess.
Program being assessed:
Program Element
Description
1
Materials/equipment for teachers
(consider quality, quantity,
accessibility)
Consider those things SPECIFICALLY for teacher use; e.g.,
teacher text editions; curriculum guides; professional books,
journals; technology equipment.
2
Materials/equipment for students
(consider quality, quantity,
accessibility)
Materials/equipment for parents
(consider quality, quantity,
accessibility)
These are items for student use; e.g. textbooks, supplemental
books; technology; learning center equipment.
4
Existing program content
Curriculum is aligned and integrated with standards, instructional
goals, objectives, and assessments. Curriculum content is
reviewed regularly to ensure continued alignment.
5
Time spent on instruction (actual
time spent teaching)
Consider only the time the teacher spends in direct contact with
students in the specific content areas being assessed.
6
Teachers’ schedules (consider time
for instruction, planning, duties,
etc.
This considers the manner in which teachers spend their workday.
Sufficient planning time? Reasonable duty time? Appropriate
instructional time?
7
Diagnosing learning and
prescribing instruction on a
student or group basis
Relates to the process of identifying where students are and
adjusting instruction to meet individual and group needs. May be
formal or informal. Does a process exist? Is it positive? Does
the process assist or burden the teacher?
8
Assessing student results or
outcomes
Is there a system for assessing student progress? Is it efficient
and effective? Consistent? Is assessment clearly connected to
intended learnings? Efforts at performance based assessment?
Use of multiple measures?
9
Managing the classroom
(organizing and operating)
Is the manner in which classrooms are maintained efficient and
effective? Is the organization basically sound in light of the
number of students?
10
Providing effective instruction in a
positive environment
Is the atmosphere conducive to learning? Variety of instructional
strategies? Are learning styles considered? Is there an attitude
that all students can learn? Is positive reinforcement important?
Is the classroom a good place to be?
11
Physical environment (library;
classrooms; labs, etc.)
Do the facilities support effective instruction? (This would be
significant for science, P.E., and other areas in which the physical
plant facilities play an important role.)
12
Teachers’ knowledge and skills
Are they sufficient to contribute to maximal growth? Are there
specific areas of strength? Is something lacking?
3
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Rating
Comments
These are items specifically for parent use; e.g. assistance kits for
assisting students; materials for educating parents as to how to
help students; do not consider typical memos, newsletters, etc.
5.5
Program Element
Description
Rating
13
Teachers’ receptivity to the
program
Do teachers agree with the intent of the program? Do they like
the program? Is there an advocacy base for the program among
the teachers?
14
Communication systems (clear
goals and expectations,
understanding between principal,
teachers, parents; articulation
among the grades)
Do all levels within the school and community (especially the
school) understand what is expected? Are lines of
communication clear? Is it known who makes decisions and
under what circumstances? Are there surprises? Is the situation
fairly stable? What is articulation among the grades like?
15
Staff Development
Comments
Is there a strong link between staff development and what is
planned for program implementation? Are staff development
activities well received? Is there follow through after formal
workshop sessions?
16
17
SETTING PRIORITIES
Program:
Directions: Copy the group’s ratings from above next to the program elements listed below. Next, identify the top
three support elements and the top three deterrents and write them in rank order in the blanks below.
1. Materials/equipment for teachers
13. Teachers receptivity
2. Materials/equipment for students
7. Diagnosing learning & prescribing
instruction
8. Assessing student results
3. Materials/equipment for parents
9. Managing the classroom
15. Staff Development
4. Existing program content
16.
5. Time spent on instruction
10. Effective instruction/ positive
environment
11. Physical facilities
6. Teachers’ schedules
12. Teachers’ knowledge/skills
TOP THREE SUPPORTS
RANK
14. Communication system
17.
TOP THREE DETERRENTS
1
2
3
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5.6
Nine-Factor Profile
Considerations When Implementing Change
1.
LEADERSHIP SUPPORT
The leadership is visible and verbal in their
support of the program.
2.
PEER (TEACHER) ADVOCACY
Teachers who are leaders and who are respected
openly support the program.
3.
CLEARLY DEFINED PROGRAM
The program’s structure is defined in ways that
are understandable and have meaning.
4.
IMPLEMENTATION MONITORED
AND SUPPORTED
Early implementation is monitored with coaching
and feedback. Leaders support staff during the
stages of uncertainty and doubt.
5.
PHILOSOPHICAL AGREEMENT BY
IMPLEMENTERS
The people doing the work agree that the
program makes sense, has meaning, and produces
value.
6.
STANDARDS/EXPECTATIONS FOR The program has identified standards of
performance. The program is of high quality and
IMPLEMENTATION
resources are available.
7.
INFUSING/INTEGRATING THE
“NEW” WITH THE “CURRENT”
The program is able to be imbedded into current
systems and processes. It is not seen as an “addon.”
8.
PAYOFF FOR IMPLEMENTERS
There is recognition, acknowledgement of effort,
and support for the people doing the work. Staff
believes “there is something in this for me.”
9.
EASE OF IMPLEMENTATION
The staff believes the program is “doable.”
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5.7
PROGNOSIS FOR SUCCESS
Very
High
Mod
High
So-So
Mod
Low
Very
Low
1
2
3
4
5
6
7
8
9
Leadership
Support
Peer
Advocacy
Defined
Program
Monitor
Implementation
Philosophical
Agreement
Standards
Expectations
Integration
Payoff for
implementers
Simplicity
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5.8
Nine-Factor Profile Interpretation
Note: The terms “up” and “down” are relative. Consider about 1½ ratings to be a significant
difference.
•
If leadership support (1) is up* and peer advocacy (2) is down*, it appears to teachers to be
mandated. This is not a good start.
•
If leadership support (1) and peer advocacy (2) are “so-so” or below, bets are that very little is
happening.
•
If leadership support (1) is up and defined program (3), monitoring implementation (4), or
standards and expectations (6), are “so-so” or below, confusion and irritation will surface among
the teaching ranks since they hear things but are confused about what they are hearing.
•
If monitoring implementation (4) is up and standards and expectations (6) is down, teachers are
confused and frustrated because they are being checked on something but they’re not sure what it is
they’re being checked on.
•
If leadership support (1) is up and philosophical agreement (5) is at least 1½ ratings lower, it’s
definitely seen as a mandate. Resistance is high.
•
If defined program (3) and standards and expectations (6) are so-so or below, there’s probably
not much communication going on, and if it is, it’s the kind that’s unproductive. Teachers are pretty
much on their own. There’s undoubtedly quite a bit of confusion. You’re likely to lose the program.
•
If defined program (3) and/or standards and expectations (6) are so-so or below and
monitoring implementation (4) is relatively higher, teachers are confused and angry. They believe
they’re being checked on or evaluated on something that’s not clear. This is very unhealthy.
•
If monitoring implementation (4) is so-so or below, it is highly likely that very little is going on,
regardless of what the rest of the profile looks like.
•
If payoff (8) is down: With an otherwise fairly healthy profile, it may appear that all is well, but initial
enthusiasm will die off, especially if simplicity (9) is down.
If integration (7) and/or simplicity (9) are down, especially when
leadership support (1) is high, teachers are saying, “It’s too much!”
Resistance will continue to grow and your program is in trouble.
Copyright © 2009 ND LEAD Center.
All rights reserved.
5.9
Staff Development Program Evaluation
Title:
Date
Gender:
Male
Years Experience
in Current Role:
0 to 5
Staff Category:
Female
6 to 9
10 plus
Admin
Elem Tchr
MS/JH Tchr
HS Tchr
Other
Directions: The purpose of this program was to present information and strategies that will assist in school
improvement. Input is extremely important to assess the effectiveness of these efforts. Review the list of
outcomes/objectives that correspond to the numbers listed on the left of the Rating Table. Rate each
outcome on a scale from 1 to 5 according to the descriptors provided. Begin by rating your prior knowledge
in this topic. Next, place a check that best indicates your opinions in each of the three categories on the
Rating Table. There should be three checks on each row.
Prior Knowledge
Low
Degree
1
2
3
High
Degree
5
4
Rating Table
Outcomes
Objectives
Sense
Meaning
Readiness
Understandability of what I learned.
Low
High
Degree
Degree
Relevance, value, & usefulness to me.
Low
High
Degree
Degree
to use and apply what I learned.
Low
High
Degree
Degree
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
6
7
8
9
10
11
12
Please be prepared to explain why for any outcome rated less than 3.
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5.10
Relationship Between Levels of Impact
and Components of Training
Levels of
Impact
Awareness +
Concept
Understanding
Skill Attainment
Application
Problem solving
85%
15 %
5-10%
85%
15-20%
5-10%
Practice and Low-Risk
Feedback During
Workshop
85%
80%
10-15%
Ongoing Coaching
(e.g. support teams,
peer partners)
90%
90%
80-90%
Components
of Training
Presentation of
Theory
Modeling
Adapted from Bruce Joyce and
Beverly Showers
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5.11
Essential Agreements
Essential agreements are those elements of an instructional program that must be carried out if the
program is to be successfully implemented. These are program elements that initially are “required”
to get that program off the ground.
Essential agreements have three characteristics:
•
They are mutually agreed upon by teachers and school/district leadership.
•
They are few in number, no more than six to nine.
•
They are observable.
When a set of essential agreements have been established it becomes understood by all involved that
not implementing the essential agreements equates to not implementing the program.
Following are some examples of essential agreement elements:
•
Students will, on a regular basis, be involved in a variety of writing experiences.
•
Math portfolios will be kept for each student.
•
Teachers will meet every two weeks to review, adjust, and support program implementation.
•
Teachers will use a variety of measures to assess knowledge and skill acquisition.
•
Students’ ability to apply skills will be assessed and rubrics will be used for the assessment.
•
Students will be heterogeneously grouped for reading instruction.
Copyright © 2009 ND LEAD Center.
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5.12
Essential Agreements
Standards Based Mathematics Program
Anytown, USA

Standards based mathematics shall be taught a minimum of 1 hour per day.

The XYZ instructional materials shall be the basis of the standards-based mathematics
program

All lessons shall be tied to one or more of the district standards.

Students shall be assessed regarding mastery of each “essential” standard as identified by the
district.

A variety of assessment strategies shall be used.

A variety of instructional strategies shall be used in the classroom and evidence shall be
provided that this is occurring.

Teachers will share on a regular basis lessons and assessments that they have developed
and/or used.
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5.13
Implementation Guide
Standards-Based Mathematics
Components
Time Spent on
Instruction
Use of
Instructional
Materials
Use of
Instructional
Strategies
Transitory
Just For Starters
A minimum of one hour per day is
spent but will exceed the hour if
one or more important concepts
have failed to reach closure.
3
Ideal
A minimum one hour per day is spent
but will exceed the hour if one or
more important concepts have failed
to reach closure.
2
A minimum of on hour per day
is spent.
All portions of the XYZ materials
provide the basis for instruction.
All materials are tied closely to the
standards before instruction occurs.
Using supplementary materials is
common practice.
Including the remaining three portions
is the goal, not yet fully realized; use of
the materials being used is tied to
standards, with maybe minor
exceptions. Seeking supplementary
materials is beginning to be an
important part of materials usage.
2
The two most important
portions of the XYZ materials
are in use and tied to standards.
Familiarity with the other three
parts is occurring; Using
supplementary materials to
support instruction is not
common.
1
Different strategies are tried; it’s
okay not to have a 1-1
connection between the
strategies and the standards.
Efforts are made to alter reteaching techniques from what
was presented originally.
Grouping for instruction is
varied but less often and with
less variety than with the other
levels.
1
Assessments are intuitively tied
to the standards, but there is no
formal connection; variety is
not yet an issue; there may be
some, but it’s not a focus.
Connecting assessments to
standards is beginning to be
done. Using the data to inform
instruction and establish the
“Where from here?” is in
progress but more will be done.
1
Teacher meets regularly,
formally & informally, with
others about instructional and
assessment practices. There is
depth to discussions. Teacher
exchanges lessons and
assessments with others.
3
Multiple strategies are used
regularly; close connections are
made between the standards and the
strategies employed; re-teaching
techniques, often different from
those initially used, are a natural
part of the instructional process;
grouping for instruction is varied.
3
Assessment
Teacher
Collaboration
Assessments are tied directly to the
standards; a variety of assessments
are used, each having an appropriate
connection to that particular
standard(s). Data are used to inform
instruction and establish, “Where
from here? High stakes test results
(such as state testing) are considered
in the whole of the assessment
picture, but DO NOT drive the
process. They are a part of it.
3
The teacher meets regularly,
formally and informally, with others
regarding instructional and
assessment practices. There is
depth to the discussions. The
teacher exchanges lessons and
assessments with others.
3
Using the variables of variety of
strategies, re-teaching techniques, and
grouping for instruction, progress is
being made from the just for starters
to the ideal level of implementation
2
Tying assessments to standards is a
natural part of the assessment picture.
Focusing on using a variety of
measures is an important element of
the transitory level. The teacher is
beginning to connect assessment
results to “Where from here?” in the
classroom. High Stakes measures are
not an instructional issue.
2
The teacher meets regularly, formally
and informally, with others regarding
instructional and assessment practices.
There is depth to the discussions. The
teacher exchanges lessons and
assessments with others
2
1
1
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5.14
Type D Data Tool Box Summary
 Characteristics of Effective Planning:
Identifies 19 characteristics of effective planning. The planning team identifies which of the
characteristics are critical and ensures that these are always present when the team comes
together.
 Analysis of Process (AOP):
Identifies 15 elements that comprise the quality of an instructional program and offers the
opportunity for a small group of educators to identify those elements they believe support
the quality of an instructional program and those that deter quality.
 Nine-Factor Profile:
Helps teams establish a prognosis for the success of any instructional program. On a scale
from very high to very low, the team creates the profile using the nine factors that describes
the environment in which a program is being implemented. By examining the profile, the
team can predict the success or failure of the program.
 Staff Development Program Evaluation Form:
Identifies the intended outcomes of a staff development session and assesses each outcome
in three areas: 1) Sense (understandability), 2) Meaning (relevance, value, usefulness), and 3)
Readiness to use and apply the learning.
 Essential Agreements:
A set of 6-9 statements that teachers and leaders agree must be done in order for an
intended change to be considered “implemented.” The agreements meet three criteria: 1)
agreed upon by teachers and leadership, 2) few in number, and 3) observable. All involved
know that if they are not implementing the essential agreements they are not implementing
the program.
 Implementation Guide
A rubric that describes the implementation of an instructional program in three stages: 1)
Ideal, 2) Transitory, and 3) Just Starting. These stages are described in a matrix in which the
major components of a program are identified (e.g. use of instructional materials,
instructional strategies, grouping for instruction, assessment techniques, and teacher
collaboration). Teachers can use the matrix for reflection and self-assessment. Principals
can use the matrix to stimulate conversation with teachers or to identify the level of
implementation for performance review.
Copyright © 2009 ND LEAD Center.
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5.15