Reflection #22: QUALITY MANAGEMENT AND ASSESSMENT SYSTEM

Student: STEVEN MELVIN II V. DELANTE

Ph.D. Educational Management

Subject: DEM 321

AY: 2022-2023

Educational planning has been a key factor in efficacy and school improvement

according to different authors. Based on the report made by my classmate, research in

educational system reforms underlines that in the last two decades, short-term planning

has increased because school planning consists of target-setting plans with the purpose of

improving previously established standards. However, short-term planning needs to be

incorporated into a longer-term planning framework.

Considering that the aim is to achieve school improvement, evidence shows that

educational planning focuses on contributing to the establishment of organizational

structures that sustain educational change over time, particularly in enhancing

student learning outcomes and, at the same time, fostering a school's capacity for

managing challenges and changes in the society. Therefore, the first step is to understand

and study the organizational climate and structures to build up management structures that

can sustain the capacity building and educational change. The analysis concentrates on
organizational culture, conditions, and strategies; teaching and learning practices; and a

school's capability for decision-making and problem solving.

Based on what I have understand, management strategies are made by looking

closely at the vision and mission of a school. Relevance is emphasized in the planning

process because the way planning is made is as important as the exact plan itself. Staff are

active in the process; decisions are agreed upon; and steps for action are arranged so that

the plan can be implemented. Thus, planning becomes a collaborative as well as an

ongoing process for school welfare and development.

Planning for changes in quality concentrates on development at three organizational

levels, linking school priorities with the suitable required to achieve them. At the school

level, there are efforts which are concentrated on policies, particularly those related to the

mobilization of resources and strategies for professional development to support school

improvement. At the working-group level, planning will concern with the details and

organization of supporting improvement activities. At the individual level, it addresses the

enhancement of school practices. In conclusion, if the purpose is for school improvement to

last for a long time, it needs to challenge not only quality but also equity of every aspect in

education.