Design and Evaluation of Educational Planning, with Emphasis on Teaching Planning at the Basic Level of the Fantino Educational District 16-02, 2005-2006

Abstract

This research was conducted during April-June 2006 with the objective of examining the design and evaluation of educational planning, with an emphasis on teacher planning, at the basic education level in Educational District 16-02, Fantino. It used a non-experimental, descriptive, cross-sectional design. The variables assessed were planning frequency, availability of planning documents, coherence between time and objectives, types of planning, planning objectives, planning elements, planning characteristics, and evaluation of planning. To this end, a closed-question questionnaire was administered to 312 teachers working the morning and afternoon shifts at the basic education level. It was found that teachers plan for weekly or monthly periods, with weekly planning being the most frequent in the morning shift; teachers always use and have their lesson plans available during instruction; teachers develop their planning coherently with the time frame set by the school calendar and the objectives set by the Secretary of State for Education; unit planning is the type most commonly used by teachers; teachers develop their lesson plans in pursuit of various purposes, the most common being to gain greater attention, to establish control over the development and mastery of content, and to achieve objectives and efficient use of time. When developing their lesson plans, teachers incorporate the elements contained in the Curriculum Foundations for the basic education level; however, low integration of resources and strategies was found. Teachers develop their planning seeking to incorporate different characteristics, the most common being participatory, practical, innovative, and flexible. Various bodies participate in the evaluation of planning, the most influential being school directors and assistant supervisors. The evaluation period for planning differs by body: directors carry it out weekly, while assistant supervisors do so monthly and semi-annually. Different instruments are used during the evaluation process, the most frequent being observation sheets and checklists. Based on the results of the planning evaluation, the evaluating bodies undertake various actions, the most accepted being instructional workshops.

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