As a vital part of the educational enterprise, plans must be made to define the future we want to create for tomorrow's child and to enable educators to deliver on the promise. Planning is just a substitute for good luck. Not relying on luck, educators must identify valid and valuable measurable objectives for education and then enable educators to have the professional competencies, the physical and financial resources to do their jobs, and the supportive environment to operate. Where to start the planning is a challenge. Due to immediacy, we often start our professional work at improving parts of the educational enterprise, such as individual performance, leadership for administrators, or assessment, or curriculum development, improve learning, delivery, testing and assessment. These are the important parts of the total educational enterprise but not the entire system and its supporting parts. This article suggests a hierarchy of planning that may be used to assure that there is alignment with what an agency uses, does, produces and delivers with adding measurable value to our shared society.